Distance and E-learning in Transition

Name: Distance and E-learning in Transition | Learning Innovation, Technology and Social Challenges
Brand: Wiley-ISTE
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Learning Innovation, Technology and Social Challenges

András Szücs Alan Tait Martine Vidal Ulrich Bernath(Editor)

Wiley-ISTE (Publisher)

Published on 1. March 2013

288 pages

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Content

Cover
Distance and E-Learning in Transition
Title page
Copyright Page
Table of Contents
Foreword
Introduction
PART 1. THE DEVELOPMENT OF DISTANCE EDUCATION AND E-LEARNING
PART 1.1. SYSTEMS DEVELOPMENT
Chapter 1. Challenges Facing Distance Education in the 21st Century: Policy and Research Implications
1.1. Introduction
1.2. Teaching/research orientation
1.3. Scope of operation
1.4. Size and mode of operation
1.5. Spectrum of curricula
1.6. Enabling or supporting institutions?
1.7. Employment of digital technologies
1.8. Public and private operation
1.9. Publishing houses and open source
1.10. Collaboration and competition
1.11. Language of instruction
1.12. References
Chapter 2. The Evolving Role of Universities: Increasing Opennessand Relevance
2.1. Introduction to the revised version
2.2. Introduction
2.3. The UK context
2.3.1. Early successes
2.3.2. Less successful developments
2.4. Current and continuing developments
2.4.1. Learndirect
2.4.2. The introduction of Foundation Degrees
2.4.3. AimHigher
2.4.4. Lifelong Learning Networks
2.5. Delivering results?
2.5.1. Widening participation
2.5.2. Employability
2.6. Increasing lifelong learning
2.6.1. The curriculum
2.6.2. The influence of mode of study on widening participation and lifelong learning
2.6.3. The use of ICT in widening participation and in reducing social isolation
2.7. Issues for lifelong learning and distance education
2.8. References
2.9. Appendix
Chapter 3. The Internet and the Education System: An Optimization Policy
3.1. Introduction
3.2. Three views of ICT and education
3.3. The holistic recommended policy
3.4. Democratic values and the evaluation of the ICT revolution
3.5. The optimization strategy of the recommended policy
3.6. Conclusion
3.7. References
Chapter 4. "E-Learning" Meets "Digital Media": New Strategic Questions for Higher Education
4.1. Introduction
4.2. Foregrounding learning
4.3. All technologies were once new: arguments for a renewed focus on media
4.4. Thinking differently about the "e"
4.5. Current generation e-learning: the rise of the Learner Management System
4.6. And what do students think?
4.7. Forward thinking: new strategic questions for higher education
4.8. Conclusion: June 2004
4.9. After note: February 2009
4.10. References
Chapter 5. Preparing Educational Institutions for Online ODL. How Theory May Support Change Strategies in Traditional Universities
5.1. Introduction
5.2. New learning theories and ODL
5.3. Change processes in universities based on organizational theories
5.4. Concluding remarks
5.5. References
Chapter 6. Higher Education Quality as an Organizational Culture
6.1. Introduction
6.2 Moving from regulation to culture in the quality business
6.3. State of the art in organizational culture
6.4. A model of quality culture for higher education
6.4.1. Component 1: structures
6.4.2. Component 2: the enabling factors
6.4.3. Component 3: the quality culture component
6.4.4. Component 4: the transversal elements
6.5. Summary and conclusions
6.6. References
Chapter 7. E-learning and the Quality of Knowledge in a Globalized World
7.1. Introduction
7.2. Homogenization of knowledge
7.3. The Internet era
7.4. Towards an ethical debate
7.5. Epilog: some future challenges
7.5.1. Credibility
7.5.2. E-inclusion
7.5.3. Multilingualism
7.5.4. Cross-cultural awareness
7.6. References
7.7. Epilog references
PART 1.2. EFFICIENCY AND EFFECTIVENESS OF DISTANCE EDUCATION AND E-LEARNING
Chapter 8. E-Learning and the Future of Distance Education
8.1. Introduction
8.1.1. Return on investment
8.1.2. Resale value of qualifications
8.1.3. Risk
8.2. Retention in conventional distance education
8.2.1. Retention in e-learning
8.2.2. Markets for e-learning
8.3. Returns on government investment
8.4. Conclusions
8.5. References
Chapter 9. Access and Efficiency in the Development of Distance Education and E-Learning
