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What is Pedagogy Classicists

Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications
The opposition to the “blended learning romantics” who disagree with anything that involves technology. Technology is sometimes regarded as no more than a tool, a mere vehicle or information carrier (Luppicini, 2005). Pedagogy classicists, however, stress the negative aspects of that tool. They concentrate on the constraints imposed by the technology and believe in pedagogy and learning theory rather than the “tool” or “vehicle”. In the worst cases, they may not regard blended learning as a scholarly, educational or social science research activity at all.
Published in Chapter:
In Love and War: Blended Learning Theories for Computer Scientists and Educationists
Esyin Chew (University of Glamorgan, UK), David A. Turner (University of Glamorgan, UK), and Norah Jones (University of Glamorgan, UK)
DOI: 10.4018/978-1-60566-380-7.ch001
Abstract
Blended learning involves the combination of two fields of concern: technological and instrumental considerations are, to a greater or lesser extent, combined with pedagogy and educational theory. The result of this is that blended learning suffers from considerable difficulties of definition, and its theoretical foundation is correspondingly weak. For this reason it is desirable to expose the philosophical and theoretical foundations of blended learning to critical scrutiny. Creating a foundation for blended learning will involve an examination of the gap between the paradigms and practices of educational theory and educational technology. The result should be a space within which academics from the diverse disciplines involved may be able to discuss and resolve their problems. This chapter will explore the contrasting disciplinary perceptions and suggest a sketch for blended learning theory.
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