Abstract :
This paper offers a critique of the Chinese philosophy of online distance learning
as a means of building a lifelong learning society. Literature about lifelong
learning and its implications for online distance learning is reviewed. Documents,
reports and research papers are examined to explore the characteristics
of the Chinese philosophy of online distance learning as reflected in the prevailing
understanding and debates in the field. Phenomenological analysis,
deconstructive discourse analysis and internal criticism are employed, guided
by a phenomenological qualitative methodology. The critique reveals that the
notion of lifelong learning is to some extent obscured in meaning in the prevailing
understanding of and debates about Chinese online distance learning.
Furthermore, it shows that the Chinese philosophy of online distance learning
paradoxically combines a sense of overenthusiasm with a sense of underestimation
associated with the potential of online distance learning in promoting
lifelong learning. Also identified is the emerging development of Chinese
online distance learning towards its ‘in-depth development’, based on an
increasing awareness of the necessity to enhance the quality of online distance
learning through integration of educational theories with information and
communication technologies (ICT). The paper calls for a new vision on ICT for
learning as a necessary condition for successful incorporation of Chinese
online distance learning with and into lifelong learning.
