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A Discussion of Online Learning and Pedagogical Frameworks

A Discussion of Online Learning and Pedagogical Frameworks
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Author(s): Michelle Kilburn (Southeast Missouri State University, USA), Martha Henckell (Southeast Missouri State University, USA) and David Starrett (Southeast Missouri State University, USA)
Copyright: 2009
Pages: 5
Source title: Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong) and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch093

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Abstract

Online learning has quickly emerged and consumed much of the research and discussion regarding distance education. But what is it about online learning that makes it different from other forms of distance education (i.e., print-, audio/radio-, or video/televisionbased)? Will it still be the “star of the show” in the next ten years? In the course of a discussion relating to the evolution of online learning through the lens of prominent learning theories, we will assert that online education has challenged pedagogical norms. By emphasizing the strong points of online learning as they relate to particular learning theories, we will illustrate how online education has solidified its place as a major force in enhancing the learning experience.

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