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

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.

Name thesis:degree_name

EdD

Level thesis:degree_level

Immediate Access

Discipline thesis:degree_discipline

Instructional Technology (EdDIT)

Year dc:date.available

2007

Author dc:creator

• Stone, Alex

Contributors dc:contributor

• Gary Shank
• Lou Nagy
• Peter Miller

• blended learning
• cyber schools
• learning objects
• pragmaticism
• pragmatism

Language dc:language

English

Repository record dc:identifier

https://dsc.duq.edu/etd/1242

OAI identifier oai:identifier

oai:dsc.duq.edu:etd-2258