ABSTRACT

Current distance education practices can be susceptible to the types of content-heavy, top-down instruction often seen in physical classrooms. These practices are similar to the activities of corporations, which use recommendation systems and game theory to mold the public sphere and fragment it. We propose that free knowledge creation through open, multichannel communication needs to be used in distance education to permit both individual and collective agency for students to process knowledge and develop higher order reflectivity. Such frameworks would help students of distance education and instructors to use critical thinking to discuss concepts as equal stakeholders and develop varied ideological outcomes that could contribute to creating social change. This conceptual paper places current distance education practices within Habermasian theory, discusses ways in which the Internet and its educative potential has come to be viewed thus far, and suggests platforms that could open distance learning to new possibilities.

摘要

当前的远程教育实践可能会受到物理教室中经常出现的内容繁重，自上而下的教学的影响。这些做法类似于公司的活动，后者使用推荐系统和博弈论来塑造公共领域并使其分裂。我们建议，在远程教育中需要使用通过开放的，多渠道的沟通来创造免费的知识，以允许学生的个人和集体代理处理知识并发展更高阶的反射率。这样的框架将帮助远程教育的学生和教师运用批判性思维，以平等的利益相关者的身份讨论概念，并发展出各种可能有助于创造社会变革的意识形态成果。