Integrativism as a theoretical and organisational framework for e‐learning and practitioner research

Abstract

In this article integrativism is proposed as a framework for e‐learning and practitioner research. The philosophical bases of integrativism are outlined. Foundational principles of integrating education, derived from the notions of continual quality improvement and high‐quality learning, are explained. The extension of integrating education to embrace e‐learning and practitioner research draws on ideas from sociocultural theory. A virtual learning environment is described which has been designed around an integrating approach to education. The practice of integrating education is facilitated in the virtual learning environment through the use of heuristics. Examples of heuristics are given. An online Master's course in information and communication technology in education, developed around the principles of integrativism, is outlined. Finally, examples are given of integrative, practitioner research.

Acknowledgements

Thanks are due to Richard Osborne, who created the VLE CoCoA; John McShea, who provided a discussion paper on the nature of telematics derived from his Ph.D. at Exeter; all of the Master's students who have worked with us at Exeter, and especially John Rhodes and Nigel Riley, whose work is described in detail in this article.