E-learning Theory and Practice
Caroline Haythornthwaite
- University of British Colombia, Canada
Richard N.L. Andrews
- University of East Anglia, UK
If you’re in the Americas, please visit our Sage College Publishing website to purchase or sample this book:
Go to College Publishing WebsiteDescription
In E-learning Theory and Practice the authors set out different perspectives on e-learning. The book deals with the social implications of e-learning, its transformative effects, and the social and technical interplay that supports and directs e-learning.
The authors present new perspectives on the subject by:
- Exploring the way teaching and learning are changing with the presence of the Internet and participatory media
- Providing a theoretical grounding in new learning practices from education, communication and information science
- Addressing e-learning in terms of existing learning theories, emerging online learning theories, new literacies, social networks, social worlds, community and virtual communities, and online resources
- Emphasizing the impact of everyday electronic practices on learning, literacy and the classroom, locally and globally.
This book is for everyone involved in e-learning. Teachers and educators will gain an understanding of new learning practices, and learners will gain a sense of their new role as active participants in classroom and lifelong learning. Graduate students and researchers will gain insight into the direction of research in this new and exciting area of education and the Internet.
Contents
Acknowledgements
Acknowledgements
Introduction: New Learning Practices
- What's New in Learning?
- What is Driving New Conditions for Learning?
- Chapter Outline
- Looking Forward
- Further Reading
The New Media
- Introduction
- Features of Computer-Mediated Communication
- Conclusion
- Further Reading
Theories of Learning
- Introduction
- Transformation, Framing and Emergence
- Challenges for Assessment
- Toward E-Learning Theory
- Texts
- Conclusion
- Further Reading
Theorizing Online Learning
- Introduction
- Existing Theoretical Positions
- Further Theories
- Interim Summary
- Does E-Learning Require a New Theory of Learning?
- Three Questions Answered
- Further Thoughts
- Conclusion
- Further Reading
New Literacies, New Discourses in E-learning
- From New Literacies to New Discourses
- Exploring Modes
- From 'Literacy' to 'Discourse'
- The Implications of a 'Discourse' View of E-Learning
- A Reciprocal, Co-Evolutionary Model of Literacy Development and Learning
- Developing a New 'Language' for E-Learning
- Conclusion
- Further Reading
Participatory Cultures
- Introduction
- Technologies of Participation
- Brief History of IT Development
- Participatory Media
- Educational Spaces: 1.0 and 2.0
- Changes in Authority and Contribution
- Conclusion
- Further Reading
Learning Communities
- Introduction
- Defining and Locating Community
- Why Collaboration and Community?
- The Concept of Community
- Creating an E-learning Community
- Promoting a Community
- Conclusion
- Further Reading
Sociotechnical Perspectives
- Introduction
- Reviewing Social Processes and Technology
- Managing the Social and Technical Mix in E-learning
- Balancing the Social and Technical
- Conclusion
- Further Reading
E-learning Ecologies
- Introduction
- The Ecology of the E-learning Environment
- Personal Ecologies
- Conclusion
- Further Reading
Ubiquitous Learning, Ubiquitous Learners
- Introduction
- Becoming an Ubiquitous E-learner
- Who Is A Ubiquitous E-learner?
- What Does a Ubiquitous Learner Learn?
- The Ubiquitous Learner and the Economics of Attention
- Conclusion
- Further Reading
E-inclusion and Exclusion
- Introduction
- Digital Divide
- Digital Spectrum
- Conclusion
- Further Reading
Cross-Cultural Issues
- Introduction
- Issues Arising From Cultural Diversity
- E-learning Across the Globe
- Potential Problems with Cross-Cultural Approaches to E-Learning
- Further Reading
Researching E-Learning
- Introduction
- Getting Started in E-Learning Research
- E-learning Research Dimensions
- Research about and for E-learning
- New Forms of Research Formats in the Digital Age
- Becoming an E-Researcher
- Future Research
- From Research About E-Learning to Research For E-Learning
- Conclusions
- Further Reading
- References
Additional materials
Description
In E-learning Theory and Practice the authors set out different perspectives on e-learning. The book deals with the social implications of e-learning, its transformative effects, and the social and technical interplay that supports and directs e-learning.
