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Farajollahi, Mehran, Norouzzadeh, Reza, Ebrahimzadeh, Iesa, Haghighi, Fahimeh Sadat. (1391). The philosophical system of open and distant learning: Is technology the custodian ofdistant learning or educational philosophy. سامانه مدیریت نشریات علمی, 2(4), 21-30.
Mehran Farajollahi; Reza Norouzzadeh; Iesa Ebrahimzadeh; Fahimeh Sadat Haghighi. "The philosophical system of open and distant learning: Is technology the custodian ofdistant learning or educational philosophy". سامانه مدیریت نشریات علمی, 2, 4, 1391, 21-30.
Farajollahi, Mehran, Norouzzadeh, Reza, Ebrahimzadeh, Iesa, Haghighi, Fahimeh Sadat. (1391). 'The philosophical system of open and distant learning: Is technology the custodian ofdistant learning or educational philosophy', سامانه مدیریت نشریات علمی, 2(4), pp. 21-30.
Farajollahi, Mehran, Norouzzadeh, Reza, Ebrahimzadeh, Iesa, Haghighi, Fahimeh Sadat. The philosophical system of open and distant learning: Is technology the custodian ofdistant learning or educational philosophy. سامانه مدیریت نشریات علمی, 1391; 2(4): 21-30.

The philosophical system of open and distant learning: Is technology the custodian ofdistant learning or educational philosophy

Interdisciplinary Journal of Virtual Learning in Medical Sciences
مقاله 2، دوره 2، شماره 4 - شماره پیاپی 7، خرداد 2012، صفحه 21-30    اصل مقاله (846.76 K)
نویسندگان
Mehran Farajollahi؛ Reza Norouzzadeh؛ Iesa Ebrahimzadeh؛ Fahimeh Sadat Haghighi*
Department of Educational Sciences, Payam Noor University, Tehran, Iran
چکیده
The aim of this study was to assess the philosophical principles of open and distant learning. This descriptive study was done by assessing digital and library resources on the principles of distant learning. In order to understand the philosophical and educational principles of open and distant learning and to determine the epistemological, ontological, and axiological functions of its four main elements (distant learner, distant educational organization, distant educational content, and distant educational inviron ment), collected data were analyzed using analytical and interpretational methods. The results showed that pragmatism and constructivism have specific functions in the four mentioned elements of distant learning with respect to epistemological, ontological, and axiological aspects.
کلیدواژه‌ها
Open and Distant Philosophy؛ Pragmatic Philosophy؛ Constructivistic-educational Philosophy
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سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب