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Key Issues in E-Learning Research and Practice

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ISBN-10: 1847063608

ISBN-13: 9781847063601

Edition: 2011

Authors: Norbert Pachler, Caroline Daly

List price: $49.95
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Description:

Enables readers to Understand The key issues underpinning e-learning with a view to enabling them to use it effectively in their professional practice.
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Book details

List price: $49.95
Copyright year: 2011
Publisher: Bloomsbury Academic & Professional
Publication date: 4/21/2011
Binding: Paperback
Pages: 184
Size: 6.50" wide x 9.25" long x 0.50" tall
Weight: 0.792
Language: English

Norbert Pachler is Professor of Education at the Institute of Education, University of London, UK, where he is Pro-Director for Professional Education.

Jon Davison has been professor of teacher education in four universities including the Institute of Education, University of London where he was also Dean.Caroline Daly is Senior Lecturer in Education at Institute of Education, University of London.  She is Assistant Director of the Centre for Excellence in Work-based Learning for Education Professionals.John Moss is Dean of Education at Canterbury Christ Church University. Before joining the University he taught English in urban secondary schools for ten years.

Figures and Tables
Introduction
The "e" in e-Learning
What do we mean by "e-learning"?
What is learning?
Towards a theory of/for e-learning
Policy as a driver for e-learning
Potentials and benefits of technology in education
What do we mean by e-learning? Revisited
Some theoretical considerations
The importance of self-regulation and meta-learning
e-Learning 2.0?
Some additional theoretical considerations
Conclusion
Changing Contexts
Introduction
Ecology of learning with technologies
Technological developments and changing views of knowledge and learners
Socio-cultural practices
Policy-making
Policy tensions affecting educational institutions
Changing personal/public boundaries
Challenges for schools, post-16 colleges and universities
Conclusion
Theories, Concepts and Models
Introduction
The shared construction of knowledge
Laurillard's Conversational Framework
Computer-mediated communication
CMC as a literate learning practice
Participation
The individual and agentive dimensions of e-learning
Theoretical perspectives on practitioner development
Conclusion
Online Learning and Teaching and Learning about Online Teaching
Learning revisited
Affordance
Knowledge construction through interaction
Supporting collaboration and artefact creation
Distributed cognition?
A sense of place
Pedagogical templates, models and frameworks
Conclusion
e-Assessment, e-Portfolios, Quality Assurance and the Student Experience
Introduction
Quality assurance and the student experience
e-Assessment
Some examples of e-assessment practices
e-Portfolios
Conclusion
Researching e-Learning
Introduction
Maturation of e-learning research
Researching the learning in e-learning
The "narrative turn"
The Qualitative Content Analysis model
Where next?
The theory-practice challenge for e-learning research
References
Index