Distance and E-Learning in Transition

• Publisher: Wiley-ISTE
• Year: 2009
• Tongue: English
• Leaves: 859
• Category: Library

✦ Synopsis

The rushed development of information and communication technologies and their impact on the world of learning in the last decade have profoundly changed the paradigms, scenarios and values at all levels of education.

The professionalization of tools and practices, in addition to the consolidation of academic and practical knowledge, has been a major continuing issue throughout these years. The annual conferences of the largest European professional community in distance and e-learning have been setting the landmarks in this process. The selection from this unique knowledge pool demonstrates the deepening and consolidation of knowledge and experience.

This book presents the developments in the field of open, distance and e-learning, through new technologies, methodologies and tools, which have profoundly changed the paradigms, scenarios and values at all levels of education over the last decade.Content:
Chapter 1 Challenges Facing Distance Education in the 21st Century (pages 1–22): Sarah Guri?Rosenblit
Chapter 2 The Evolving Role of Universities (pages 23–34): Anne Gaskell and Roger Mills
Chapter 3 The Internet and the Education System (pages 35–44): Roni Aviram
Chapter 4 “E?Learning” Meets “Digital Media” (pages 45–56): Jim Devine
Chapter 5 Preparing Educational Institutions for Online ODL. How Theory May Support Change Strategies in Traditional Universities (pages 57–68): Annette Lorentsen
Chapter 6 Higher Education Quality as an Organizational Culture (pages 69–84): Ulf?Daniel Ehlers
Chapter 7 E?learning and the Quality of Knowledge in a Globalized World (pages 85–106): Sylvia van de Bunt?Kokhuis
Chapter 8 E?Learning and the Future of Distance Education (pages 107–118): Ormond Simpson
Chapter 9 Access and Efficiency in the Development of Distance Education and E?Learning (pages 119–140): Thomas Hulsmann
Chapter 10 Examining the Effectiveness of Distance Education (pages 141–150): Tim Seifert, Bruce Sheppard and Ann Marie Vaughan
Chapter 11 Quantitative Cost?Effectiveness Model for Web?supported Academic Instruction (pages 151–160): Anat Cohen and Rafi Nachmias
Chapter 12 A Particular Aspect of Cost Analysis in Distance Education (pages 161–168): Massimo Loi and Bruno Ronsivalle
Chapter 13 Moving eCompetence Ahead – From Conceptual Foundations to Strategic Practice (pages 169–194): Dirk Schneckenberg
Chapter 14 Designing Collaborative Learning for Competence Development (pages 195–216): Ulf?Daniel Ehlers
Chapter 15 Academic Staff in Traditional Universities (pages 217–234): Kay MacKeogh and Seamus Fox
Chapter 16 The Role of Tutors as a Fundamental Component of Online Learning Support (pages 235–246): Maggie McPherson and Miguel Baptista Nunes
Chapter 17 Teachers' Professional Development for the Technology Enhanced Classroom in the School of Tomorrow (pages 247–260): Henrik Hansson
Chapter 18 Eleven Competences for the Teacher Using ICTs (pages 261–290): Alberto Cattaneo and Elena Boldrini
Chapter 19 Educating Tutors – and Ourselves. A Report from a Collective Effort (pages 291–300): Ivar Borsheim, Atle Schaathun, Hans Oistein Skauerud, Unn Spjelkavik and Ilmi Willbergh
Chapter 20 Globalization – an Opportunity for the “Uneducated” to Become “Learned” or Further “Excluded”? (pages 301–310): Mary Bolger
Chapter 21 Beyond Barriers (pages 311–324): Alan Bruce
Chapter 22 Women in Distance Learning (pages 325–334): Athanassia Aggeli and Paraskevi Vassala
Chapter 23 E?Learning for Senior Citizens (pages 335–348): Sonia Hetzner and Paul Held
Chapter 24 Distance Education in Prisons (pages 349–368): Fanny Salane
Chapter 25 Role of Technology in Enhancing Learning (pages 369–384): Alan Brown
