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. |
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
Anderson approaches to learning Archer assessment asynchronous challenge chapter classroom coders coding cognitive presence collaborative communities of practice community of inquiry community of learners components computer conferencing concepts congruent constructivist content analysis create critical discourse critical thinking defined design and organization direct instruction discussion disruptive technology distance education e-learning context e-learning courses e-learning experience educational context educational experience educational transaction effective elements enhance evaluation face-to-face Facilitating discourse focus framework Garrison goals higher education higher-order learning outcomes identify important individual institutions instructional design integration interaction Internet issues knowledge knowledge management learning activities learning environment learning transaction meaningful medium messages metacognitive on-line participation pedagogical perspective phases of practical potential of e-learning practical inquiry purpose reflection and discourse reliability responsibility specific strategic studies sustained teachers and students teaching and learning teaching presence text-based communication transcripts transform understanding variables