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The nature of knowledge in web-based learning environments.
Abstract
A number of pedagogical concerns have arisen as a result of student enabled instructive strategies. As more sources produce more information available in the online environment, the nature of knowledge becomes more relative. Students need to understand how to cope with that relativity by learning how to judge the credibility of online information, and how to participate in their own learning in web-based educational environments ethically and responsibly. A case study of a blended course provides the foundation for examining these issues. Recommendations are made for course design that include a grounding in epistemology.
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