AN ONLINE LEARNING MODEL TO FACILITATE LEARNERS’ RIGHTS TO EDUCATION
DOI:
https://doi.org/10.24059/olj.v12i1.1711Keywords:
Learners’ Rights, Online Learning Environments, Self-directed Learning, Independent Inquiry, Collaborative Inquiry, Formative Inquiry towards Expert KnowledgeAbstract
This paper connects an online learning model to the rights to education that the online educational environments can provide. The model emerges from a study of ninety-two online learners and is composed of three kinds of inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge. Online learners naturally pursue and undertake these inquiries when they are equipped with communication channels and technologies. This model provides a thinking tool for integrating new media and technologies in an online learning environment in order to help students achieve their full rights to education.
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Universal Declaration of Human Rights. Article 26: http://www.un.org/Overview/rights.html:
a. Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
b. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
c. Parents have a prior right to choose the kind of education that shall be given to their children.
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