The rushed development of information and communication technologies and their impact on the world of learning in the last decade have profoundly changed the paradigms, scenarios and values at all levels of education. The professionalization of tools and practices, in addition to the consolidation of academic and practical knowledge, has been a major continuing issue throughout these years. The annual conferences of the largest European professional community in distance and e-learning have been setting the landmarks in this process. The selection from this unique knowledge pool demonstrates the deepening and consolidation of knowledge and experience.
This book presents the developments in the field of open, distance and e-learning, through new technologies, methodologies and tools, which have profoundly changed the paradigms, scenarios and values at all levels of education over the last decade.
Table of Contents:
Foreword xxvii
Alan Tait
Introduction xxix
Ulrich Bernath, András Szücs, Alan Tait and Martine Vidal
PART 1. THE DEVELOPMENT OF DISTANCE EDUCATION AND E-LEARNING 1
PART 1.1. SYSTEMS DEVELOPMENT 3
Chapter 1. Challenges Facing Distance Education in the 21st Century: Policy and Research Implications 5
Sarah Guri-Rosenblit
Chapter 2. The Evolving Role of Universities: Increasing Openness and Relevance 23
Anne Gaskell and Roger Mills
Chapter 3. The Internet and the Education System: An Optimization Policy 35
Roni Aviram
Chapter 4. “E-Learning” Meets “Digital Media”: New Strategic Questions for Higher Education 45
Jim Devine
Chapter 5. Preparing Educational Institutions for Online ODL. How Theory May Support Change Strategies in Traditional Universities 57
Annette Lorentsen
Chapter 6. Higher Education Quality as an Organizational Culture 69
Ulf-Daniel Ehlers
Chapter 7. E-learning and the Quality of Knowledge in a Globalized World 85
Sylvia van de Bunt-Kokhuis
PART 1.2. EFFICIENCY AND EFFECTIVENESS OF DISTANCE EDUCATION AND E-LEARNING 107
Chapter 8. E-Learning and the Future of Distance Education 109
Ormond Simpson
Chapter 9. Access and Efficiency in the Development of Distance Education and E-Learning 119
Thomas Hülsmann
Chapter 10. Examining the Effectiveness of Distance Education: Results from Multilevel Modeling 141
Tim Seifert, Bruce Sheppard and Ann Marie Vaughan
Chapter 11. Quantitative Cost-Effectiveness Model for Web-supported Academic Instruction 151
Anat Cohen and Rafi Nachmias
Chapter 12. A Particular Aspect of Cost Analysis in Distance Education: Time 161
Massimo Loi and Bruno Ronsivalle
PART 1.3. PROFESSIONAL DEVELOPMENT 169
Chapter 13. Moving eCompetence Ahead – From Conceptual Foundations to Strategic Practice 171
Dirk Schneckenberg
Chapter 14. Designing Collaborative Learning for Competence Development 195
Ulf-Daniel Ehlers
Chapter 15. Academic Staff in Traditional Universities: Motivators and Demotivators in the Adoption of E-learning 217
Kay MacKeogh and Seamus Fox
Chapter 16. The Role of Tutors as a Fundamental Component of Online Learning Support 235
Maggie McPherson and Miguel Baptista Nunes
Chapter 17. Teachers’ Professional Development for the Technology Enhanced Classroom in the School of Tomorrow 247
Henrik Hansson
Chapter 18. Eleven Competences for the Teacher Using ICTs: a Quali-quantitative Research Pattern 261
Alberto Cattaneo and Elena Boldrini
Chapter 19. Educating Tutors – and Ourselves. A Report from a Collective Effort 291
Ivar Børsheim, Atle Schaathun, Hans Øistein Skauerud, Unn Spjelkavik and Ilmi Willbergh
PART 1.4. SOCIO-CULTURAL ISSUES OF DISTANCE AND E-LEARNING 301
Chapter 20. Globalization – an Opportunity for the “Uneducated” to Become “Learned” or Further
“Excluded”? 303
Mary Bolger
Chapter 21. Beyond Barriers: Intercultural Learning and Inclusion in Globalized Paradigms 311
Alan Bruce
Chapter 22. Women in Distance Learning: Second Chance or Third Shift? 325
Athanassia Aggeli and Paraskevi Vassala
Chapter 23. E-learning for Senior Citizens 335
Sonia Hetzner and Paul Held
Chapter 24. Distance Education in Prisons: an Educational Right or a Privilege? The Case of “Student Inmates” 349
Fanny Salane
PART 2. TEACHING AND LEARNING ENVIRONMENTS IN THE MAKING 369
PART 2.1. PEDAGOGICAL CONCEPTS 371
Chapter 25. Role of Technology in Enhancing Learning 373
Alan Brown
Chapter 26. Learning Face-to-Face, In-action and On-line: Integrated Model of Lifelong Learning 385
Luciano Galliani and Paula de Waal
