Knowledge Acquisition

In order for ejournals to represent a paradigm shift, they would have to represent a new method of knowledge acquisition or a new way of learning. If a new way of learning were to occur, this would represent a change in the educational paradigm. It is argued that the ability to pick and chose pathways of learning represents a change in traditional educational knowledge acquisition of teacher, or presenter guided pathways of learning (Langford & Hardin, 1999; Norris, 1999). However, does the ability for an individual to choose a pathway that is right for them and follow their own interests in acquiring knowledge, represent a change in the fundamental way of learning or learning theory? Willis (1998) states that instructional design is in the middle of a significant paradigm debate, from behavioral and cognitive science theories of learning to constructivism. This change to a boundaryless method of delivery of knowledge through the Internet may change the fundamental way that people learn or think.

If a change in the fundamental way that people learn and think is the result of the boundaryless delivery of knowledge through the Internet, then a paradigm shift is occurring. If this results in educators looking at how individuals learn in a new and different way from the learning that has occurred in the past, than ejournals may represent a way that learning is acquired. However, this does not mean that ejournals are the paradigm shift, they are only a method or aid to learning. Ejournals are not the paradigm shift, the new way of thinking which results from the boundaryless delivery of knowledge is the paradigm shift, and new theory related to this way of organizing knowledge will result according to Kuhn's idea of a scientific revolutions.