You are previewing E-Learning as a Socio-Cultural System.
O'Reilly logo
E-Learning as a Socio-Cultural System

Book Description

Information and communication technologies play a crucial role in a number of modern industries. Among these, education has perhaps seen the greatest increases in efficiency and availability through Internet-based technologies. E-Learning as a Socio-Cultural System: A Multidimensional Analysis provides readers with a critical examination of the theories, models, and best practices in online education from a social perspective, evaluating blended, distance, and mobile learning systems with a focus on the interactions of their practitioners. Within the pages of this volume, teachers, students, administrators, policy makers, and IT professionals will all find valuable advice and enriching personal experiences in the field of online education.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
    2. List of Reviewers
  6. Foreword
  7. Preface
    1. WHAT DO WE TAKE FOR GRANTED AND WHY?
    2. STRUCTURE OF THE BOOK
    3. REFERENCES
  8. Acknowledgment
  9. Section 1: E-Learning Challenges in Higher Education: Digital Natives vs. Digital Savages
    1. Chapter 1: Individual and Socio-Cultural Framing of E-Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. 1. E-COLLABORATIVE KNOWLEDGE CONSTRUCTION
      4. 2. EXTERNAL REPRESENTATIONS
      5. 3. INSTRUCTIONAL TOOLS
      6. 4. LEARNERS’ INDIVIDUAL LEARNING CHARACTERISTICS
      7. 5. LEARNERS’ SOCIO-CULTURAL BACKGROUND
      8. 6. EVALUATION OF E-LEARNING
      9. CONCLUSION
      10. ACKNOWLEDGMENT
      11. REFERENCES
      12. KEY TERMS AND DEFINITIONS
    2. Chapter 2: E-Learning for Widening Participation in Higher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. E-LEARNING AS A SOCIO-CULTURAL ECOLOGICAL SYSTEM
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    3. Chapter 3: The Opportunities of Educational Internet Resources in the Development of Students' Research Skills (on the Example of Webquest and Educational Blog)
      1. ABSTRACT
      2. INTRODUCTION
      3. GENERAL ISSUES
      4. DESIGNING OF WEBQUEST AND EDUCATIONAL BLOG TECHNOLOGIES
      5. METHODOLOGY OF DIAGNOSIS OF STUDENTS` RESEARCH SKILLS
      6. STRATEGIES FOR APPLYING OF WEBQUESTS AND EDUCATIONAL BLOGS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    4. Chapter 4: Usage and Diffusion of Biotechnology Virtual Labs for Enhancing University Education in India's Urban and Rural Areas
      1. ABSTRACT
      2. INTRODUCTION
      3. RESULTS
      4. CONCLUSION
      5. ACKNOWLEDGMENT
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
    5. Chapter 5: The Need of a Multidimensional Analysis for the Success of E-Learning Programs
      1. ABSTRACT
      2. INTRODUCTION
      3. METHODOLOGIES
      4. FUTURE RESEARCH
      5. REFERENCES
      6. KEY TERMS AND DEFINITIONS
    6. Chapter 6: E-Learning Training Courses on Multicultural Education
      1. ABSTRACT
      2. INTRODUCTION
      3. 1. THEORETICAL UNDERPINNINGS
      4. 2. THE CONTEXT OF THE STUDY: A DISTANCE LEARNING TRAINING COURSE FOR TEACHERS AND ITS SIGNIFICANCE
      5. 3. DESCRIPTION OF THE PLATFORM THAT WAS USED
      6. 4. PARTICIPANTS’ INVOLVEMENT AND INTERACTION
      7. 5. FUTURE RESEARCH DIRECTIONS
      8. 6. DISCUSSION AND CONCLUDING REMARKS: USING E-LEARNING TRAINING EDUCATIONAL PROCEDURES IN MULTICULTURAL SCHOOL SETTINGS
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
      12. ENDNOTES
    7. Chapter 7: Network-Based Continuous Education Opportunities
      1. ABSTRACT
      2. INTRODUCTION
      3. E-LEARNING AND NETWORK-BASED EDUCATION OPPORTUNITIES FOR TEACHERS IN HIGHER EDUCATION (THE CASE OF X MEDICAL UNIVERSITY)
