Distance and e-learning in transition: learning innovation, technology and social challenges
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
ISTE/John Wiley
2009
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXXV, 857 S. Ill., graph. Darst. |
| ISBN: | 9781848211322 |
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| 250 | |a 1. publ. | ||
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Datensatz im Suchindex
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| adam_text | Titel: Distance and e-learning in transition
Autor: Bernath, Ulrich
Jahr: 2009
Table of Contents
Foreword.......................................... xxvii
Alan Tait
Introduction........................................ xxix
Ulrich Bemath, Andras Sziics, Alan Tait and Martine Vidal
Part 1. The Development of Distance Education and E-Learning . 1
Part 1.1. Systems Development......................... 3
Chapter 1. Challenges Facing Distance Education in the 21st Century: Policy
and Research Implications............................... 5
Sarah Guri-Rosenblit
1.1. Introduction.................................... 5
1.2. Teaching/research orientation......................... 7
1.3. Scope of operation................................ 8
1.4. Size and mode of operation.......................... 9
1.5. Spectrum of curricula.............................. 10
1.6. Enabling or supporting institutions?..................... 11
1.7. Employment of digital technologies..................... 12
1.8. Public and private operation.......................... 14
1.9. Publishing houses and open source...................... 15
1.10. Collaboration and competition........................ 16
1.11. Language of instruction............................ 18
1.12. References.................................... 19
vi Distance and E-Learning in Transition
Chapter 2. The Evolving Role of Universities: Increasing Openness
and Relevance....................................... 23
Anne Gaskell and Roger Mills
2.1. Introduction to the revised version...................... 23
2.2. Introduction.................................... 24
2.3. The UK context................................. 25
2.3.1. Early successes............................... 25
2.3.2. Less successful developments...................... 26
2.4. Current and continuing developments.................... 27
2.4.1. Learndirect.................................. 27
2.4.2. The introduction of Foundation Degrees................ 27
2.4.3. AimHigher.................................. 28
2.4.4. Lifelong Learning Networks....................... 29
2.5. Delivering results?................................ 29
2.5.1. Widening participation........................... 29
2.5.2. Employability................................ 29
2.6. Increasing lifelong learning.......................... 30
2.6.1. The curriculum............................... 30
2.6.2. The influence of mode of study on widening participation and
lifelong learning.................................. 30
2.6.3. The use of ICT in widening participation and in reducing
social isolation................................... 31
2.7. Issues for lifelong learning and distance education............ 32
2.8. References.................................... 32
2.9. Appendix..................................... 33
Chapter 3. The Internet and the Education System: An Optimization
Policy............................................ 35
Roni Aviram
3.1. Introduction.................................... 35
3.2. Three views of ICT and education...................... 36
3.3. The holistic recommended policy....................... 39
3.4. Democratic values and the evaluation of the ICT revolution....... 40
3.5. The optimization strategy of the recommended policy.......... 42
3.6. Conclusion.................................... 43
3.7. References.................................... 43
Table of Contents vii
Chapter 4. E-Learning Meets Digital Media : New Strategic Questions
for Higher Education.................................. 45
Jim Devine
4.1. Introduction.................................... 45
4.2. Foregrounding learning............................. 46
4.3. All technologies were once new: arguments for a renewed focus
on media........................................ 47
4.4. Thinking differently about the e ...................... 48
4.5. Current generation e-learning: the rise of the Learner Management
System......................................... 48
4.6. And what do students think?.......................... 50
4.7. Forward thinking: new strategic questions for higher education..... 50
4.8. Conclusion: June 2004............................. 51
4.9. After note: February 2009........................... 52
4.10. References.................................... 54
Chapter 5. Preparing Educational Institutions for Online ODL. How
Theory May Support Change Strategies in Traditional Universities .... 57
Annette Lorentsen
5.1. Introduction.................................... 57
5.2. New learning theories and ODL........................ 59
5.3. Change processes in universities based on organizational theories ... 61
5.4. Concluding remarks............................... 66
5.5. References.................................... 66
Chapter 6. Higher Education Quality as an Organizational Culture .... 69
Ulf-Daniel Ehlers
6.1. Introduction.................................... 69
6.2 Moving from regulation to culture in the quality business......... 70
6.3. State of the art in organizational culture................... 72
6.4. A model of quality culture for higher education.............. 75
6.4.1. Component 1: structures.......................... 77
6.4.2. Component 2: the enabling factors.................... 78
6.4.3. Component 3: the quality culture component............. 79
6.4.4. Component 4: the transversal elements................. 79
6.5. Summary and conclusions........................... 80
6.6. References.................................... 81
Chapter 7. E-learning and the Quality of Knowledge in a
Globalized World.................................... 85
Sylvia van de Bunt-Kokhuis
7.1. Introduction.................................... 85
viii Distance and E-Learning in Transition
7.2. Homogenization of knowledge........................ 86
7.3. The Internet era................................. 88
7.4. Towards an ethical debate........................... 91