9.1. Introduction
9.2. Traditional distance education
9.2.1. Pedagogical/instructional implications
9.2.2. Organizational/institutional implications
9.2.3. Implications in terms of cost-structure
9.2.4. Strengths and limitations
9.2.5. Access and efficiency in the traditional model
9.3. ICT-based distance education and e-learning
9.3.1. Digital divide or spectrum of access?
9.3.2. Type-c scenarios
9.3.3. Type-i scenarios
9.3.4. Access and efficiency of ICT-based distance education and e-learning
9.4. Web 2.0
9.4.1. Web 2.0 as a business model
9.4.2. Web 2.0 as bundle of technologies
9.4.3. Web 2.0 as set of social practices
9.4.4. Access and efficiency: the impact of Web 2.0
9.5. Access and efficiency in the development of distance education
9.6. References
Chapter 10. Examining the Effectiveness of Distance Education: Results from Multilevel Modeling
10.1. Method
10.2. Results
10.3. Discussion
10.4. References
Chapter 11. Quantitative Cost-Effectiveness Model for Web-supported Academic Instruction
11.1. Introduction
11.2. A cost effectiveness model for web-supported academic instruction
11.2.1. Components of the model
11.2.2. The computational model
11.3. The model development process
11.4. References
Chapter 12. A Particular Aspect of Cost Analysis in Distance Education: Time
12.1. Introduction
12.2. The media equivalence hypothesis
12.3. Cost-effectiveness analysis: a necessity
12.3.1. The effectiveness aspect
12.3.2. The cost aspect
12.4. Learning time
12.5. The time-effectiveness index
12.6. References
PART 1.3. PROFESSIONAL DEVELOPMENT
Chapter 13. Moving eCompetence Ahead - From Conceptual Foundations to Strategic Practice
13.1. Introduction
13.2. The concept of action competence
13.3. Towards a concept of eCompetence
13.4. Holistic measures for faculty development
13.5. Methodology for the survey
13.6. Main findings
13.7. Conclusions and limitations
13.8. References
Chapter 14. Designing Collaborative Learning for Competence Development
14.1. Introduction: moving from a technological to a pedagogical innovation
14.2. Competences: terminology and theoretical background
14.3. Competence development through e-learning
14.4. From distribution to collaboration
14.5. CSCL - a new paradigm to support competence development?
14.5.1. Theoretical background for collaborative learning
14.5.2. What makes collaborative learning effective?
14.5.3 Future challenges for CSCL
14.6. Summary and conclusion
14.7. References.
Chapter 15. Academic Staff in Traditional Universities: Motivators and Demotivators in the Adoption of E-learning
15.1. Introduction
15.2. Background to the study
15.3. Staff concerns about e-learning and distance learning - qualitative findings
15.3.1. Mixed attitudes and awareness of e-learning
15.3.2. Potential detrimental impact on teaching of research focus
15.3.3. Lack of government funding for distance learning programs
15.3.4. Impact of increasing numbers
15.4. Academic staff adoption of e-learning - motivating and demotivating factors
15.5. Current use of e-learning technologies
15.6. Factors motivating and demotivating staff adoption of e-learning
15.7. Support structures required to implement e-learning
15.8. Conclusion and implications
15.9. References
Chapter 16. The Role of Tutors as a Fundamental Component of Online Learning Support
16.1. Introduction
16.2. The role of the online tutor
16.3. Basic online tutoring skills
16.4. Online learning skills
16.5. Online learning resources and facilities
16.6. Conclusions
16.7. References
Chapter 17. Teachers' Professional Development for the Technology Enhanced Classroom in the School of Tomorrow
17.1. Introduction
17.2. Information technology in education: the politician's perspective
17.3. Students' and teachers' visions
17.4. The future school: students' perspectives
17.5. The future school: teachers' perspectives
17.6. Teachers' professional development
17.7. Conclusions
17.8. Acknowledgements
17.9. References
Chapter 18. Eleven Competences for the Teacher Using ICTs: a Quali-quantitative Research Pattern