Chapter 27. The Bottles are New but What of the Wine? Managing Learning and Teaching in Web 2.0 395
Michael G. Moore
Chapter 28. Student Perceptions of Immediacy and Social Presence in Distance Education 411
Steve Wheeler and Fraser Reid
PART 2.2. LEARNER NEEDS, STYLES AND IDENTITIES, PERCEPTIONS, READINESS 427
Chapter 29. The Natives are Restless. Higher Education and the Culture of the Digital Natives 429
Susanne Kjekshus Koch, Inger Carin Grøndal and Gunnar-Johan Schei
Chapter 30. Preparing Students for Learning in an Online World: an Evaluation of the Student Passport to eLearning (SPeL) Model 439
Francesca Lorenzi, Kay MacKeogh and Seamus Fox
Chapter 31. Perceptions about Time and Learning: Researching the Student Experience 457
Mary Thorpe
Chapter 32. Retention and Course Choice in Distance Learning 473
Ormond Simpson
Chapter 33. Online Students’ Needs for and Satisfaction with Support Services 485
Torstein Rekkedal
Chapter 34. Motivational Characteristics of E-Students 499
Karmela Aleksic-Maslac, Djuro Njavro, Katarina Karalic
Chapter 35. Individual Differences in Attitudes Towards and Choices of Learning/Teaching Technology 511
Ruth Beyth-Marom and Kelly Sorozon-Saporta
Chapter 36. Online Learners’ Frustration. Implications for Lifelong Learning 519
Federico Borges Sáiz
Chapter 37. Reflections on Seeking the “Invisible” Online Learner (and Instructor) 529
Michael F. Beaudoin
Chapter 38. Reports of the “Death of Geography” Have Been Greatly Exaggerated: Why UK Distance Learning Students Prefer Face-to-Face Tuition 543
Troy Cooper
Chapter 39. E-Mentoring to Help Mature Students’ Transition to University 553
Palitha Edirisingha, Mike Hill, Celayne Heaton-Shrestha
PART 2.3. COURSE DEVELOPMENT AND INSTRUCTIONAL DESIGN 567
Chapter 40. Flexibility Beyond Time and Place: Stretching and Opening the Course 569
Wim de Boer and Betty Collis
Chapter 41. Capturing Practice and Scaffolding Learning Design 579
Gráinne Conole
Chapter 42. Technologies in Use: How Context and Design Drive their Effects 595
Mary Thorpe, Steve Godwin and Rebecca Fergusson
Chapter 43. Involvement, Institutional Roles and Design Models in E-Learning 607
Luca Botturi
Chapter 44. Diversity of Strategies to Promote Effective B-Learning: a Case Study in Higher Education 627
Lúcia Pombo, Maria Joao Loureiro, Ana Balula and António Moreira
Chapter 45. Assessment of E-Learning Material with the INTERFACE System 645
Károly Hercegfi and Orchidea Edith Kiss
Chapter 46. Who Should “Customize” the Knowledge Content: Publishing Scholars or Online Mediators? 659
Christian Bois
PART 2.4. COLLABORATIVE LEARNING AND SOCIAL NETWORKING 675
Chapter 47. ”More is Different” – How E-Learning within Online Learning Communities Can Make the Difference 677
Virginie Aimard
Chapter 48. SocialLearn – Widening Participation and Sustainability of Higher Education 691
Anthony Walton, Martin Weller and Gráinne Conole
Chapter 49. Collaborative Learning Using Social Tools for Enquiry, Reflection and Sharing 701
Non Scantlebury
Chapter 50. Modeling Interactions in Learning Settings and their Impact on the Learning Process 711
George Neofotistos, Nikitas Kastis, Eleftheria Tsourlidaki and Nikos Voulgarakis
Chapter 51. Tools and Instruments Supporting Cooperative Freedom in Virtual Learning Environments 721
Morten Flate Paulsen
Chapter 52. Models of Activity, Collaboration and Assessment in Wikis in Academic Courses 745
Edna Tal-Elhasid and Hagit Meishar-Tal
PART 2.5. THE WORLD OF WORK – E-SKILLS AND EMPLOYABILITY 759
Chapter 53. E-learning and Earning: The impact of Lifelong E-learning on Organizational Development in an Adverse Economy 761
Jane Simmons
Chapter 54. E-learning and E-business: The Need for SMEs to Work Smarter in the New Europe 773
Josephine Browne and Georgina Sweetnam
Chapter 55. Putting the Pieces Together: Conceptual Frameworks for Building PLEs with Web 2.0 Tools 783
Ricardo Torres Kompen, Palitha Edirisingha and Richard Mobbs
Chapter 56. Personal Learning Environments and Institutional Control 809
Niall Sclater
List of Authors 821
Institution Index 833
Name Index 837
Index 853
About the Author :
András Szücs is Professor at Eotvos Lorand University, Hungry.
Ulrich Bernath is Chair of the Board of Trustees of the Ulrich Bernath Foundation for Research in Open and Distance Learning.
Alan Tait is President of the European Distance and E-Learning Network.
Martine Vidal is Vice-President of the European Distance and E-Learning Network.