The authors present new perspectives on the subject by:
- Exploring the way teaching and learning are changing with the presence of the Internet and participatory media
- Providing a theoretical grounding in new learning practices from education, communication and information science
- Addressing e-learning in terms of existing learning theories, emerging online learning theories, new literacies, social networks, social worlds, community and virtual communities, and online resources
- Emphasizing the impact of everyday electronic practices on learning, literacy and the classroom, locally and globally.
This book is for everyone involved in e-learning. Teachers and educators will gain an understanding of new learning practices, and learners will gain a sense of their new role as active participants in classroom and lifelong learning. Graduate students and researchers will gain insight into the direction of research in this new and exciting area of education and the Internet.
Contents
Acknowledgements
Acknowledgements
Introduction: New Learning Practices
- What's New in Learning?
- What is Driving New Conditions for Learning?
- Chapter Outline
- Looking Forward
- Further Reading
The New Media
- Introduction
- Features of Computer-Mediated Communication
- Conclusion
- Further Reading
Theories of Learning
- Introduction
- Transformation, Framing and Emergence
- Challenges for Assessment
- Toward E-Learning Theory
- Texts
- Conclusion
- Further Reading
Theorizing Online Learning
- Introduction
- Existing Theoretical Positions
- Further Theories
- Interim Summary
- Does E-Learning Require a New Theory of Learning?
- Three Questions Answered
- Further Thoughts
- Conclusion
- Further Reading
New Literacies, New Discourses in E-learning
- From New Literacies to New Discourses
- Exploring Modes
- From 'Literacy' to 'Discourse'
- The Implications of a 'Discourse' View of E-Learning
- A Reciprocal, Co-Evolutionary Model of Literacy Development and Learning
- Developing a New 'Language' for E-Learning
- Conclusion
- Further Reading
Participatory Cultures
- Introduction
- Technologies of Participation
- Brief History of IT Development
- Participatory Media
- Educational Spaces: 1.0 and 2.0
- Changes in Authority and Contribution
- Conclusion
- Further Reading
Learning Communities
- Introduction
- Defining and Locating Community
- Why Collaboration and Community?
- The Concept of Community
- Creating an E-learning Community
- Promoting a Community
- Conclusion
- Further Reading
Sociotechnical Perspectives
- Introduction
- Reviewing Social Processes and Technology
- Managing the Social and Technical Mix in E-learning
- Balancing the Social and Technical
- Conclusion
- Further Reading
E-learning Ecologies
- Introduction
- The Ecology of the E-learning Environment
- Personal Ecologies
- Conclusion
- Further Reading
Ubiquitous Learning, Ubiquitous Learners
- Introduction
- Becoming an Ubiquitous E-learner
- Who Is A Ubiquitous E-learner?
- What Does a Ubiquitous Learner Learn?
- The Ubiquitous Learner and the Economics of Attention
- Conclusion
- Further Reading
E-inclusion and Exclusion
- Introduction
- Digital Divide
- Digital Spectrum
- Conclusion
- Further Reading
Cross-Cultural Issues
- Introduction
- Issues Arising From Cultural Diversity
- E-learning Across the Globe
- Potential Problems with Cross-Cultural Approaches to E-Learning
- Further Reading
Researching E-Learning
- Introduction
- Getting Started in E-Learning Research
- E-learning Research Dimensions
- Research about and for E-learning
- New Forms of Research Formats in the Digital Age
- Becoming an E-Researcher
- Future Research
- From Research About E-Learning to Research For E-Learning
- Conclusions
- Further Reading
- References
Additional materials
Reviews
April 2011 | 272 pages | Sage UK
| Format | Published Date | ISBN | Price |
|---|
In E-learning Theory and Practice the authors set out different perspectives on e-learning. The book deals with the social implications of e-learning, its transformative effects, and the social and technical interplay that supports and directs e-learning.
The authors present new perspectives on the subject by:
- Exploring the way teaching and learning are changing with the presence of the Internet and participatory media
- Providing a theoretical grounding in new learning practices from education, communication and information science
- Addressing e-learning in terms of existing learning theories, emerging online learning theories, new literacies, social networks, social worlds, community and virtual communities, and online resources
- Emphasizing the impact of everyday electronic practices on learning, literacy and the classroom, locally and globally.
This book is for everyone involved in e-learning. Teachers and educators will gain an understanding of new learning practices, and learners will gain a sense of their new role as active participants in classroom and lifelong learning. Graduate students and researchers will gain insight into the direction of research in this new and exciting area of education and the Internet.
Table Of Contents:
- Acknowledgements
- Introduction: New Learning Practices
- What's New in Learning?