18.1. Research and training: ICTs and professionalism in Swiss vocational education and training
18.1.1. Integrating ICTs in vocational training
18.1.2. Changing professional profiles
18.2. The teacher's professionalism: a territory to be explored?
18.2.1. Teachers' competence areas development
18.3. Competence: conceptual and theoretical framework
18.3.1. Defining competence, situation and sphere of action
18.4. The case study and methodology
18.4.1. Analysis tools for an integrated approach: Atlas.ti and Alceste
18.5. Discussion
18.5.1. Some results of the Atlas.ti analysis
18.5.2. Some results of the Alceste analysis
18.5.3. The comparison between the two analyses
18.6. The integration of the two analyses: the 11 competences profile
18.7. Simplifying the whole: a categorization of the competence profile
18.8. Some conclusions and perspectives
18.9. References
Chapter 19. Educating Tutors - and Ourselves. A Report from a Collective Effort
19.1 Introduction
19.2 From technology to pedagogy
19.2.1. Three glimpses into the process - by three of us
19.2.2. Building new competences
19.3. References
PART 1.4. SOCIO-CULTURAL ISSUES OF DISTANCE AND E-LEARNING
Chapter 20. Globalization - an Opportunity for the "Uneducated" to Become "Learned" or Further "Excluded"?
20.1. Introduction
20.2. Globalization and the exacerbation of inequality
20.3. Communications technologies
20.3.1. ICTs and the information age
20.3.2. Technological determinism?
20.4. Educational provision in the information age
20.4.1. New modes of educational delivery
20.5. Access, inequality, exclusion
20.5.1. Exclusion - division within societies
20.5.2. Globalization and the developing world
20.5.3. Language as a barrier to learning
20.6. Conclusion
20.7. References
Chapter 21. Beyond Barriers: Intercultural Learning and Inclusion in Globalized Paradigms
21.1. Overview
21.2. Globalized learning
21.3. European dimensions
21.4. Equality and diversity contexts
21.5. Key themes
21.6. References
Chapter 22. Women in Distance Learning: Second Chance or Third Shift?
22.1. Introduction
22.2. The factors that motivate adult women to enroll in DE programs, to select specific distance learning programs and courses
22.3. Barriers to participation
22.3.1. Conflicting responsibilities (work, family, educational, socio-political) - lack of time
22.3.2. Emotional barriers: guilt, fear of success, lack of confidence and self-esteem, as far as educational goals are concerned
22.3.3. Lack of partner support, the children and the wider family - gender stereotypes
22.3.4. Lack of sufficient or appropriate support from the state: cost of studies, child-care availability
22.3.5. Learning obstacles: undereducation, difficulty in adapting to principles, methods and tools of distance learning, women's ways of learning
