Philosophical and Epistemological Basis for Building a Quality Online Training Methodology
This chapter outlines the problem of laying the groundwork for building a suitable online training methodology. In the first place, it points out that most e-learning initiatives are developed without a defined method or an appropriate strategy. It then critically analyzes the role of the constructi...
| Autores: | , |
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| Tipo de documento: | capítulo de livro |
| Data de publicação: | 2008 |
| País: | España |
| Recursos: | Universidad de Salamanca (USAL) |
| Repositório: | GREDOS. Repositorio Institucional de la Universidad de Salamanca |
| OAI Identifier: | oai:gredos.usal.es:10366/123196 |
| Acesso em linha: | http://hdl.handle.net/10366/123196 |
| Access Level: | Acceso aberto |
| Palavra-chave: | e-Learning Online Tutoring Philosophical Groundings 1203.10 Enseñanza con ayuda de ordenador 58 Pedagogía 7204.01 Filosofía antigua |
| Resumo: | This chapter outlines the problem of laying the groundwork for building a suitable online training methodology. In the first place, it points out that most e-learning initiatives are developed without a defined method or an appropriate strategy. It then critically analyzes the role of the constructivist model in relation to this problem, affirming that this explanatory framework is not a method and describing the problems to which this confusion gives rise. Finally, it proposes a theoretical and epistemological framework of reference for building this methodology based on Greek paideía. The authors propose that the search for a reference model such as the one developed in ancient Greece will allow us to develop a method based on the importance of a teaching profile “different” from traditional academic roles and which we call “tutor.” It has many similarities to the figures in charge of monitoring learning both in Homeric epic and Classical Greece. |
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