.png){kind=icon}
返回
.png){kind=icon}
.png){kind=icon}
.png){kind=icon}
摘要
En 中文
This commentary discusses reasons that lead scholars to feel entitled to make judgements in areas where they have little or no expertise. Three current reports about the future of online learning are considered, issued by the Global Learning Council, Massachusetts Institute of Technology, and the Gates Foundation. Two of these publications contain contradictions and confusion that may simply be due to lack of awareness of distance education (DE) and online learning research. The third report gives good evidence but has been criticized for being too academic. The conflicting standards and criteria evident in such writings may be due to institutional pressures to promote policies and principles despite lack of supportive evidence, and to weaknesses in the DE literature itself. As major institutional policies about online learning are likely to be based on the recommendations of such reports, it is important for DE specialists to challenge them where appropriate.
Keyword:
Death of expertise
flipped learning
Forgotsky Effect
knowledge engineering
massive open online courses
plagiarism
AI总结
对已上传原文的论文进行重点信息的提取，主要内容包括：简要概述、研究摘要、背景介绍、关键亮点、图文解析、展望与总结。
期刊
IF:
3
论文数:
620
被引数:
1.8K
机构
引用论文
.png){kind=icon}
.png){kind=icon}
分享.png){kind=icon}
收藏
分享收藏
分享收藏 没有更多内容
没有更多内容