22.4. Strategies for reducing the barriers
22.4.1. Principles, methods, tools, content of distance learningeducation
22.4.2. Supporting services
22.4.3. Professors, counselors
22.4.4. Women students and the socio-cultural context
22.5. Conclusions
22.6. References
Chapter 23. E-learning for Senior Citizens
23.1. Introduction
23.2. e-Learning for seniors: a need
23.3. Is e-learning suitable for elderly people?
23.4. eLSe - eLearning for Seniors - a novel approach in Europe
23.4.1. E-inclusion and senior citizens, current status
23.4.2. The main eLSe development areas
23.4.3. The eLSe pedagogical approach
23.4.4. The eLSe didactic approach
23.4.5. Experiences gained in the first trial of the eLSe - e-learning environment
23.4.6. Evaluation methodology
23.4.7. Performing the evaluation
23.4.8. Main results of the evaluation
23.5. Conclusions
23.6. Outlook
23.7. References
Chapter 24. Distance Education in Prisons: an Educational Right or a Privilege? The Case of "Student Inmates"
24.1. Introduction
24.2. The population studied: student inmates
24.3. Education in prison: a right
24.3.1. A right proclaimed by the supranational authorities
24.3.2. A right guaranteed by France
24.3.3. Agreements between the Prisons Administration and the Ministry of Education
24.4. Distance education: a promoter of the right to education in prison
24.4.1. The organization of distance education in a prison environment
24.4.2. The situation of student inmates
24.5. Distance education and the prison environment: the establishment of privileged access to education
24.5.1. The need for money and material resources
24.5.2. Having means of accessing the outside world
24.5.3. Assuming control of their own education
24.6. Conclusion
24.7. References
PART 2. TEACHING AND LEARNING ENVIRONMENTS IN THE MAKING
PART 2.1. PEDAGOGICAL CONCEPTS
Chapter 25. Role of Technology in Enhancing Learning
25.1. Challenge 1: research on "technology-enhanced learning" needs to be genuinely interdisciplinary
25.2. Challenge 2: recognizing the value of personalizing learning but recognizing the approach has drawbacks too
25.3. Challenge 3: build on achievements that have already been made
25.4. Challenge 4: implementation rather than development as the major challenge
25.5. Challenge 5: issues of fairness, equity and inclusion
25.6. Conclusion: educational purposes - innovation - pedagogy - technology-enhanced learning
25.7. References
Chapter 26. Learning Face-to-Face, In-action and On-line: Integrated Model of Lifelong Learning
26.1. Introduction
26.2. Technical-scientific education and reflective learning on practice
26.3. Social-organizational training and transformative learning
26.4. Psycho/social-pedagogical education and self-directed learning
26.5. Interaction of face-to-face, in-action and distance learning
26.5.1. Face-to-face education
26.5.2. Education in-action
26.5.3. Distance education
26.6. Integration of face-to-face, in-action and on-line education
26.7. Conclusion
26.8. Bibliography
Chapter 27. The Bottles are New but What of the Wine? Managing Learning and Teaching in Web 2.0
27.1. Introduction
27.2. Enhancing learner autonomy
27.3. Interaction with an instructor and course content are more important than with other learners
27.4. Conclusion
Chapter 28. Student Perceptions of Immediacy and Social Presence in Distance Education
28.1. Introduction
28.2. Transactional distance theory
28.3. Previous transactional distance studies
28.4. Theoretical model and hypotheses
28.5. Method
28.6. Sample
28.7. Results
28.7.1. Immediacy
28.7.2. Social presence
28.7.3. Structure
28.8. Summary and conclusion
28.9. References
PART 2.2. LEARNER NEEDS, STYLES AND IDENTITIES, PERCEPTIONS, READINESS
Chapter 29. The Natives are Restless. Higher Education and the Culture of the Digital Natives
29.1. Digital natives?
29.1.1. What are digital natives?
29.1.2. Are they all native speakers?
29.1.3. Prosumer or digital octopus?
29.1.4. What about the digital immigrants?
29.2. Web-based learning strategies
29.2.1. Learning in virtual networks
29.2.2. Digitally proficient students
29.2.3. Technologically tentacled teenagers
29.3. Teaching the young and the restless
29.4. References
Chapter 30. Preparing Students for Learning in an Online World: an Evaluation of the Student Passport to eLearning (SPeL) Model
