<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><p>Education systems confront new requirements to become more efficient and contribute more to the economic success of society. At the same time there are new challenges for the education systems to perform their tasks using advanced technology. In capacity, information technology considerably surpasses the current learning technology. Supported by Internet it creates an electronic parallel to the standard school and learning. Unfortunately there is only sporadic evidence that supported by information technology, learning and education system as a whole can be considerably improved. In spite of that, we believe there is no way back and e-education is not just a temporary whim. Even though we do not know exactly who should perform what and to which scope. The passiveness of pedagogues, the lack of empirical research and the occurring expansion of the market for e-education products without their quality assessment is not of advantage to this progress. The spread of e-education production without considering the professional opinion of pedagogues, who beside their practical work must also engage in developing their own pedagogical theory, might not benefit the existing education achievements. On the other hand, didactics can by analogy be applied also in the web environment, consequently creating the related assessment mechanisms of the electronic education elements.</p></abstract>

Education systems confront new requirements to become more efficient and contribute more to the economic success of society. At the same time there are new challenges for the education systems to perform their tasks using advanced technology. In capacity, information technology considerably surpasses the current learning technology. Supported by Internet it creates an electronic parallel to the standard school and learning. Unfortunately there is only sporadic evidence that supported by information technology, learning and education system as a whole can be considerably improved. In spite of that, we believe there is no way back and e-education is not just a temporary whim. Even though we do not know exactly who should perform what and to which scope. The passiveness of pedagogues, the lack of empirical research and the occurring expansion of the market for e-education products without their quality assessment is not of advantage to this progress. The spread of e-education production without considering the professional opinion of pedagogues, who beside their practical work must also engage in developing their own pedagogical theory, might not benefit the existing education achievements. On the other hand, didactics can by analogy be applied also in the web environment, consequently creating the related assessment mechanisms of the electronic education elements.

E-education between Pedagogical and Didactic Theory and Practice

Organizacija

{"article-title":"E-education between Pedagogical and Didactic Theory and Practice"}

Education systems confront new requirements to become more efficient and contribute more to the economic success of society. At the same time there are new...

E-education between Pedagogical and Didactic Theory and Practice

Publié en ligne: 05 mars 2009

Pages: 10 - 16

DOI: https://doi.org/10.2478/v10051-008-0027-1

Mots clés
Didactics, e-education, informatization, IT, information technology, multimedia, interactivity, knowledge quality

This content is open access.

E-education between Pedagogical and Didactic Theory and Practice

Publié en ligne: 05 mars 2009

Pages: 10 - 16

DOI: https://doi.org/10.2478/v10051-008-0027-1

Mots clésDidactics, e-education, informatization, IT, information technology, multimedia, interactivity, knowledge quality

This content is open access.

Mots clés
Didactics, e-education, informatization, IT, information technology, multimedia, interactivity, knowledge quality