Volume 39 - Online Education: A Science and Technology Studies Perspective

Oct 15, 2026

Uploaded by pop out

This paper argues that research on the pedagogical value and potential of new technologies is constrained by implicit philosophical perspectives that shape how technology is understood. It contrasts essentialism, which treats technologies as possessing inalienable qualities, with instrumentalism, which views technology as a neutral tool for user-defined goals. The work reviews critiques from philosophy, history, and sociology of technology, proposing that more nuanced perspectives from contemporary technology studies can open new directions for online education research.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Introduction

Online education research and expected change

Prevailing perspectives and research questions

Core theme and perceived benefits

Volume 39(2) Spring/printemps 2013 Online Education: A Science and Technology Studies Perspective Éducation en ligne: Perspective des études en science et technologie Edward C. Hamilton, Capilano University Norm Friesen, Thompson Rivers University Abstract This paper argues that research into the pedagogical value and potential of new technologies is limited by the implicit philosophical perspectives on technology that such research adopts. These perspectives either imbue technologies with inalienable qualities (essentialism) or posit technology as a neutral means for realizing goals defined by their users (instrumentalism) . Such approaches reflect the reigning common sense around the relation of technology and social practice, but they have also been resoundingly critiqued from within the philosophy, history and sociology of technology. It is our argument that the development of more nuanced philosophical perspectives on technology derived from contemporary technology studies can provide fruitful new directions for online education research. After briefly outlining how essentialist and instrumentalist perspectives operate in such research, we overview the key contributions developed in technology studies, suggesting how the latter might enhance research into online education. Résumé Cet article soutient que la recherche sur la valeur et le potentiel pédagogiques des nouvelles technologies est limitée par les positions philosophiques qui y sont implicites. Ces positions conduisent soit à attribuer des qualités inaliénables aux technologies (essentialisme), soit à appréhender la technologie comme un moyen neutre pour la réalisation d’objectifs définis par les utilisateurs (instrumentalisme). De telles approches reflètent le sens commun qui prévaut quant à la relation entre la technologie et la pratique sociale. Elles ont cependant aussi été vivement critiquées dans les milieux de la philosophie, de l'histoire et de la sociologie de la technologie. Nous défendons l’idée que l’élaboration de positions philosophiques plus nuancées sur la technologie, issues des études contemporaines de technologie, peut offrir de nouvelles orientations fécondes pour la recherche consacrée à l’éducation en ligne. Après une brève description des positions essentialistes et instrumentistes telles qu’elles se présentent dans ce champ de recherche, nous passerons en revue les principales contributions des études en CJLT/RCAT Vol. 39(2) technologie et suggérons comment ces dernières pourraient rehausser la recherche consacrée à l’éducation en ligne. Introduction In recent years, research into the pedagogical value of network computing and digital media has exploded. As they have elsewhere, these innovations are expected to usher in dramatic changes in education that are seen by many as both unstoppable and beneficial. Administrators value them for the cost-reductions they promise; students love them for their flexibility; pedagogues see in them a reflection of progressive models of education. Amidst this furore, extensive research literatures dealing with online education have emerged in educational technology, distance education, educational philosophy, cognitive science, educational leadership, and the list goes on. These literatures adopt a variety of perspectives on education – from constructivists searching for authentic educational experiences (e.g., Anderson, 2004), to cognitivists attempting to move learners’mental models from novice to expert levels (e.g., Jacobson, 2004; Royer, 2005), to critical pedagogues hoping to pluralise the classroom (e.g., Lauzon, 1999), to distance educators hoping to add interactivity to distributed learning (e.g., Gunawardena & McIsaac, 2004), to administrators seeking higher levels of productivity (e.g., Massy & Wilger, 1998) . These literatures, moreover, explore a diversity of questions: how do new technologies transform instructional practices (e.g., Harasim, Hiltz, Teles & Turoff, 1995;

FAQs

What central limitation does the paper identify in technology-oriented education research?

It argues that such research is limited by implicit philosophical perspectives embedded in the way technology is framed, either as essential or as a neutral means.

How does the paper distinguish essentialism from instrumentalism?

Essentialism attributes inalienable qualities to technologies, while instrumentalism treats technology as a neutral tool for realizing goals defined by users.

What does the paper propose to advance future online education research?

It suggests developing more nuanced philosophical perspectives on technology drawn from contemporary technology studies to provide new research directions.

Oct 15, 2026

Uploaded by pop out