Instructional Technology (EdDIT)
School of Education
blended learning, cyber schools, learning objects, pragmaticism, pragmatism
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.
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