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El. knyga: Students' Experiences of e-Learning in Higher Education: The Ecology of Sustainable Innovation

3.33/5 (3 ratings by Goodreads)
(University of Sydney, Australia), (University of Sydney, Australia)
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Students Experiences of e-learning in Higher Education helps higher education instructors and university managers understand how e-learning relates to, and can be integrated with, other student experiences of learning. Grounded in relevant international research, the book is distinctive in that it foregrounds students experiences of learning, emphasizing the importance of how students interpret the challenges set before them, along with their conceptions of learning and their approaches to learning. The way students interpret task requirements greatly affects learning outcomes, and those interpretations are in turn influenced by how students read the larger environment in which they study. The authors argue that a systemic understanding is necessary for the effective design and management of modern learning environments, whether lectures, seminars, laboratories or private study. This ecological understanding must also acknowledge, though, the agency of learners as active interpreters of their environment and its culture, values and challenges.

Students Experiences of e-learning in Higher Education reports research outcomes that locate e-learning within the broader ecology of higher education and:











Offers a holistic treatment of e-learning in higher education, reflecting the need for integrating e-learning and other aspects of the student learning experience





Reports research on students experiences with e-learning conducted by authors in the United States, Europe, and Australia





Synthesizes key themes in recent international research and summarizes their implications for teachers and managers.

Recenzijos

"At a time when universities face the consequences of the recent economic crises, and when climate change demands adaptation on a large scale soon, does e-learning have something special to offer to students? Read this book to find out. The authors are sane: they dont exaggerate. They look forward as well as telling the story so far. University teachers and administrators have reason to bless them for their lucid analysis and clear vision."--British Journal of Educational Technology

"The authors produce informative and thought-provoking chapters that add a refreshing and holistic perspective on the diffusion of e-learning in HE. The topics covered in their book relate to the current debates in the field, yet break away from the trend. Their book is a useful consideration for university and professional development teacher courses as it raises the issues associated with the infrastructural aspects, pedagogic considerations and the need to associate the practical uses of technology to enhance the learning experience."--Teachers College Record 'University teachers and administrators have reason to bless them for their lucid analysis and clear vision' -- David Hawkridge, British Journal of Educational Technology, Vol 41, No 2, 2010.

List of Figures
xii
List of Tables
xiii
Foreword xv
Acknowledgements xvii
Acknowledgements of Copyright Permissions xix
Introduction
1(15)
Contemporary Pressures and Tensions
3(2)
Purpose and Perspective
5(6)
Two Related Arguments about Learning
11(3)
Overview of the Remaining
Chapters
14(2)
Thinking Ecologically About E-learning
16(23)
Introduction
16(2)
Ecological Perspectives in Education
18(3)
Twenty-first Century Learning
21(6)
Research on Student Learning in Higher Education
27(5)
E-learning: Characteristics and Affordances
32(4)
Uncertainty, Environment, Leadership
36(1)
Concluding Comments
37(2)
New Students, New Technology
39(12)
Introduction
39(1)
Do `Net Generation' Learners Think Differently?
40(2)
University Students' Use of IT and their Changing Media Habits
42(4)
Learning with IT
46(4)
Implications and Concluding Comments
50(1)
Student Experiences of E-learning in Higher Education: Learning through Discussion
51(21)
Introduction
51(1)
Learning through Discussion
52(1)
Students' Approaches to, and Conceptions of, Learning through Discussions
53(9)
Associations Between Approaches, Conceptions and Academic Outcomes
62(9)
Concluding Comments
71(1)
Student Experiences of E-learning in Higher Education: Learning through Inquiry
72(16)
Introduction
72(1)
Learning through Inquiry: Case-based Experiences
73(4)
Approaches to Learning through Inquiry: Problem-based Learning Methods
77(6)
The Student Experience of Internet Resources when Related to Learning Outcomes
83(3)
Concluding Comments
86(2)
University Teachers' Experiences of E-learning in an Ecology
88(18)
Introduction
88(1)
Research into Conceptions of, and Approaches to, University Teaching
89(7)
Approaches to Blended Teaching
96(7)
Approaches to Blended Conceptions of, and Approaches to, Blended Teaching
103(1)
Concluding Comments
104(2)
An Ecology of Learning: Practical Theory for Leadership, Management and Educational Design
106(12)
Introduction
106(1)
Managing and Uncertainty
107(1)
The Idea of an Ecology of Learning
108(3)
Leadership in the Ecology of a University
111(5)
Design Knowledge for Leadership in an Ecology
116(1)
Concluding Comments
116(2)
Teaching-as-Design and the Ecology of University Learning
118(15)
Introduction
118(1)
The Idea of Teaching-as-Design
119(1)
Focus on Learning: What Needs Designing?
120(10)
Self-awareness, Feedback and Self-correction: Iterative Design and Sustainable Improvement
130(3)
Leadership for Learning: Persperctive on Learning Spaces
133(18)
Introduction
133(1)
Relating an Ecological View of Learnnig to Leadership
134(10)
Rationales for Investing in Learning Spaces
144(2)
Challenges for the Development of Specifications of Learning Spaces
146(4)
Concluding Comments
150(1)
Realting the Idea of an Ecology of Learning to Campus Planning
151(35)
Introduction
151(1)
Developing a Principled Approach to Managing Uncertainty
151(2)
The Mission of the University as the Driver
153(1)
Principles of Planning for Campus-based Universities
154(1)
Identifying the Ecological Balance of the University
155(1)
Self-awareness
155(15)
Awareness of the Relationship Between Course Profile and Virtual Space
170(7)
Feedback Loops about Learning Spaces
177(4)
Self-correcting Mechanisms and Learning Spaces
181(3)
Concluding Comments: Future Visions of Campus-based Universities
184(2)
Concluding Comments: The Ecological Perspective, Balance and Change
186(4)
Notes 190(1)
References 191(14)
Index 205
Robert Ellis is Associate Professor and Director of eLearning at the University of Sydney, Australia.

Peter Goodyear is Professor of Education and co-director of the CoCo Research Centre at the University of Sydney, Australia.
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