7.5. Epilog: some future challenges........................ 92
7.5.1. Credibility.................................. 92
7.5.2. E-inclusion.................................. 95
7.5.3. Multilingualism............................... 98
7.5.4. Cross-cultural awareness......................... 100
7.6. References.................................... 1°4
7.7. Epilog references................................ 105
Part 1.2. Efficiency and Effectiveness of Distance Education and
E-Learning........................................ 107
Chapter 8. E-Learning and the Future of Distance Education........ 109
Ormond Simpson
8.1. Introduction.................................... 109
8.1.1. Return on investment............................ 110
8.1.2. Resale value of qualifications....................... Ill
8.1.3. Risk...................................... 112
8.2. Retention in conventional distance education................ 113
8.2.1. Retention in e-learning........................... 113
8.2.2. Markets for e-learning........................... 114
8.3. Returns on government investment...................... 115
8.4. Conclusions.................................... 116
8.5. References.................................... 116
Chapter 9. Access and Efficiency in the Development of Distance
Education and E-Learning.............................. 119
Thomas Htilsmann
9.1. Introduction.................................... 119
9.2. Traditional distance education......................... 120
9.2.1. Pedagogical/instructional implications................. 120
9.2.2. Organizational/institutional implications................ 121
9.2.3. Implications in terms of cost-structure................. 122
9.2.4. Strengths and limitations......................... 123
9.2.5. Access and efficiency in the traditional model............. 123
9.3. ICT-based distance education and e-learning................ 125
9.3.1. Digital divide or spectrum of access?.................. 125
9.3.2. Type-c scenarios.............................. 126
9.3.3. Type-i scenarios............................... 128
9.3.4. Access and efficiency of ICT-based distance education
and e-learning.................................... 129
Table of Contents ix
9.4. Web 2.0...................................... 130
9.4.1. Web 2.0 as a business model....................... 130
9.4.2. Web 2.0 as bundle of technologies.................... 134
9.4.3. Web 2.0 as set of social practices.................... 134
9.4.4. Access and efficiency: the impact of Web 2.0............. 135
9.5. Access and efficiency in the development of distance education .... 135
9.6. References.................................... 137
Chapter 10. Examining the Effectiveness of Distance Education:
Results from Multilevel Modeling.......................... 141
Tim Seifert, Bruce Sheppard and Ann Marie Vaughan
10.1. Method...................................... 143
10.2. Results...................................... 145
10.3. Discussion.................................... 148
10.4. References.................................... 149
Chapter 11. Quantitative Cost-Effectiveness Model for Web-supported
Academic Instruction.................................. 151
Anat Cohen and Rafi Nachmias
11.1. Introduction................................... 151
11.2. A cost effectiveness model for web-supported
academic instruction................................. 152
11.2.1. Components of the model........................ 153
11.2.2. The computational model........................ 154
11.3. The model development process....................... 158
11.4. References.................................... 159
Chapter 12. A Particular Aspect of Cost Analysis in Distance
Education: Time..................................... 161
Massimo Loi and Bruno Ronsivalle
12.1. Introduction................................... 161
12.2. The media equivalence hypothesis..................... 162
12.3. Cost-effectiveness analysis: a necessity.................. 162
12.3.1. The effectiveness aspect......................... 162
12.3.2. The cost aspect............................... 164
12.4. Learning time.................................. 164
12.5. The time-effectiveness index......................... 165
12.6. References.................................... 167
x Distance and E-Learning in Transition
Part 1.3. Professional Development...................... 169
Chapter 13. Moving eCompetence Ahead - From Conceptual Foundations
to Strategic Practice................................... 171
Dirk Schneckenberg
13.1. Introduction................................... 1?1
13.2. The concept of action competence..................... 174
13.3. Towards a concept of eCompetence.................... 177
13.4. Holistic measures for faculty development................ 181
13.5. Methodology for the survey......................... 183
13.6. Main findings.................................. 186
13.7. Conclusions and limitations......................... 189
13.8. References.................................... 192
Chapter 14. Designing Collaborative Learning for Competence
Development....................................... 195
Ulf-Daniel Ehlers
14.1. Introduction: moving from a technological to a pedagogical
innovation....................................... 195
14.2. Competences: terminology and theoretical background......... 197
14.3. Competence development through e-learning............... 199
14.4. From distribution to collaboration...................... 203
14.5. CSCL — a new paradigm to support competence development? .... 206
14.5.1. Theoretical background for collaborative learning......... 207
14.5.2. What makes collaborative learning effective?............ 209
14.5.3 Future challenges for CSCL....................... 210
14.6. Summary and conclusion........................... 212
14.7. References.................................... 213
Chapter 15. Academic Staff in Traditional Universities: Motivators and
Demotivators in the Adoption of E-learning.................... 217
Kay MacKeogh and Seamus Fox
15.1. Introduction................................... 217
15.2. Background to the study........................... 219
15.3. Staff concerns about e-learning and distance learning - qualitative
findings........................................ 220
15.3.1. Mixed attitudes and awareness of e-learning............. 221
