Conole, Grainne and Oliver, Martin eds. (2007). Contemporary perspectives in e-learning research: themes, methods and impact on practice. The Open and Flexible Learning Series. London, UK: Routledge.
This is the latest version of this eprint.
|Google Scholar:||Look up in Google Scholar|
E-learning is at an exciting point in its development; its potential in terms of research is great and its impact on institutional practices is fully recognised. This book defines e-learning as a field of research, highlighting the complex issues, activities and tensions that characterise the area.
Written by a team of experienced researchers and commented upon by internationally recognised experts, this book engages researchers and practitioners in critical discussion and debate about the findings emerging from the field and the associated impact on practice. Key topics examined include:
access and inclusion
the social-cultural contexts of e-learning
organisational structures, processes and identities
technical aspects of learning research – using tools and resources
approaches to learning and teaching practices and associated learning theories
designing for e-learning and the management of educational resources
professional roles and identities
the evolution of e-assessment
collaboration, motivation and educational evaluation.
|Item Type:||Edited Book|
|Keywords:||e-learning; research; policy; practice; methods|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Grainne Conole|
|Date Deposited:||31 Oct 2008 01:03|
|Last Modified:||07 Feb 2017 11:21|
|Share this page:|
Available Versions of this Item
Contemporary perspectives in e-learning research: themes, methods and impact on practice. (deposited 19 Dec 2006)
- Contemporary perspectives in e-learning research: themes, methods and impact on practice. (deposited 31 Oct 2008 01:03) [Currently Displayed]