E-Learning Myths: Introduction
There a number of claims, truisms or clichés that are frequently taken as self-evident in e-learning discussions, presentations, funding proposals and papers. These frequently find pointed expression in buzzwords and catchphrases like “net generation” (e.g. Barone, 2005), “knowledge economy” (e.g. Gandel, Katz, Metros, 2004) or fixed “laws” of technological change (e.g. Bull et al, 2002). The claims entailed by with these phrases play critical and enabling roles in e-learning research and practice. But these claims are all too frequently invoked without being subject to any kind of questioning or scrutiny, and often with little explicit supporting evidence. Closer investigation reveals the phenomena behind these claims to be much less self-evident, and much more controversial and complex than one would initially be led to believe. In fact, careful consideration –often involving sources outside the literatures of e-learning– often shows that behind these truisms or myths, lurk problems and challenges that are in urgent need of educators’ and technologists’ careful attention.
The first of these is the myth of the “net generation,” discussed below. Other myths will be itemized and described in coming weeks on this blog.