15.3.2. Potential detrimental impact on teaching of research focus .... 221
15.3.3. Lack of government funding for distance learning programs ... 221
15.3.4. Impact of increasing numbers...................... 222
15.4. Academic staff adoption of e-learning - motivating and demotivating
factors.......................................... 222
Table of Contents xi
15.5. Current use of e-learning technologies................... 224
15.6. Factors motivating and demotivating staff adoption of e-learning. . . 226
15.7. Support structures required to implement e-learning........... 231
15.8. Conclusion and implications......................... 231
15.9. References.................................... 232
Chapter 16. The Role of Tutors as a Fundamental Component of Online
Learning Support.................................... 235
Maggie McPherson and Miguel Baptista Nunes
16.1. Introduction................................... 235
16.2. The role of the online tutor.......................... 236
16.3. Basic online tutoring skills.......................... 238
16.4. Online learning skills............................. 240
16.5. Online learning resources and facilities.................. 241
16.6. Conclusions................................... 242
16.7. References.................................... 243
Chapter 17. Teachers Professional Development for the Technology
Enhanced Classroom in the School of Tomorrow................ 247
Henrik Hansson
17.1. Introduction................................... 247
17.2. Information technology in education: the politician s perspective. . . 248
17.3. Students and teachers visions....................... 250
17.4. The future school: students perspectives................. 250
17.5. The future school: teachers perspectives................. 252
17.6. Teachers professional development.................... 253
17.7. Conclusions................................... 258
17.8. Acknowledgements.............................. 258
17.9. References.................................... 259
Chapter 18. Eleven Competences for the Teacher Using ICTs:
a Quali-quantitative Research Pattern....................... 261
Alberto Cattaneo and Elena Boldrini
18.1. Research and training: ICTs and professionalism in Swiss vocational
education and training................................ 261
18.1.1. Integrating ICTs in vocational training................ 262
18.1.2. Changing professional profiles..................... 263
18.2. The teacher s professionalism: a territory to be explored?....... 264
18.2.1. Teachers competence areas development.............. 266
18.3. Competence: conceptual and theoretical framework........... 267
18.3.1. Defining competence, situation and sphere of action........ 268
18.4. The case study and methodology...................... 271
xii Distance and E-Learning in Transition
18.4.1. Analysis tools for an integrated approach: Atlas.ti and
Alceste........................................ 273
18.5. Discussion.................................... 274
18.5.1. Some results of the Atlas.ti analysis.................. 274
18.5.2. Some results of the Alceste analysis.................. 275
18.5.3. The comparison between the two analyses.............. 277
18.6. The integration of the two analyses: the 11 competences profile. ... 278
18.7. Simplifying the whole: a categorization of the competence profile . . 281
18.8. Some conclusions and perspectives..................... 284
18.9. References.................................... 286
Chapter 19. Educating Tutors - and Ourselves. A Report from a Collective
Effort............................................ 291
Ivar B0rsheim, Atle Schaathun, Hans 0istein Skauerud, Unn Spjelkavik and
Ilmi Willbergh
19.1 Introduction................................... 291
19.2 From technology to pedagogy........................ 291
19.2.1. Three glimpses into the process-by three of us........... 294
19.2.2. Building new competences....................... 298
19.3. References.................................... 300
Part 1.4. Socio-Cultural Issues of Distance and E-Learning..... 301
Chapter 20. Globalization - an Opportunity for the Uneducated to Become
Learned or Further Excluded ?......................... 303
Mary Bolger
20.1. Introduction................................... 303
20.2. Globalization and the exacerbation of inequality............. 303
20.3. Communications technologies........................ 304
20.3.1. ICTsandthe information age...................... 304
20.3.2. Technological determinism?...................... 305
20.4. Educational provision in the information age............... 305
20.4.1. New modes of educational delivery.................. 305
20.5. Access, inequality, exclusion......................... 306
20.5.1. Exclusion-division within societies................. 306
20.5.2. Globalization and the developing world................ 307
20.5.3. Language as a barrier to learning.................... 307
20.6. Conclusion................................... 308
20.7. References.................................... 309
Table of Contents xiii
Chapter 21. Beyond Barriers: Intercultural Learning and Inclusion in
Globalized Paradigms.................................. 311
Alan Bruce
21.1. Overview.................................... 311
21.2. Globalized learning.............................. 312
21.3. European dimensions............................. 317
21.4. Equality and diversity contexts....................... 318
21.5. Key themes................................... 321
21.6. References.................................... 323
Chapter 22. Women in Distance Learning: Second Chance or
Third Shift?........................................ 325
Athanassia Aggeli and Paraskevi Vassala
22.1. Introduction................................... 325
22.2. The factors that motivate adult women to enroll in DE programs,
to select specific distance learning programs and courses........... 326
22.3. Barriers to participation............................ 327
22.3.1. Conflicting responsibilities (work, family, educational,
socio-political) - lack of time.......................... 327
22.3.2. Emotional barriers: guilt, fear of success, lack of confidence
and self-esteem, as far as educational goals are concerned......... 328
22.3.3. Lack of partner support, the children and the wider family -
gender stereotypes................................. 328
22.3.4. Lack of sufficient or appropriate support from the state: cost
