ERIC Number: ED348947
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
Whatever Happened to the Silent Scientific Revolution?--Research, Theory and Practice in Distance Education.
The point of departure for this article is the title of a book edited by David Fetterman, "Qualitative Approaches to Educational Evaluation--The Silent Scientific Revolution." This article addresses the question of how the shift to a qualitative, phenomenological approach has impinged on research and evaluation in distance education. Three issues that influence the style and approach of such research are identified: (1) the role and influence of educational technology with the assumptions which it embodies about the course design process and the relationship between research and practice; (2) the nature of the organization and the structures within which research and evaluation are conducted; and (3) the individual staff involved, their backgrounds, and their interests. The discussion then focuses on the role and influence of educational technology; qualitative-illuminative studies of learning and phenomenological approaches to research and evaluation; critical theory and action research; international perspectives in research on distance education; and developing programs for research and theory. It is concluded that, although the "silent revolution" identified by Fetterman has not really occurred in distance education, important initiatives are in progress with the development and elaboration of the "new educational technology." Lists of 33 references and 35 Student Research Center Reports are included. (ALF)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology.