E-Learning in the 21st Century: A Framework for Research and PracticeRoutledge, 2003 M08 29 - 184 páginas 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. |
Contenido
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 |
153 | |
161 | |
Otras ediciones - Ver todas
E-Learning in the 21st Century: A Framework for Research and Practice D. Randy Garrison Vista previa limitada - 2003 |
E-learning in the 21st Century: A Framework for Research and Practice D. Randy Garrison,Terry Anderson Vista previa limitada - 2003 |
E-learning in the 21st Century: A Framework for Research and Practice D. Randy Garrison,Terry Anderson Sin vista previa disponible - 2003 |
Términos y frases comunes
activities analysis Anderson application approach appropriate assessment associated asynchronous become challenge chapter coding cognitive presence collaborative community of inquiry computer conferencing concepts considerable construct content analysis contributions course create critical thinking defined described direct discourse discussion distance education e-learning experience educational experience effective elements encourage enhance environment essential establishing evaluation example expectations facilitate focus forms framework function Garrison goals higher education higher-order ideas identify important increase indicators individual influence institutions instruction integration interaction issues knowledge learners learning outcomes meaning meaningful medium messages nature objects organization participation perspective phase postings potential practical practical inquiry problem questions reflection reliability responsibility role sense social presence specific studies suggest sustained teacher teaching and learning teaching presence text-based transaction transcripts transform understanding unit