of studies, child-care availability........................ 329
22.3.5. Learning obstacles: undereducation, difficulty in adapting to
principles, methods and tools of distance learning, women s ways
of learning...................................... 329
22.4. Strategies for reducing the barriers..................... 330
22.4.1. Principles, methods, tools, content of distance learning
education....................................... 330
22.4.2. Supporting services............................ 331
22.4.3. Professors, counselors.......................... 331
22.4.4. Women students and the socio-cultural context........... 332
22.5. Conclusions................................... 332
22.6. References.................................... 333
Chapter 23. E-learning for Senior Citizens.................... 335
Sonia Hetzner and Paul Held
23.1. Introduction................................... 335
23.2. e-Learning for seniors: a need........................ 336
23.3. Is e-learning suitable for elderly people?.................. 337
xiv Distance and E-Learning in Transition
23.4. eLSe - eLearning for Seniors -a novel approach in Europe...... 339
23.4.1. E-inclusion and senior citizens, current status............ 339
23.4.2. The main eLSe development areas................... 340
23.4.3. The eLSe pedagogical approach.................... 342
23.4.4. The eLSe didactic approach....................... 343
23.4.5. Experiences gained in the first trial of the eLSe - e-learning
environment..................................... 343
23.4.6. Evaluation methodology......................... 344
23.4.7. Performing the evaluation........................ 345
23.4.8. Main results of the evaluation...................... 345
23.5. Conclusions................................... 347
23.6. Outlook..................................... 347
23.7. References.................................... 348
Chapter 24. Distance Education in Prisons: an Educational Right or a
Privilege? The Case of Student Inmates ..................... 349
Fanny Salane
24.1. Introduction................................... 349
24.2. The population studied: student inmates.................. 350
24.3. Education in prison: aright.......................... 351
24.3.1. A right proclaimed by the supranational authorities......... 351
24.3.2. A right guaranteed by France...................... 352
24.3.3. Agreements between the Prisons Administration and the
Ministry of Education............................... 353
24.4. Distance education: a promoter of the right to education in prison . . 353
24.4.1. The organization of distance education in a prison environment . 354
24.4.2. The situation of student inmates.................... 355
24.5. Distance education and the prison environment: the establishment
of privileged access to education......................... 356
24.5.1. The need for money and material resources............. 357
24.5.2. Having means of accessing the outside world............ 359
24.5.3. Assuming control of their own education............... 363
24.6. Conclusion................................... 365
24.7. References.................................... 366
Part 2. Teaching and learning environments in the making..... 369
Part 2.1. Pedagogical Concepts......................... 371
Chapter 25. Role of Technology in Enhancing Learning............ 373
Alan Brown
25.1. Challenge 1: research on technology-enhanced learning needs
to be genuinely interdisciplinary.......................... 374
Table of Contents xv
25.2. Challenge 2: recognizing the value of personalizing learning but
recognizing the approach has drawbacks too................... 376
25.3. Challenge 3: build on achievements that have already been made. . . 377
25.4. Challenge 4: implementation rather than development as the major
challenge........................................ 379
25.5. Challenge 5: issues of fairness, equity and inclusion........... 380
25.6. Conclusion: educational purposes - innovation - pedagogy -
technology-enhanced learning........................... 381
25.7. References.................................... 382
Chapter 26. Learning Face-to-Face, In-action and On-line: Integrated
Model of Lifelong Learning.............................. 385
Luciano Galliani and Paula de Waal
26.1. Introduction................................... 385
26.2. Technical-scientific education and reflective learning on practice . . 386
26.3. Social-organizational training and transformative learning....... 387
26.4. Psycho/social-pedagogical education and self-directed learning ... 387
26.5. Interaction of face-to-face, in-action and distance learning....... 388
26.5.1. Face-to-face education.......................... 388
26.5.2. Education in-action............................ 389
26.5.3. Distance education............................ 389
26.6. Integration of face-to-face, in-action and on-line education....... 390
26.7. Conclusion................................... 391
26.8. Bibliography.................................. 392
Chapter 27. The Bottles are New but What of the Wine? Managing
Learning and Teaching in Web 2.0......................... 395
Michael G. Moore
27.1. Introduction................................... 395
27.2. Enhancing learner autonomy......................... 397
27.3. Interaction with an instructor and course content are more important
than with other learners............................... 404
27.4. Conclusion................................... 408
Chapter 28. Student Perceptions of Immediacy and Social Presence
in Distance Education.................................. 411
Steve Wheeler and Fraser Reid
28.1. Introduction................................... 411
28.2. Transactional distance theory........................ 412
28.3. Previous transactional distance studies................... 412
28.4. Theoretical model and hypotheses..................... 416
28.5. Method...................................... 417
xvi Distance and E-Learning in Transition
28.6. Sample...................................... 418
28.7. Results...................................... 418
28.7.1. Immediacy................................. 418
28.7.2. Social presence.............................. 421
28.7.3. Structure.................................. 422
28.8. Summary and conclusion........................... 424
28.9. References.................................... 424
