The Construction of Internet Learning Subject and the Critique of E-Learning Policies

• Main Authors: Mei-Chuan Wu, 吳美娟
• Other Authors: Shen-Kang Yang
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/61371378934776771859

博士 === 國立臺灣師範大學 === 教育研究所 === 90 === The Construction of Internet Learning Subject and the Critique of E-Learning Policies Abstract The purpose of this study is to explore the construction of Internet Learning Subject with regard to the analysis of the knowledge and identity implication of e-Learning policies in Europe, Singapore, United States and Taiwan. Topics discussed include the essence of Internet knowledge, the self identity, virtual community identity, hyperidentity in Barlovian Cyberspace. In the analysis of e-Learning policies of Europe, Singapore, United States and Taiwan, the educational implementation and its implication of construction of Internet Learning Subject are discussed. The concept analysis method was applied to explore interdisciplinary research. According to the results of this study, the conclusions were as follows: 1. The ultimate goal of applying Information Technology to education is to develop the Subjectivity and Intersubjectivity of Internet Learning Subject. 2. To criticize the paramount nature of human beings has been neglected in Simulation Theory. 3. To analyze the undetermined, non-logic, nonlinear cognitive process has been neglected in Connectionism. 4. The characteristics of Modernity and Postmodernity are hybridized in the epistemology of Internet Technology and with significant influence upon learning. 5. The performative and critical characteristics co-exist each other in the knowledge construction of Internet learning process. 6. The Internet Learning Subject applies the heuristics cognitive approach to explore the hyperlinked meanings. 7. To develop Internet Learning Subject’s competence of fluid transformation so the collage subjectivity can be integrated healthfully. 8. The reflexivity of modernity is expressed by the representation of self identity in cyberspace. 9. The social relations and social ties are reshaped by the Information Technology and facilitate the formation of virtual learning communities. 10. To practice the Global Information Ethics in order to regulate the hyperidentity in Barlovian Cyberspace. 11. To construct the well-rounded Internet Learning Subject in order to face the challenge of crisis of subjectivity in Information Technology. 12. The e-Learning policies in Europe, Singapore, United States and Taiwan emphasize different perspectives in the construction of Internet Learning Subject. 13. Applying Information Technology as the medium to improve education and facilitate the construction of well-rounded Internet Learning Subject. The well-rounded Internet Learning Subject is established upon the foundation of performativity knowledge, judgment, fluid transformation competence, reflexive critical literacy, community concern and the Global Information Ethics. The educational goal in network society is to develop the well-rounded Internet Learning Subject. According to the goal, to execute National Information Infrastructure, to improve the curriculum, teaching and teachers’ education, to digitalize the educational administration, and to facilitate the cooperation between business and education organizations. Based on the conclusions, further suggestions are as follows: 1. The schooling should not over-emphasize the performative knowledge as neglect the development of other competences. 2. The undermined, non-logic, nonlinear cognitive approach is as important as the Algorithms cognitive process in learning environment. 3. To understand the epistemology of Information Technology in order to apply the principles in learning settings. 4. Using information administration principles to regulate the transmission of performative knowledge. 5. To develop Internet Learning Subject’s judgment and reflexive critical literacy. 6. To establish the sound electronic communicative environment in order to facilitate Internet Democracy. 7. To develop Internet Learning Subject’s fluid transformation competence and rational thinking. 8. To help the Internet Learning Subject learning social concern and Global Information Ethics in network society. 9. The National Educational Technology Plan is based on the aim to construct the well-rounded Internet Learning Subject. 10. To borrow the e-Learning experiences of Europe, Singapore, United State in order to improve the quality of education in Taiwan. .