- What is Driving New Conditions for Learning?
- Chapter Outline
- Looking Forward
- Further Reading
- The New Media
- Introduction
- Features of Computer-Mediated Communication
- Conclusion
- Further Reading
- Theories of Learning
- Introduction
- Transformation, Framing and Emergence
- Challenges for Assessment
- Toward E-Learning Theory
- Texts
- Conclusion
- Further Reading
- Theorizing Online Learning
- Introduction
- Existing Theoretical Positions
- Further Theories
- Interim Summary
- Does E-Learning Require a New Theory of Learning?
- Three Questions Answered
- Further Thoughts
- Conclusion
- Further Reading
- New Literacies, New Discourses in E-learning
- From New Literacies to New Discourses
- Exploring Modes
- From 'Literacy' to 'Discourse'
- The Implications of a 'Discourse' View of E-Learning
- A Reciprocal, Co-Evolutionary Model of Literacy Development and Learning
- Developing a New 'Language' for E-Learning
- Conclusion
- Further Reading
- Participatory Cultures
- Introduction
- Technologies of Participation
- Brief History of IT Development
- Participatory Media
- Educational Spaces: 1.0 and 2.0
- Changes in Authority and Contribution
- Conclusion
- Further Reading
- Learning Communities
- Introduction
- Defining and Locating Community
- Why Collaboration and Community?
- The Concept of Community
- Creating an E-learning Community
- Promoting a Community
- Conclusion
- Further Reading
- Sociotechnical Perspectives
- Introduction
- Reviewing Social Processes and Technology
- Managing the Social and Technical Mix in E-learning
- Balancing the Social and Technical
- Conclusion
- Further Reading
- E-learning Ecologies
- Introduction
- The Ecology of the E-learning Environment
- Personal Ecologies
- Conclusion
- Further Reading
- Ubiquitous Learning, Ubiquitous Learners
- Introduction
- Becoming an Ubiquitous E-learner
- Who Is A Ubiquitous E-learner?
- What Does a Ubiquitous Learner Learn?
- The Ubiquitous Learner and the Economics of Attention
- Conclusion
- Further Reading
- E-inclusion and Exclusion
- Introduction
- Digital Divide
- Digital Spectrum
- Conclusion
- Further Reading
- Cross-Cultural Issues
- Introduction
- Issues Arising From Cultural Diversity
- E-learning Across the Globe
- Potential Problems with Cross-Cultural Approaches to E-Learning
- Further Reading
- Researching E-Learning
- Introduction
- Getting Started in E-Learning Research
- E-learning Research Dimensions
- Research about and for E-learning
- New Forms of Research Formats in the Digital Age
- Becoming an E-Researcher
- Future Research
- From Research About E-Learning to Research For E-Learning
- Conclusions
- Further Reading
- References
Recent Product Reviews:
Excellent book to support the theory of online learning- utilised for PGCE teachers in education.
Mr Julian Ayres, School of Education and Community, Wrexham Glyndwr University
I'm currently studying a MSc in Technology Enhanced Learning so this book has been a life-saver. There's everything you could need to help you understand more about using technology in learning and explained in a straightforward and interesting way. I've used it for every module I've done as well as introducing new concepts of learning to students.
Miss Lisa Evison, Teacher Training, Rotherham College of Arts & Technology
This is a very useful and informative book that helps our students understand e-learning in more detail. This is particularly relevant given that e-learning is becoming increasingly adopted within healthcare due to its perceived cost benefits. Sadly there is a wealth of poor examples of e-learning in practice and this book helps students to understand that it does in fact have massive benefits if it is undertaken correctly.
Mr Tyler Warburton, Dept of Health & Social Studies, Bolton University
A very sound practical book which has led to some valuable discussions of the challenges and advantages of e-learning. Thought-provoking and practical.
Dr Katy Newell-Jones, GP School, Health Education Thames Valley
At a time when the early promise of ‘elearning’ to transform education is being questioned, this is a timely and relevant publication. Offering an approach to the practicalities of digital teaching and learning, it has the benefit of hindsight which in turn makes for realistic reading. The hope is the sector has moved on from early deterministic views and now sees technology as a product of the environment in which it is produced and used. This book offers a useful contribution to the debates around the wider social impact of the internet and its potential for enhancing the learning experience.
Ms Sue Watling, Centre for Educational Research and Development, University of Lincoln