Part 2.2. Learner Needs, Styles and Identities, Perceptions,
Readiness......................................... 427
Chapter 29. The Natives are Restless. Higher Education and the Culture
of the Digital Natives.................................. 429
Susanne Kjekshus Koch, Inger Carin Grendal and Gunnar-Johan Schei
29.1. Digital natives?................................. 430
29.1.1. What are digital natives?......................... 430
29.1.2. Are they all native speakers?...................... 431
29.1.3. Prosumer or digital octopus?...................... 432
29.1.4. What about the digital immigrants?.................. 433
29.2. Web-based learning strategies........................ 433
29.2.1. Learning in virtual networks...................... 434
29.2.2. Digitally proficient students....................... 435
29.2.3. Technologically tentacled teenagers.................. 435
29.3. Teaching the young and the restless..................... 436
29.4. References.................................... 438
Chapter 30. Preparing Students for Learning in an Online World: an
Evaluation of the Student Passport to eLearning (SPeL) Model....... 439
Francesca Lorenzi, Kay MacKeogh and Seamus Fox
30.1. Introduction................................... 439
30.2. Introducing technology - strategic considerations............ 440
30.3. The SPeL module............................... 442
30.3.1. Phase 1: introductory module model.................. 442
30.3.2. Phase 2: embedding SPeL approach in subject specific context. . 447
30.3.3. Phase 3: improving the quality of the subject specific SPeL
module........................................ 452
30.4. Conclusion................................... 455
30.5. References.................................... 455
Table of Contents xvii
Chapter 31. Perceptions about Time and Learning: Researching the
Student Experience................................... 457
Mary Thorpe
31.1. Introduction................................... 457
31.2. Study time and the quality of student learning.............. 458
31.3. The learner perspective on course study and workload
management...................................... 461
31.3.1. Study workload in the perception of students who drop out
from their courses................................. 461
31.3.2. Study workload in the perception of students who complete
their courses..................................... 462
31.3.3. Student expectations about study hours versus actual study time . 462
31.4. Study time in the context of e-learning................... 465
31.4.1. Synchronization versus individualization of study activity..... 465
31.4.2. Structuring study time in e-learning.................. 467
31.5. Changes in the lifestyles of university students.............. 468
31.6. Some implications for pedagogy and research.............. 469
31.7. References.................................... 471
Chapter 32. Retention and Course Choice in Distance Learning....... 473
Ormond Simpson
32.1. Introduction................................... 473
32.2. Making course choice decisions....................... 474
32.2.1. Course titles and descriptions...................... 474
32.2.2. Course choice guidance......................... 475
32.2.3. Students Comments on courses.................... 476
32.3. Course preview materials- taster packs ................. 480
32.3.1. Student feedback on taster packs.................... 481
32.3.2. Taster packs-the cost.......................... 481
32.3.3. Taster packs-the limitations...................... 481
32.3.4. Diagnostic materials........................... 482
32.4. Conclusion................................... 483
32.5. References.................................... 483
Chapter 33. Online Students Needs for and Satisfaction with Support
Services........................................... 485
Torstein Rekkedal
33.1. Introduction................................... 485
33.1.1. Definitions................................. 486
33.1.2. NKI online distance education..................... 486
33.2. NKI Internet College s four generations of development....... 487
33.3. Student support in the NKI Online Distance Education System .... 489
xviii Distance and E-Learning in Transition
33.4. Research methodology............................ 490
33.4.1. Qualitative and quantitative survey.................. 490
33.4.2. Collection of data............................. 491
33.4.3. Selection of interviewees........................ 491
33.4.4. Data processing and interpreting answers............... 491
33.5. Results-need for and satisfaction with student support services ... 492
33.5.1. Information phase............................. 492
33.5.2. Registration phase/ start-up phase................... 492
33.5.3. Learning phase............................... 493
33.6. Summary and conclusions.......................... 493
33.7. References.................................... 496
Chapter 34. Motivational Characteristics of E-Students............ 499
Karmela Aleksic-Maslac, Djuro Njavro, Katarina Karalic
34.1. Introduction................................... 499
34.2. E-Learning system at Zagreb School of Economics and
Management..................................... 501
34.2.1. The necessary standards for the creation of an e-learning
course........................................ 501
34.2.2. End-of-term student evaluations.................... 505
34.3. Results and discussion............................. 505
34.4. Conclusion................................... 509
34.5 References.................................... 509
Chapter 35. Individual Differences in Attitudes Towards and Choices of
Learning/Teaching Technology............................ 511
Ruth Beyth-Marom and Kelly Sorozon-Saporta
35.1. Introduction................................... 511
35.2. Method...................................... 513
35.2.1. Design and participants......................... 513
35.2.2. Questionnaires............................... 513
35.3. Results...................................... 514
35.4. Summary and conclusions.......................... 518
35.5 References.................................... 518
Chapter 36. Online Learners Frustration. Implications for Lifelong
Learning.......................................... 519
Federico Borges Saiz
36.1. Online learners frustration.......................... 519