Chapter 26 Learning Face?to?Face, In?action and On?line (pages 385–394): Luciano Galliani and Paula de Waal
Chapter 27 The Bottles are New but What of the Wine? Managing Learning and Teaching in Web 2.0 (pages 395–410): Michael G. Moore
Chapter 28 Student Perceptions of Immediacy and Social Presence in Distance Education (pages 411–426): Steve Wheeler and Fraser Reid
Chapter 29 The Natives are Restless. Higher Education and the Culture of the Digital Natives (pages 427–438): Susanne Kjekshus Koch, Inger Carin Grondal and Gunnar?Johan Schei
Chapter 30 Preparing Students for Learning in an Online World (pages 439–456): Francesca Lorenzi, Kay MacKeogh and Seamus Fox
Chapter 31 Perceptions about Time and Learning (pages 457–472): Mary Thorpe
Chapter 32 Retention and Course Choice in Distance Learning (pages 473–484): Ormond Simpson
Chapter 33 Online Students' Needs for and Satisfaction with Support Services (pages 485–498): Torstein Rekkedal
Chapter 34 Motivational Characteristics of E?Students (pages 499–510): Karmela Aleksic?Maslac, Djuro Njavro and Katarina Karalic
Chapter 35 Individual Differences in Attitudes Towards and Choices of Learning/Teaching Technology (pages 511–518): Ruth Beyth?Marom and Kelly Sorozon?Saporta
Chapter 36 Online Learners' Frustration. Implications for Lifelong Learning (pages 519–528): Federico Borges Saiz
Chapter 37 Reflections on Seeking the “Invisible” Online Learner (and Instructor) (pages 529–542): Michael F. Beaudoin
Chapter 38 Reports of the “Death of Geography” Have Been Greatly Exaggerated (pages 543–552): Troy Cooper
Chapter 39 E?Mentoring to Help Mature Students' Transition to University (pages 553–566): Palitha Edirisingha, Mike Hill and Celayne Heaton?Shrestha
Chapter 40 Flexibility Beyond Time and Place (pages 567–578): Wim de Boer and Betty Collis
Chapter 41 Capturing Practice and Scaffolding Learning Design (pages 579–594): Grainne Conole
Chapter 42 Technologies in Use (pages 595–606): Mary Thorpe, Steve Godwin and Rebecca Fergusson
Chapter 43 Involvement, Institutional Roles and Design Models in E?Learning (pages 607–626): Luca Botturi
Chapter 44 Diversity of Strategies to Promote Effective B?Learning (pages 627–644): Lucia Pombo, Maria Joao Loureiro, Ana Balula and Antonio Moreira
Chapter 45 Assessment of E?Learning Material with the INTERFACE System (pages 645–658): Karoly Hercegfi and Orchidea Edith Kiss
Chapter 46 Who Should “Customize” the Knowledge Content (pages 659–674): Christian Bois
Chapter 47 “More is Different” – How E?Learning within Online Learning Communities Can Make the Difference (pages 675–690): Virginie Aimard
Chapter 48 SocialLearn – Widening Participation and Sustainability of Higher Education (pages 691–700): Anthony Walton, Martin Weller and Grainne Conole
Chapter 49 Collaborative Learning Using Social Tools For Enquiry, Reflection and Sharing (pages 701–710): Non Scantlebury
Chapter 50 Modeling Interactions in Learning Settings and their Impact on the Learning Process (pages 711–720): George Neofotistos, Nikitas Kastis, Eleftheria Tsourlidaki and Nikos Voulgarakis
Chapter 51 Tools and Instruments Supporting Cooperative Freedom in Virtual Learning Environments (pages 721–744): Morten Flate Paulsen
Chapter 52 Models of Activity, Collaboration and Assessment in Wikis in Academic Courses (pages 745–758): Edna Tal?Elhasid and Hagit Meishar?Tal
Chapter 53 E?Learning and Earning (pages 759–772): Jane Simmons
Chapter 54 E?learning and E?business (pages 773–782): Josephine Browne and Georgina Sweetnam
Chapter 55 Putting the Pieces Together (pages 783–808): Ricardo Torres Kompen, Palitha Edirisingha and Richard Mobbs
Chapter 56 Personal Learning Environments and Institutional Control (pages 809–820): Niall Sclater