Defense Date
3-1-2007
Graduation Date
Spring 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
Language
English
Recommended Citation
Stone, A. (2007). Utilizing Environmental Factors and Basic Principles of Pragmaticism to Establish a Theoretical Framework for Integrating Learning Object Based Instruction (LOBI) into K-12 Instructional Practice (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1242