36.2. What can go wrong? Sources of frustration for online learners .... 520
36.2.1. The online student herself/himself................... 520
36.2.2. The instructor/trainer/tutor/teacher.................. 521
Table of Contents xix
36.2.3. The institution/firm............................ 522
36.3. What could be done? Preventive actions.................. 523
36.4. Conclusions................................... 526
36.5. References.................................... 527
Chapter 37. Reflections on Seeking the Invisible Online Learner (and
Instructor)......................................... 529
Michael F. Beaudoin
37.1. Introduction................................... 529
37.2. Methodology.................................. 531
37.3. Findings..................................... 532
37.4. Discussion.................................... 533
37.5. Reflections................................... 534
37.5.1. Questions derived from the 2000 study................ 534
37.5.2. Questions not raised in the earlier study................ 536
37.6. Conclusions................................... 539
37.7. References.................................... 541
Chapter 38. Reports of the Death of Geography Have Been Greatly
Exaggerated: Why UK Distance Learning Students Prefer Face-to-Faee
Tuition........................................... 543
Troy Cooper
38.1. Introduction................................... 543
38.2. What do OUUK distance students find attractive in face-to-face
teaching?........................................ 544
38.3. Does orientation to study affect tutorial attendance rates?....... 547
38.4. Discussion.................................... 548
38.4.1. Fitting the demand characteristics of teaching and learning to
mode of contact.................................. 548
38.4.2. Everyone remembers a good teacher : the focus on the teacher
in conventional models of teaching and learning............... 549
38.4.3. The immediacy of trust in face-to-face contact............ 549
38.5. Conclusion: the need to align teaching mode with total
learning context.................................... 550
38.6. References.................................... 550
Chapter 39. E-Mentoring to Help Mature Students Transition to
University......................................... 553
Palitha Edirisingha, Mike Hill, Celayne Heaton-Shrestha
39.1. Introduction................................... 553
39.2. The context................................... 554
39.3. Current approaches to supporting students preparation for HE .... 555
xx Distance and E-Learning in Transition
39.4. eAccess - a pilot for Access students.................... 556
39.5. Evaluating eAccess.............................. 557
39.5.1. Contribution to learning and learners................. 557
39.5.2. Implications of e-learning for the wider teaching and
learning context................................... 558
39.5.3. Barriers to embedding a VLE in an FE college........... 560
39.5.4. Factors contributing to student and staff engagement with a VLE 562
39.6. Concluding remarks and further developments.............. 562
39.7. Postscript.................................... 563
39.8. Acknowledgements.............................. 564
39.9. References.................................... 564
Part 2.3. Course Development and Instructional Design....... 567
Chapter 40. Flexibility Beyond Time and Place: Stretching and
Opening the Course................................... 569
Wim de Boer and Betty Collis
40.1. The changing context in higher education................. 569
40.2. Flexibility as a key concept in higher education............. 570
40.3. From dimensions to a framework...................... 571
40.4. Validating the flexibility dimensions.................... 573
40.5. Applications of the flexibility framework................. 576
40.6. References.................................... 577
Chapter 41. Capturing Practice and Scaffolding Learning Design...... 579
Grainne Conole
41.1. Introduction................................... 579
41.2. Research focus................................. 580
41.3. Learning design................................ 580
41.4. Building on existing learning design research............... 582
41.4.1. Capturing and representing practice.................. 582
41.4.2. Supporting learning design....................... 583
41.5. The OU Learning Design project...................... 584
41.6. Summary of the findings from the case studies.............. 585
41.7. Idealized tool specification.......................... 587
41.8. An update on OULDI............................. 589
41.9. Conclusion................................... 590
41.10. Acknowledgements............................. 591
41.11. References................................... 591
Table of Contents xxi
Chapter 42. Technologies in Use: How Context and Design Drive
their Effects........................................ 595
Mary Thorpe, Steve Godwin and Rebecca Fergusson
42.1. Introduction................................... 595
42.2. The research method.............................. 596
42.3. Case study 1: structured, task-specific conferencing, assignment
marks allocated.................................... 596
42.4. Case Study 2: online tutorials for all students, timed for the
start of topic study.................................. 598
42.5. Case Study 3: tutor group discussion, marks allocated in two
assignments...................................... 600
42.6. Discussion.................................... 601
42.7. Acknowledgement............................... 604
42.8. References.................................... 604
Chapter 43. Involvement, Institutional Roles and Design Models in
E-Learning........................................ 607
Luca Botturi
43.1. Introduction................................... 607
43.2. Context of the study.............................. 608
43.3. Method...................................... 610
43.3.1. Structured interview questions..................... 610
43.3.2. Graphic interview............................. 611
43.3.3. Data elaboration.............................. 612
43.4. Personal involvement and institutional roles............... 614
43.5. Design models and practice......................... 618
43.5.1. ELab theory and practice......................... 618
43.5.2. UOC theory and practice......................... 620