30.1. Introduction
30.2. Introducing technology - strategic considerations
30.3. The SPeL module
30.3.1. Phase 1: introductory module model
30.3.2. Phase 2: embedding SPeL approach in subject specific context
30.3.3. Phase 3: improving the quality of the subject specific SPeL module
30.4. Conclusion
30.5. References
Chapter 31. Perceptions about Time and Learning: Researching the Student Experience
31.1. Introduction
31.2. Study time and the quality of student learning
31.3. The learner perspective on course study and workload management
31.3.1. Study workload in the perception of students who drop out from their courses
31.3.2. Study workload in the perception of students who complete their courses
31.3.3. Student expectations about study hours versus actual study time
31.4. Study time in the context of e-learning
31.4.1. Synchronization versus individualization of study activity
31.4.2. Structuring study time in e-learning
31.5. Changes in the lifestyles of university students
31.6. Some implications for pedagogy and research
31.7. References
Chapter 32. Retention and Course Choice in Distance Learning
32.1. Introduction
32.2. Making course choice decisions
32.2.1. Course titles and descriptions
32.2.2. Course choice guidance
32.2.3. Students' Comments on courses
32.3. Course preview materials - "taster packs"
32.3.1. Student feedback on taster packs
32.3.2. Taster packs - the cost
32.3.3. Taster packs - the limitations
32.3.4. Diagnostic materials
32.4. Conclusion
32.5. References
Chapter 33. Online Students' Needs for and Satisfaction with Support Services
33.1. Introduction
33.1.1. Definitions
33.1.2. NKI online distance education
33.2. NKI Internet College's "four generations" of development
33.3. Student support in the NKI Online Distance Education System
33.4. Research methodology
33.4.1. Qualitative and quantitative survey
33.4.2. Collection of data
33.4.3. Selection of interviewees
33.4.4. Data processing and interpreting answers
33.5. Results - need for and satisfaction with student support services
33.5.1. Information phase
33.5.2. Registration phase/ start-up phase
33.5.3. Learning phase
33.6. Summary and conclusions
33.7. References
Chapter 34. Motivational Characteristics of E-Students
34.1. Introduction
34.2. E-Learning system at Zagreb School of Economics and Management
34.2.1. The necessary standards for the creation of an e-learning course
34.2.2. End-of-term student evaluations
34.3. Results and discussion
34.4. Conclusion
34.5 References
Chapter 35. Individual Differences in Attitudes Towards and Choices of Learning/Teaching Technology
35.1. Introduction
35.2. Method
35.2.1. Design and participants
35.2.2. Questionnaires
35.3. Results
35.4. Summary and conclusions
35.5 References
Chapter 36. Online Learners' Frustration. Implications for Lifelong Learning
36.1. Online learners' frustration
36.2. What can go wrong? Sources of frustration for online learners
36.2.1. The online student herself/himself
36.2.2. The instructor/trainer/tutor/teacher
36.2.3. The institution/firm
36.3. What could be done? Preventive actions
36.4. Conclusions
36.5. References
Chapter 37. Reflections on Seeking the "Invisible" Online Learner (and Instructor)
37.1. Introduction
37.2. Methodology
37.3. Findings
37.4. Discussion
37.5. Reflections
37.5.1. Questions derived from the 2000 study
37.5.2. Questions not raised in the earlier study
37.6. Conclusions
37.7. References
Chapter 38. Reports of the "Death of Geography" Have Been Greatly Exaggerated: Why UK Distance Learning Students Prefer Face-to-Face Tuition
38.1. Introduction
38.2. What do OUUK distance students find attractive in face-to-face teaching?
38.3. Does orientation to study affect tutorial attendance rates?
38.4. Discussion
38.4.1. Fitting the demand characteristics of teaching and learning to mode of contact
38.4.2. "Everyone remembers a good teacher": the focus on the teacher in conventional models of teaching and learning
38.4.3. The immediacy of trust in face-to-face contact
38.5. Conclusion: the need to align teaching mode with total learning context
38.6. References
Chapter 39. E-Mentoring to Help Mature Students' Transition to University
39.1. Introduction
39.2. The context
