I was looking at several definitions of ‘scientific theory' found that two attributes are essential to most of them:
It explains specific phenomena of the world and does so by predicting future observations of these phenomena
It adheres to an explicit methodology which allows anyone (mastering this methodology) to either provide further evidence (verify) or refute (falsify) it. By definition, a scientific theory must not be irrefutable.
What is specific about a theory for elearning?
A theory of elearning should explain and predict the specific phenomena called ‘elearning’ (any kind of electronically supported learning and teaching) and must therefore be part of a theory of pedagogy, the science of education. So when a theory of elearning predicts the outcome of applying electronic means to support learning, it should do so in pedagogic terms, i.e. in how far it aids the development of skills or knowledge. Furthermore, such a theory should establish a common set of measurements which allows the comparison of different elearning approaches.
I think it is also noteworthy that theory is often contrasted to practice, and that the latter usually precedes the former. That an elearning theory aims at explaining something which is already in practice means that it is possible to be a practitioner without a respective theory, but also without the benefit of a common set of terms to evaluate different approaches.
An elearning theory?
(H817 - block 1: activity 9)
What is a scientific theory?
I was looking at several definitions of ‘scientific theory' found that two attributes are essential to most of them:
What is specific about a theory for elearning?
A theory of elearning should explain and predict the specific phenomena called ‘elearning’ (any kind of electronically supported learning and teaching) and must therefore be part of a theory of pedagogy, the science of education. So when a theory of elearning predicts the outcome of applying electronic means to support learning, it should do so in pedagogic terms, i.e. in how far it aids the development of skills or knowledge. Furthermore, such a theory should establish a common set of measurements which allows the comparison of different elearning approaches.
I think it is also noteworthy that theory is often contrasted to practice, and that the latter usually precedes the former. That an elearning theory aims at explaining something which is already in practice means that it is possible to be a practitioner without a respective theory, but also without the benefit of a common set of terms to evaluate different approaches.