43.5.3. Meeting points in team work...................... 621
43.5.4. Shared knowledge over time...................... 622
43.6. Conclusions and outlooks........................... 624
43.7. References.................................... 625
Chapter 44. Diversity of Strategies to Promote Effective B-Learning:
a Case Study in Higher Education.......................... 627
Lucia Pombo, Maria Joao Loureiro, Ana Balula and Antonio Moreira
44.1. Introduction................................... 627
44.1.1. Description of the Educational Software Evaluation (ESE)
module........................................ 629
44.2. Empirical study - results and considerations............... 633
44.3. Reflections and final comments....................... 640
44.4. References.................................... 643
xxii Distance and E-Learning in Transition
Chapter 45. Assessment of E-Learning Material with the INTERFACE
System........................................... 645
Karoly Hercegfi and Orchidea Edith Kiss
45.1. Introduction................................... 645
45.2. Short description of the INTERFACE methodology
and workstation.................................... 646
45.3. Applying INTERFACE to multimedia system evaluation........ 647
45.4. Methodology.................................. 648
45.5. Examples of user interface problems identified with the INTERFACE
system......................................... 651
45.5.1. A usability problem which we originally intended to focus on . . 651
45.5.2. An unexpected usability problem.................... 651
45.6. Further development of the INTERFACE methodology and
workstation and applying it to study designers editing e-learning materials 655
45.7. Summary of experiences gained through the use of the INTERFACE
system.......................................... 656
45.8. Acknowledgments............................... 657
45.9. References.................................... 657
Chapter 46. Who Should Customize the Knowledge Content:
Publishing Scholars or Online Mediators?..................... 659
Christian Bois
46.1. Introduction................................... 660
46.2. Scholarly publications as knowledge content for online learners . . . 660
46.2.1. The crisis of scientific publication................... 660
46.2.2. Great expectations for online education................ 661
46.2.3. When texts are in publicly accessible archives............ 661
46.2.4. An invisible college for evaluating documents.......... 662
46.2.5. New practices for knowledge documents and technical issues . . 667
46.3. The type of document pertinent to the learner and publishing
scholar s habits.................................... 668
46.4. To whom does a publishing researcher write?............... 669
46.5. Customizing upstream or downstream?.................. 669
46.5.1. Motivations and obstacles upstream.................. 669
46.5.2. When the job is done elsewhere.................... 669
46.5.3. Motivations and obstacles downstream................ 672
46.6. The need for transnational knowledge, customization studies
and actions....................................... 672
46.7. Conclusion................................... 672
46.8. References................................... 673
Table of Contents xxiii
Part 2.4. Collaborative Learning and Social Networking...... 675
Chapter 47. More is Different - How E-Learning within Online
Learning Communities Can Make the Difference................ 677
Virginie Aimard
47.1. Introduction................................... 677
47.2. From community to online learning community............. 678
47.2.1. More is different-or what is a community? ............ 679
47.2.2. What is a community of learning?................... 679
47.2.3. What is a community of practice?................... 681
47.2.4. What is a virtual community?...................... 682
47.2.5. What is an online learning community?................ 683
47.3. Looking into community processes..................... 683
47.4. Conclusion................................... 688
47.5. References.................................... 689
Chapter 48. SocialLearn - Widening Participation and Sustainability of
Higher Education.................................... 691
Anthony Walton, Martin Weller and Grainne Conole
48.1. Introduction................................... 691
48.2. Learning in social networks......................... 692
48.3. The SocialLearn project............................ 695
48.4. Sustainability and the higher education environment.......... 697
48.5. Conclusion................................... 698
48.6. Acknowledgements.............................. 698
48.7. References.................................... 699
Chapter 49. Collaborative Learning Using Social Tools for Enquiry,
Reflection and Sharing................................. 701
Non Scantlebury
49.1. Methodology.................................. 701
49.1.1. Outline of activities and outcomes................... 702
49.1.2. Selecting the project toolset and support............... 704
49.2. Capturing the learning from the project.................. 705
49.2.1. Knowledge management......................... 705
49.2.2. Identity management........................... 706
49.2.3. Technological limitations........................ 706
49.2.4. The need for enthusiasm and groupwork to secure engagement. . 706
49.2.5. Balancing physical and virtual presence................ 707
49.2.6. Broadening the capturing of reflective practice........... 707
49.3. Conclusion................................... 708
49.4. References.................................... 709
xxiv Distance and E-Learning in Transition
Chapter 50. Modeling Interactions in Learning Settings and their
Impact on the Learning Process........................... 711
George Neofotistos, Nikitas Kastis, Eleftheria Tsourlidaki and Nikos Voulgarakis
50.1 Introduction................................... 711
50.2 The Bordogna-Albano (B-A) model.................... 712
50.2.1. The tutor-learner interaction term................... 713
50.2.2. The learner-learner interaction term.................. 713
50.2.3. The learner-learning resource interaction term........... 714
50.2.4. Implementing the learning dynamics................. 714
50.2.5. The effect of group structure on the learning outcome....... 715
50.3. Conclusions................................... 719