39.3. Current approaches to supporting students' preparation for HE
39.4. eAccess - a pilot for Access students
39.5. Evaluating eAccess
39.5.1. Contribution to learning and learners
39.5.2. Implications of e-learning for the wider teaching and learning context
39.5.3. Barriers to embedding a VLE in an FE college
39.5.4. Factors contributing to student and staff engagement with a VLE
39.6. Concluding remarks and further developments
39.7. Postscript
39.8. Acknowledgements
39.9. References
PART 2.3. COURSE DEVELOPMENT AND INSTRUCTIONAL DESIGN
Chapter 40. Flexibility Beyond Time and Place: Stretching and Opening the Course
40.1. The changing context in higher education
40.2. Flexibility as a key concept in higher education
40.3. From dimensions to a framework
40.4. Validating the flexibility dimensions
40.5. Applications of the flexibility framework
40.6. References
Chapter 41. Capturing Practice and Scaffolding Learning Design
41.1. Introduction
41.2. Research focus
41.3. Learning design
41.4. Building on existing learning design research
41.4.1. Capturing and representing practice
41.4.2. Supporting learning design
41.5. The OU Learning Design project
41.6. Summary of the findings from the case studies
41.7. Idealized tool specification
41.8. An update on OULDI
41.9. Conclusion
41.10. Acknowledgements
41.11. References
Chapter 42. Technologies in Use: How Context and Design Drive their Effects
42.1. Introduction
42.2. The research method
42.3. Case study 1: structured, task-specific conferencing, assignment marks allocated
42.4. Case Study 2: online tutorials for all students, timed for the start of topic study
42.5. Case Study 3: tutor group discussion, marks allocated in two assignments
42.6. Discussion
42.7. Acknowledgement
42.8. References
Chapter 43. Involvement, Institutional Roles and Design Models in E-Learning
43.1. Introduction
43.2. Context of the study
43.3. Method
43.3.1. Structured interview questions
43.3.2. Graphic interview
43.3.3. Data elaboration
43.4. Personal involvement and institutional roles
43.5. Design models and practice
43.5.1. ELab theory and practice
43.5.2. UOC theory and practice
43.5.3. Meeting points in team work
43.5.4. Shared knowledge over time
43.6. Conclusions and outlooks
43.7. References
Chapter 44. Diversity of Strategies to Promote Effective B-Learning: a Case Study in Higher Education
44.1. Introduction
44.1.1. Description of the Educational Software Evaluation (ESE) module
44.2. Empirical study - results and considerations
44.3. Reflections and final comments
44.4. References
Chapter 45. Assessment of E-Learning Material with the INTERFACE System
45.1. Introduction
45.2. Short description of the INTERFACE methodology and workstation
45.3. Applying INTERFACE to multimedia system evaluation
45.4. Methodology
45.5. Examples of user interface problems identified with the INTERFACE system
45.5.1. A usability problem which we originally intended to focus on
45.5.2. An unexpected usability problem
45.6. Further development of the INTERFACE methodology and workstation and applying it to study designers editing e-learning materials
45.7. Summary of experiences gained through the use of the INTERFACE system
45.8. Acknowledgments
45.9. References
Chapter 46. Who Should "Customize" the Knowledge Content: Publishing Scholars or Online Mediators?
46.1. Introduction
46.2. Scholarly publications as knowledge content for online learners
46.2.1. The crisis of scientific publication
46.2.2. Great expectations for online education
46.2.3. When texts are in publicly accessible archives
46.2.4. An "invisible college" for evaluating documents
46.2.5. New practices for knowledge documents and technical issues
46.3. The type of document pertinent to the learner and publishingscholar's habits
46.4. To whom does a publishing researcher write?
46.5. Customizing upstream or downstream?
46.5.1. Motivations and obstacles upstream
46.5.2. When the job is done elsewhere
46.5.3. Motivations and obstacles downstream
46.6. The need for transnational knowledge, customization studies and actions
46.7. Conclusion
46.8. References
PART 2.4. COLLABORATIVE LEARNING AND SOCIAL NETWORKING
Chapter 47. "More is Different" - How E-Learning within Online Learning Communities Can Make the Difference
