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E-Learning: Concepts and Practice, by Bryn Holmes, John R Gardner
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E-learning is now an essential component of education. Using examples from around the globe, the authors of E-Learning provide an in-depth examination of past and future e-learning approaches, and explore the implications of applying e-learning in practice. Topic include educational evolution; enriching the learning experience; extended learning; empowering learning; evolving theories of learning; emancipatory learning; and the creation of ecommunities
- Sales Rank: #679346 in eBooks
- Published on: 2006-06-01
- Released on: 2006-06-01
- Format: Kindle eBook
Review
e-Learning is now an essential component of education. Globalization, the proliferation of information available on the Internet and the importance of knowledge-based economies have added a whole new dimension to teaching and learning. As more tutors, students and trainees, and institutions adopt online learning there is a need for resources that will examine and inform this field.
Using examples from around the world, the authors of e-Learning: Concepts and Practices provide an in-depth examination of past, present and future e-learning approaches, and explore the implications of applying e-learning in practice.
Topics include:
o educational evolution
o enriching the learning experience
o learner empowerment
o design concepts and considerations
o creation of e-communities
o communal constructivism
This book is essential reading for anyone involved in technology enhanced learning systems, whether an expert or coming new to the area. It will be of particular relevance to those involved in teaching or studying for information technology in education degrees, in training through e-learning courses and with developing e-learning resources.
Bryn Holmes is an assistant professor in Education at Concordia University, Montreal and director of an Internet company, Inishnet, which offers research and consultancy in online education.
John Gardner is a professor of education at Queen's University, Belfast and his main research areas include policy and practice in information and communications technology in education.
About the Author
Professor John Gardner (PhD MSc PGCE BSc FBCS CITP CEng AcSS FCIEA) is Deputy Principal (Education and Students) at the University of Stirling. His main research and teaching interests include policy and practice in all sectors of education, particularly in relation to assessment and information technology.He has over 120 academic publications and has authored or co-authored seven books, the most recent being: Assessment and Learning (2012, Sage), Developing Teacher Assessment (2010, McGraw-Hill/Open University) and The Classroom X-Factor (2011, Routledge).
Most helpful customer reviews
0 of 0 people found the following review helpful.
Outdated, with too much focus on philosophy rather than practical applications
By J & L
This book was required for a graduate course. I would not recommend it. I deeply regret that I dropped $60 on it; I wish I had purchased it used. I have no intention of keeping this book once the course is finished.
Most of this book focuses on educational philosophies that you can read about in other texts or on the internet (e.g. constructivist theory, behaviorist theory, et cetera). The book is also significantly redundant. Allow me to summarize it for you: "Educational technology and the Internet is GREAT! It enables people all over the world to access information in spite of their socioeconomic class, physical abilities/disabilities, and so on!!" The authors have found at least a dozen ways to repeat that general concept throughout the entire book.
They try to include practical examples with links to web sources in information boxes, but almost all of the links are dead ends. The resources have been shut down. I tried to Google some of the sources in case the URL changed, but it was not successful.
In a chapter on online courses, they state obvious facts that anyone familiar with BlackBoard or D2L, as a student or professor, should already know: You can set up an assignment drop box, discussions, course messages, and so on. They also cover obvious online resources: You can provide students with hyperlinks to videos or games, for example.
Throughout this book, the authors ignore issues with digital literacy skills. They vaguely and briefly refer to them but offer no possible solutions. I still feel that online learning benefits students who already have metacognition skills, self-efficacy, and time management skills, and who are strong in reading and writing. Students who lack these qualities will find it difficult to succeed in online courses. This book did not offer any solutions for those issues.
If you are looking to learn more about blended learning or how you can develop better online resources for your students, this is not the book for you. I gave it two stars only because it was organized well and was readable; at least the authors were not unnecessarily verbose like some textbooks I've purchased before.
0 of 0 people found the following review helpful.
A worthy purchase for academic library collections and individual trainers and teachers involved in e-learning
By RNS
A vital resource for teachers and trainers involved in technology-enhanced learning environments, especially those developing courses for e-learning.
The first three chapters lay the foundation for the rest of the book. The authors -- one a faculty member at Concordia University in Montreal and director of the internet company, Inishnet, and the other a professor of Education at Queen's University in Belfast in the area of communication technology --explore what e-learning is, and use a wide range of examples to demonstrate e-learning in action. The authors then chart the history of e-learning and discuss how it is "set to revolutionize... our approaches to learning."
In Chapter 4, the authors focus on who is using e-learning, what are they "e-learning" for, and when and where are they doing it.
Chapter 5 outlines "e-learning theory - communal constructivism" and how learning theories relate to new modes of learning and learners. Makes the point that "communal constructivism" is "presented as the key extension to socio-constructivist theory." Focuses on how, "within the networked communication world that e-learning provides, it is a natural step to the formation of communities of individual learners pursuing the same goals.
Chapter 6 focuses on e-learning design, its concepts and considerations, and "how e-learning activities and resources can enrich the learning experience... [and] scaffold students' thinking" which then serve to "integrate critical thinking skills and provide 'cognitive apprenticeships' which furnish the learner to engage with experts in the subject of their area."
Chapter 7 focuses on powerful tools for learning that design features of e-learning can incorporate, eg. layout, navigation, copyright restrictions, use of wireless networks, etc.
Key themes in Chapter 8 include the "accessibility and impact of e-learning on communities of learners who experience special access difficulties (eg. sight-impaired individuals), offering examples for those with such special needs.
Chapter 9, the final chapter, "concludes the tour of the concepts and practice in e-learning by looking to the future to try and establish where the new developments...might be headed."
The publisher, SAGE, can be counted on to provide excellent scholarly resources for the academic research community. This book does not disappoint and is a worthy purchase for academic library collections and individual trainers and teachers involved in e-learning.
R. Neil Scott
Middle Tennessee State University
0 of 0 people found the following review helpful.
This book has a lot of great information about the subject
By Renee Franklin
I got this for helping with my dissertation which is centered on online learners. This book has a lot of great information about the subject. I was able to form a better idea of online learning from the perspective of others rather than what I know about online education.
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