50.4. References.................................... 719
Chapter 51. Tools and Instruments Supporting Cooperative Freedom in
Virtual Learning Environments........................... 721
Morten Flate Paulsen
51.1. Introduction................................... 721
51.2. Individual, cooperative and collaborative learning............ 722
51.3. Voluntary, but attractive, participation................... 724
51.4. Means promoting individual flexibility................... 725
51.4.1. Individual progress plans........................ 726
51.4.2. Supervision of individual progress plans............... 729
51.4.3. Flexibility in time is best supported by asynchronous
communication................................... 731
51.4.4. Cooperative forums............................ 731
51.4.5. Submission system............................ 732
51.4.6. Supervision of teacher response time................. 733
51.5. Means promoting affinity to learning communities........... 734
51.5.1. Student catalogs.............................. 734
51.5.2. Learner profiles.............................. 735
51.5.3. Learning partners............................. 738
51.5.4. Cooperative assignments......................... 738
51.5.5. Cooperative assessment......................... 739
51.5.6. Cooperative gating (COG)........................ 739
51.5.7. Cooperative quality control and evaluation of the provider .... 740
51.6. Conclusions................................... 741
51.7. References.................................... 741
Chapter 52. Models of Activity, Collaboration and Assessment in Wikis
in Academic Courses.................................. 745
Edna Tal-Elhasid and Hagit Meishar-Tal
52.1. Introduction................................. 745
Table of Contents xxv
52.2. Models of activity............................... 746
52.2.1. Glossary................................... 746
52.2.2. Text analysis................................ 747
52.2.3. Inquiry-based learning.......................... 747
52.2.4. Answers to questions........................... 747
52.3. Models of collaboration............................ 748
52.3.1. Sharing................................... 748
52.3.2. Cooperation................................ 748
52.3.3. Collaboration................................ 748
52.3.4. Peer assessment.............................. 749
52.3.5. Mixedmodel................................ 749
52.4. Extent that activity is mandatory...................... 750
52.5. Models of assessment............................. 751
52.5.1. Group versus individual assessment.................. 751
52.5.2. Product versus process assessment................... 752
52.5.3. Quantitative versus qualitative assessment.............. 753
52.5.4. Rubric for assessing wiki activity................... 753
52.6. How to design a wiki learning assignment................. 755
52.7. Summary and conclusions.......................... 756
52.8. References.................................... 756
Part 2.5. The World of Work -E-Skills and Employability..... 759
Chapter 53. E-Iearning and Earning: The impact of Lifelong E-learning
on Organizational Development in an Adverse Economy........... 761
Jane Simmons
53.1. Introduction................................... 761
53.2. What is lifelong learning?.......................... 762
53.3. The environment within which lifelong learning takes place...... 765
53.4. Employer perspectives............................ 767
53.5. Employee perspectives............................ 767
53.6. Conclusions................................... 769
53.7. References.................................... 771
Chapter 54. E-learning and E-business: The Need for SMEs to Work
Smarter in the New Europe.............................. 773
Josephine Browne and Georgina Sweetnam
54.1 Introduction................................... 773
54.2 SMEs in Europe................................. 773
54.3 SMEs and eBusiness - European competitiveness and inhibitors . . . 775
54.3.1. The case of micro enterprise Owner Managers: short on time,
finance and expertise................................ 776
54.4. SMEs and e-learning - the roadmap to competitive advantage..... 778
xxvi Distance and E-Learning in Transition
54.5. Conclusions................................... 780
54.6. References.................................... 780
Chapter 55. Putting the Pieces Together: Conceptual Frameworks for
Building PLEs with Web 2.0 Tools......................... 783
Ricardo Torres Kompen, Palitha Edirisingha and Richard Mobbs
55.1. Rationale..................................... 783
55.2. The relevance of PLEs to higher education................ 785
55.3. What is a PLE- views and definitions................... 786
55.4. Pros and cons of PLEs............................. 787
55.5. Limitations of current guidance on developing PLEs.......... 788
55.6. Approaches to developing PLEs....................... 790
55.6.1. PLE as an object.............................. 790
55.6.2. PLE as aframework........................... 791
55.6.3. PLE frameworks-our proposals.................... 791
55.6.4. Some guidelines for building a PLE with Web 2.0 tools...... 800
55.7. Pilotstudy.................................... 801
55.8. Concluding remarks and further work................... 803
55.9. The future is mobile! A mobile PLE.................... 804
55.10. Acknowledgements............................. 806
55.11. References................................... 806
Chapter 56. Personal Learning Environments and
Institutional Control.................................. 809
Niall Sclater
56.1. Introduction................................... 809
56.2. Client software, single websites or multiple websites?......... 811
56.3. Personal learning environments accessed by web browsers....... 812
56.4. Are personal learning environments here already?............ 813
56.5. Reports of the death of the virtual learning environment have been
greatly exaggerated.................................. 814
56.6. Conclusion................................... 816
56.7. References.................................... 819
List of Authors...................................... 821
Institution Index..................................... 833
Name Index........................................ 837
Index............................................ 853
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