نوع مقاله : مقاله پژوهشی
نویسنده
استادیار دانشگاه پیام نور
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
Knowledge production in distance education is not an automatic or aimless process. This structure has evolved through different generations (The Correspondence Model, The Multi-media Model and The Tele-learning Model). It helped knowledge production with considering qualities of modern and post-moderns societies and different paradigms.
With this mind, aim of this article is assessing the role and placement of distance education system in knowledge production.
In the present research, data was gathered through documents using a descriptive-analytical method. These documents include identification, study and classification of information related to the subject. This article discusses how paradigms change in two modern and post-modern societies and how knowledge production is investigated based on each of these paradigms.
Results of this study show that in the evolution of distant education, Positivism paradigm is dominant in the first generation of knowledge production in modern society. After that, parallel to the change of modern concepts to post-modern, it’s obvious that in the second generation, Hermeneutic paradigm is dominant in the mentioned field. Also in the third generation and post-modern society, Critical paradigm is on top of other paradigms in discourse of knowledge production and IT era. In this study specification of each paradigm and their influence on knowledge production in different generations would be discussed.
کلیدواژهها [English]
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