E-Learning in the 21st Century: A Framework for Research and Practice
by Terry Anderson
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List Price: $51.95
Our Price: $35.26
Your Save: $ 16.69 ( 32% )
Availability: Usually ships in 24 hours
Manufacturer: RoutledgeFalmer
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Average Customer Rating:  
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Binding: Paperback
Dewey Decimal Number: 378.00285
EAN: 9780415263467
ISBN: 0415263468
Label: RoutledgeFalmer
Number Of Items: 1
Number Of Pages: 224
Publication Date: 2003-01
Publisher: RoutledgeFalmer
Studio: RoutledgeFalmer
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Spotlight customer reviews:
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Customer Rating:
Summary: Excellent framework
Comment: The book delivers an excellent framework for the analysis of on-line educational activities. The COI - model is strong, concrete and well documented. The impact of this model for future developments is potentially high as the present developments on the web are still within range of its ambition.
Customer Rating:
Summary: More responsive tertiary education [perhaps]
Comment: Perhaps it is not surprising that the authors of a book on e-learning are Canadian. Canada, like Australia, has had perennial problems with educating a population spread over vast distances. It is natural that Canada would have an intense interest in a means of providing remote higher education.
The authors argue that e-learning is not some mirage of the dot com boom. In this book, they explain that it can be a fundamentally disruptive technology. That if correctly implemented, it can empower a more economic and effective teaching of specialised material, irrespective of the actual subject of the material.
The application of e-learning to higher education is seen as better than for general primary or secondary education. There, the material is much the same across a nation, and traditional teaching methods are adequate. But for tertiary education, across an entire nation, there might be only limited demand for certain subjects, making it inefficient for every university to offer those.
They don't claim that there are exclusive pedagogies to be used in e-learning. Rather, that it lends itself to varied approaches, several of which can be effective.
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Editorial Reviews:
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Customer Rating:
Summary: Excellent framework
Comment: The book delivers an excellent framework for the analysis of on-line educational activities. The COI - model is strong, concrete and well documented. The impact of this model for future developments is potentially high as the present developments on the web are still within range of its ambition.
Customer Rating:
Summary: More responsive tertiary education [perhaps]
Comment: Perhaps it is not surprising that the authors of a book on e-learning are Canadian. Canada, like Australia, has had perennial problems with educating a population spread over vast distances. It is natural that Canada would have an intense interest in a means of providing remote higher education.
The authors argue that e-learning is not some mirage of the dot com boom. In this book, they explain that it can be a fundamentally disruptive technology. That if correctly implemented, it can empower a more economic and effective teaching of specialised material, irrespective of the actual subject of the material.
The application of e-learning to higher education is seen as better than for general primary or secondary education. There, the material is much the same across a nation, and traditional teaching methods are adequate. But for tertiary education, across an entire nation, there might be only limited demand for certain subjects, making it inefficient for every university to offer those.
They don't claim that there are exclusive pedagogies to be used in e-learning. Rather, that it lends itself to varied approaches, several of which can be effective.
There is a technological revolution taking place in higher education. The growth of 'e-learning' is being described as explosive, unprecedented and disruptive. E-Learning in the 21st Century provides a framework for understanding the application and characteristics of e-learning in higher education. The authors discuss their extensive research from technological, pedagogical and organizational perspectives in order to create practical models and release the full potential of e-learning. This in-depth understanding will give direction and guidance to educators who wish to facilitate critical discourse and higher-order learning through the use of electronic technologies in a networked learning context.
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