In addition, characterising distance education as the most industrialised form of teaching and learning is also regarded as out of proportion and criticised because it is claimed that this characterisation is obsolete because for some time now we have been in a post-industrialist age (Peters, 3-4)."
Peters does, however, make a good point about the lack of pedagogy on the subject of distance education and learning. There is very little I way of research and analysis on that leads to an understanding as to the progress of distance education and learning as a viable method of education. It would see that, initially, because it was perceived by educators and mainstream universities as a product of "industrialization," little effort was made in the way of pedagogy to study and analyze distance education and learning.
That failure to build a body of pedagogy around distance education and learning has probably done more...
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