Finding liberation and social equality in transformative online education

Abstract

To find liberation and social equality in transformative online education, the leaders in distance education should effectively focus on a dynamic critical design approach and bring the radical changes in the virtual world. Fostering the courtesy, confidentially and human dignity of this decisive design approach in distance education should be an active process to obtain, evaluate and produce knowledge. Therefore, the strategies and principles of transformative online education should have a perspective on such serious concerns on liberation and social equality as whether the change process starts with professors, administrators, learners, education communities and professional reformers at local, state, national and international levels. The authors hope that the importance of considering a wide range of situations in implementing transformative online education and matching innovation with the realities of liberation and social equality deal with the rights of learners and professors. Not only should professors, therefore, help their learners but also themselves become active participants in distance education. Entire learning milieu should be interactive and collaborative help learners to work on complex projects, synthesize knowledge to build their own understandings, learn skills and concepts, and use them to solve real world problems. In this liberal and socially equal milieu, professors and learners should adopt innovative communication strategies for transformative online education; because distance education is going through a critical planning and management revolution process as well as concentrating on acquisition of novel intellectual models and egalitarian strategies