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E-learning Theory and Practice

By: Caroline Haythornthwaite, Richard Andrews

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; and 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 including teachers, educators, graduate students and researchers.

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Product Details

Grade Level: PreK-12
ISBN: 9781849204712
Published By: Sage UK
Year: 2011
Page Count: 272
Publication date: April 30, 2011

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Author(s) Table of Contents Reviews

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.

Author(s)

Caroline Haythornthwaite

Areas of Research
Computer-mediated communication (CMC) and the Internet; information exchange via CMC; online communities; e-learning; social network analysis; collaboration; social informatics; community informatics

Richard Andrews

I focus on research in the fields of language education, argumentation, writing development, multimodality, rhetoric and e-learning. With colleagues I designed the MA in English Education.

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

Reviews

'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