期刊名称：Informing Science: The International Journal of an Emerging Transdiscipline
印刷版ISSN：1547-9684
电子版ISSN：1521-4672
出版年度：2005
卷号：8
页码：55-73
出版社：Informing Science Institute
摘要：Rapid proliferation of the Internet along with emerging social and economic imperatives are leading
institutions of higher-learning to offer a large variety of online courses/programs in different
disciplines. As such education becomes increasingly pervasive and legitimate in society, there is a
need to critically examine its merits and pitfalls as well as the underlying assumptions driving the
justification, design, and teaching of online courses. In this paper, we take a first step in this direction
by uncovering myths embedded in the discourse on online learning. We examine these
myths in the context of online education in our own discipline, that of Information Systems (IS).
We intend the paper to stimulate awareness and encourage debate regarding the pedagogical, administrative,
economic, and societal implications of this novel though untested form of education
as practiced in IS as well as in related disciplines.
