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There is currently a technological revolution taking place in higher education. The growth of e-learning is being described as explosive, unprecedented, and above all, disruptive. This timely and comprehensive book provides a coherent framework for understanding e-learning in higher education.
The authors draw on their extensive research in the area to explore the technological, pedagogical and organisational implications of e-learning, and more importantly, they provide practical models for educators to use to realise the full potential of e-learning. A unique feature of the book is that the authors focus less on the ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective.
This book will be invaluable for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e-learning in their institutions. It will also appeal to anyone with an interest in the impact of e-learning on higher education and society.
- Sales Rank: #3639258 in Books
- Published on: 2003-02-23
- Released on: 2003-02-23
- Original language: English
- Number of items: 1
- Dimensions: 9.06" h x .42" w x 6.14" l, .64 pounds
- Binding: Paperback
- 184 pages
Review
'I strongly recommend this book to anyone who is considering introducing e-learning into higher education - whether teacher, educational developer, policy-maker or researcher ... The book makes a significant contribution to the argument that e-learning provides the opporunity to embrace dialogic and constructivist approaches to teaching and learning in higher education' - Innovations in Education and Teaching International
'this book offers an intellectually robust analysis of what the role of the teacher can and should be in development and maintenance of a successful 'learning' centred, supportive critical communities of inquirers; and for this the book is to be highly recommended both to the readers engaged in e-learning and to the wider educational community.' - Escalate
' an outstanding discussion of the fundamentals of e-learning in the 21st century. The book is everything the authors promise basic, useful and a valuable reference guide.' - Teachers College Record
'this book is perhaps most useful as supplementary reading for those wishing to further their understanding of collaborative e-learning pedagogy.' - Robert Ward, LTSN-ICS website
'I intend to use Garrison and Anderson's work. As E-Learning Development Manager in my institution, and still teaching on undergraduate social science and postgraduate education programmes, it will be valuable on several fronts- attempting to bring about strategic change, working with staff groups on e-learning development and interacting with students.' - Bob Rotherham, Nottingham Trent University, in LATISS 1, 2004
About the Author
Randy Garrison is Academic Director at the University of Calgary. Terry Anderson is Canadian Research Chair in Distance Education at Athabasca University in Canada.
Most helpful customer reviews
0 of 0 people found the following review helpful.
One Star
By Annita
Very dry.
8 of 9 people found the following review helpful.
More responsive tertiary education [perhaps]
By W Boudville
Perhaps it is not surprising that the authors of a book on e-learning are Canadian. Canada, like Australia, has had perennial problems with educating a population spread over vast distances. It is natural that Canada would have an intense interest in a means of providing remote higher education.
The authors argue that e-learning is not some mirage of the dot com boom. In this book, they explain that it can be a fundamentally disruptive technology. That if correctly implemented, it can empower a more economic and effective teaching of specialised material, irrespective of the actual subject of the material.
The application of e-learning to higher education is seen as better than for general primary or secondary education. There, the material is much the same across a nation, and traditional teaching methods are adequate. But for tertiary education, across an entire nation, there might be only limited demand for certain subjects, making it inefficient for every university to offer those.
They don't claim that there are exclusive pedagogies to be used in e-learning. Rather, that it lends itself to varied approaches, several of which can be effective.
1 of 1 people found the following review helpful.
Good synthesis of research on CoI framework
By RJilani
I have been studying Community of Inquiry (CoI) as a framework of teaching and learning in text-based online classes and I have reviewed a lot of research on the topic already. However, this book kind of sums up all the research done until 2011 and presents a great synthesis of all ideas regarding CoI and cognitive, social and teaching presences as its three components. The book also led me to some research I had missed out during my own literature review. Garrison is one of the team of researchers- Anderson and Archer being the other two in the team- who proposed the framework for online learning in 1999 and I find this work by him very enlightening and exciting to read.
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