Author

Alex Stone

Defense Date

3-1-2007

Graduation Date

2007

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Instructional Technology (EdDIT)

School

School of Education

Committee Chair

Gary Shank

Committee Member

Lou Nagy

Committee Member

Peter Miller

Keywords

blended learning, cyber schools, learning objects, pragmaticism, pragmatism

Abstract

This study is a critical theoretical analysis. Its basic premise is that several seemingly intractable issues exist that interfere with the implementation of learning object based instruction (LOBI) in the K-12 online learning environment. The purpose of this study is to identify these issues, and then critique each one individually in order to initiate a discourse that will ultimately facilitate the implementation of LOBI into K-12 public schools. Twelve issues are identified and then individually critiqued. The overriding philosophical influence that drives this study is pragmaticism as presented by C.S. Peirce and basic principles of that particular philosophy are utilized to present critiques of each of the twelve assumptions that are identified. There is a consistent emphasis upon environmental factors throughout the study. The findings are best described as a contextual contribution to, and/or an initiation of, a critical theoretical discourse that addresses the issues that interfere with the implementation of this form of instructional technology into K-12 public schools.

Format

PDF

Language

English

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