E-learning in the 21st Century: A Framework for Research and Practice

Front Cover
Psychology Press, 2003 - Computers - 167 pages
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There is currently a technological revolution taking place in higher education. The growth of e-learning is being described as explosive, unprecedented, and above all, disruptive. This timely and comprehensive book provides a coherent framework for understanding e-learning in higher education.
The authors draw on their extensive research in the area to explore the technological, pedagogical and organisational implications of e-learning, and more importantly, they provide practical models for educators to use to realise the full potential of e-learning. A unique feature of the book is that the authors focus less on the ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective.
This book will be invaluable for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e-learning in their institutions. It will also appeal to anyone with an interest in the impact of e-learning on higher education and society.
  

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Contents

Introduction
1
A new reality
2
Myths
5
Conclusions
7
The conceptual framework
9
Theoretical foundation
11
A transactional view
13
Theoretical concepts
14
Cognitive presence descriptors
60
Conclusion
63
Teaching presence
64
Roles and functions
65
Design and organization
67
Facilitating discourse
68
Direct Instruction
70
Conclusion
71

Principles
16
Conclusion
20
Community of inquiry
22
The learning community
23
Computer conferencing
24
Textbased communication
25
A conceptual framework
27
Cognitive presence
28
Teaching presence
29
Indicators
30
Conclusion
31
The technology of elearning
32
Defining educational technology
33
Generations of distance education technology
34
First generation
35
Second generation
36
Third generation
37
Fourth generation
38
The net and distance education technology
39
Education technology and interactions
41
Teacherstudent interaction
43
Studentstudent interaction
44
Teachercontent interaction
45
Contentcontent interaction
46
Conclusion
47
Social presence
48
Categories of social presence
50
Affective responses
52
Practical Implications
53
Conclusion
54
Cognitive presence
55
Conceptual background
56
Practical inquiry
58
Applying the framework
73
Guidelines for practice
75
Learning Activities
76
Teachinglearning guidelines
77
Design and organization
78
Facilitating discourse
83
Direct instruction
88
Conclusion
90
Assessment and evaluation
92
Functions of assessment
93
Assessing quality
95
Assessing participation
96
Assessment Activities
98
Database of learning products
100
Authenticating assessment
101
Conclusion
104
Organizational issues
105
Strategic Innovation
106
Policy development
107
Infrastructure
109
Leadership
112
Conclusion
113
Future directions
115
Communities of inquiry
117
Developments on the Net
118
Velocity
120
Variety
121
Value
122
Appendix A
125
Appendix B
129
References
153
Index
161
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