47.1. Introduction
47.2. From community to online learning community
47.2.1. More is different - or "what is a community?"
47.2.2. What is a community of learning?
47.2.3. What is a community of practice?
47.2.4. What is a virtual community?
47.2.5. What is an online learning community?
47.3. Looking into community processes
47.4. Conclusion
47.5. References
Chapter 48. SocialLearn - Widening Participation and Sustainability of Higher Education
48.1. Introduction
48.2. Learning in social networks
48.3. The SocialLearn project
48.4. Sustainability and the higher education environment
48.5. Conclusion
48.6. Acknowledgements
48.7. References
Chapter 49. Collaborative Learning Using Social Tools for Enquiry, Reflection and Sharing
49.1. Methodology
49.1.1. Outline of activities and outcomes
49.1.2. Selecting the project toolset and support
49.2. Capturing the learning from the project
49.2.1. Knowledge management
49.2.2. Identity management
49.2.3. Technological limitations
49.2.4. The need for enthusiasm and groupwork to secure engagement
49.2.5. Balancing physical and virtual presence
49.2.6. Broadening the capturing of reflective practice
49.3. Conclusion
49.4. References
Chapter 50. Modeling Interactions in Learning Settings and their Impact on the Learning Process
50.1 Introduction
50.2 The Bordogna-Albano (B-A) model
50.2.1. The tutor-learner interaction term
50.2.2. The learner-learner interaction term
50.2.3. The learner-learning resource interaction term
50.2.4. Implementing the learning dynamics
50.2.5. The effect of group structure on the learning outcome
50.3. Conclusions
50.4. References
Chapter 51. Tools and Instruments Supporting Cooperative Freedom in Virtual Learning Environments
51.1. Introduction
51.2. Individual, cooperative and collaborative learning
51.3. Voluntary, but attractive, participation
51.4. Means promoting individual flexibility
51.4.1. Individual progress plans
51.4.2. Supervision of individual progress plans
51.4.3. Flexibility in time is best supported by asynchronous communication
51.4.4. Cooperative forums
51.4.5. Submission system
51.4.6. Supervision of teacher response time
51.5. Means promoting affinity to learning communities
51.5.1. Student catalogs
51.5.2. Learner profiles
51.5.3. Learning partners
51.5.4. Cooperative assignments
51.5.5. Cooperative assessment
51.5.6. Cooperative gating (COG)
51.5.7. Cooperative quality control and evaluation of the provider
51.6. Conclusions
51.7. References
Chapter 52. Models of Activity, Collaboration and Assessment in Wikis in Academic Courses
52.1. Introduction
52.2. Models of activity
52.2.1. Glossary
52.2.2. Text analysis
52.2.3. Inquiry-based learning
52.2.4. Answers to questions
52.3. Models of collaboration
52.3.1. Sharing
52.3.2. Cooperation
52.3.3. Collaboration
52.3.4. Peer assessment
52.3.5. Mixed model
52.4. Extent that activity is mandatory
52.5. Models of assessment
52.5.1. Group versus individual assessment
52.5.2. Product versus process assessment
52.5.3. Quantitative versus qualitative assessment
52.5.4. Rubric for assessing wiki activity
52.6. How to design a wiki learning assignment
52.7. Summary and conclusions
52.8. References
PART 2.5. THE WORLD OF WORK - E-SKILLS AND EMPLOYABILITY
Chapter 53. E-learning and Earning: The impact of Lifelong E-learning on Organizational Development in an Adverse Economy
53.1. Introduction
53.2. What is lifelong learning?
53.3. The environment within which lifelong learning takes place
53.4. Employer perspectives
53.5. Employee perspectives
53.6. Conclusions
53.7. References
Chapter 54. E-learning and E-business: The Need for SMEs to Work Smarter in the New Europe
54.1 Introduction
54.2 SMEs in Europe
54.3 SMEs and eBusiness - European competitiveness and inhibitors
54.3.1. The case of micro enterprise Owner Managers: short on time, finance and expertise
54.4. SMEs and e-learning - the roadmap to competitive advantage
54.5. Conclusions
54.6. References
Chapter 55. Putting the Pieces Together: Conceptual Frameworks for Building PLEs with Web 2.0 Tools
55.1. Rationale
55.2. The relevance of PLEs to higher education
55.3. What is a PLE - views and definitions
55.4. Pros and cons of PLEs
55.5. Limitations of current guidance on developing PLEs
55.6. Approaches to developing PLEs
55.6.1. PLE as an object
55.6.2. PLE as a framework
55.6.3. PLE frameworks - our proposals
55.6.4. Some guidelines for building a PLE with Web 2.0 tools
55.7. Pilot study
55.8. Concluding remarks and further work
55.9. The future is mobile! A mobile PLE
55.10. Acknowledgements
55.11. References
Chapter 56. Personal Learning Environments and Institutional Control
56.1. Introduction
56.2. Client software, single websites or multiple websites?
56.3. Personal learning environments accessed by web browsers
56.4. Are personal learning environments here already?
56.5. Reports of the death of the virtual learning environment have been greatly exaggerated
56.6. Conclusion
56.7. References
List of Authors
Institution Index
Name Index
Index

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Distance and E-learning in Transition

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