E-learning Theory and Practice

Caroline Haythornthwaite - University of British Colombia, Canada
Richard N.L. Andrews - University of East Anglia, UK
E-learning Theory and Practice
April 2011 | 272 pages | Sage UK
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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

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

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E-learning Theory and Practice

Caroline Haythornthwaite , Richard N.L. Andrews
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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

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'Areas such as learning communities, e-learning ecologies and ubiquitous learning are discussed at a conceptual level, which all culminate with purposeful conclusions and indicators for future research'- Paul Dolan, Learning and Teaching Update

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