      4. MAIN FOCUS OF THE CHAPTER
      5. CONCLUSION
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
      8. ENDNOTES
  10. Section 2: IT Professionals: Lonely Hunters or Scout Leaders?
    1. Chapter 8: Multimedia Technologies in Education
      1. ABSTRACT
      2. INTRODUCTION
      3. 3D MODELS IN EDUCATION AND E-LEARNING
      4. VIRTUAL AND AUGMENTED REALITY APPLICATIONS IN CULTURE
      5. VIRTUAL AND AUGMENTED REALITY APPLICATIONS IN SURGERY
      6. TOOLS FOR INTERACTIVITY IN 3D VIRTUAL LEARNING ENVIRONMENTS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
      10. ENDNOTES
    2. Chapter 9: Ontology Learning in Practice
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ONTOLOGY LEARNING FOR KNOWLEDGE-GROUNDING
      5. THE ISSUES OF TERM EXTRACTION
      6. KNOWLEDGE REPRESENTATION USING ACTION ONTOLOGY
      7. CONCLUSION
      8. ACKNOWLEDGMENT
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
      12. ENDNOTES
    3. Chapter 10: Critical Issues in E-Learning Project Management in the Context of Web Technologies Development
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN CRITICAL ISSUES OF ELEARNING PROJECT MANAGEMENT: ORGANISATIONAL FACTOR ANR TECHNOLOGICAL FACTOR
      5. ORGANISATIONAL FACTOR: RELATION BETWEEN STRATEGY AND CHOICE OF TECHNOLOGY
      6. TECHNOLOGICAL FACTOR
      7. FUTURE RESEARCH DIRECTIONS: NEW WAY OF LEARNING AND KNOWLEDGE TRANSFERRING, AND ORGANISATIONAL CONTEXT AND CULTURE
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    4. Chapter 11: The Premises for Learning Successful Virtual Collaboration in Self-Organizing Teams
      1. ABSTRACT
      2. INTRODUCTION
      3. CASE DESCRIPTION
      4. CONCLUSION
      5. REFERENCES
      6. KEY TERMS AND DEFINITIONS
      7. APPENDIX A: SELF REFLECTING ESSAY ASSIGNMENT AFTER THE FIRST SIMULATION SESSION
      8. APPENDIX B: SELF REFLECTING ESSAY ASSIGNMENT AFTER THE SECOND SIMULATION SESSION
  11. Section 3: Managers in Higher Education: Engines for Changes, Followers, or By-Standers?
    1. Chapter 12: To MOOC or not to MOOC?
      1. ABSTRACT
      2. INTRODUCTION
      3. RELEVANCE AND STATEMENT OF THE PROBLEM
      4. BACKGROUND
      5. ICT AND HIGHER EDUCATION
      6. RESEARCH DESIGN, DATA, AND METHODS
      7. MOOCS IN NORWAY: WHAT ARE THE DOMINANT ISSUES?
      8. FINDINGS FROM THE CASES: ONLINE LEARNING AT FIVE HIGHER EDUCATIONAL INSTITUTIONS
      9. FUTURE PERSPECTIVES
      10. CONCLUSION
      11. REFERENCES
      12. KEY TERMS AND DEFINITIONS
      13. ENDNOTES
    2. Chapter 13: Technology-Enhanced Learning in Higher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. TECHNOLOGY ENHANCED LEARNING
      4. THEORETICAL ANALYSIS
      5. THE PRACTITIONER PERSPECTIVE: DISCIPLINE PRACTICES AND ISSUES
      6. STUDENT PERSPECTIVES
      7. WANTS AND NEEDS
      8. IT SUPPORT AND LEARNING TECHNOLOGIES
      9. THE WIDER ECO-SYSTEM AND STRUCTURES
      10. CONCLUSION
      11. REFERENCES
      12. KEY TERMS AND DEFINITIONS
    3. Chapter 14: The Socio-Cultural Dimensions of E-Learning in Turkish Higher Education Institutions
      1. ABSTRACT
      2. INTRODUCTION
      3. DISTANCE EDUCATION AND E-LEARNING
      4. BASIC SOCIO-CULTURAL ELEMENTS AND DISTANCE EDUCATION IN TURKEY
      5. THE SOCIO-CULTURAL DIMENSIONS OF E-LEARNING IN TURKISH HIGHER EDUCATION INSTITUTIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    4. Chapter 15: Is E-Learning a Pro-Active Response to, or Reaction to, Changes in Educational Policy and Patterns of Educational Demand?
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CONCLUSION
      5. REFERENCES
      6. ADDITIONAL READING
      7. KEY TERMS AND DEFINITIONS
  12. Section 4: Other Agents in the Landscape of Higher Education: Supporters, Passengers, and Drivers
    1. Chapter 16: Developing Social Capital in a Cross-Cultural E-Learning Environment
      1. ABSTRACT
      2. INTRODUCTION
      3. BUILDING A GLOBAL E-LEARNING COMMUNITY TO DEVELOP SOCIAL CAPITAL
      4. CREATING PURPOSEFUL AND MEANINGFUL TEACHING AND LEARNING ACTIVITIES
      5. CONCLUSION
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
    2. Chapter 17: Successful Cases in Technology-Enabled Active Teaching and Metacognitive Learning Strategies in Blended Learning for Globalization
      1. ABSTRACT
      2. INTRODUCTION
      3. THE SCIENCE OF INTELLIGENCE AND WISDOM
      4. CONCLUSION
      5. ACKNOWLEDGMENT
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
      8. APPENDIX: LEARNING HOW TO LEARN SAMPLE MOODLE ONLINE DISCUSSION BOARD FROM HELP UNIVERSITY MALAYSIA
    3. Chapter 18: The Effects of E-Journal System on Organizational and Study Processes
      1. ABSTRACT
      2. INTRODUCTION
      3. LITHUANIA ON ITS WAY TO INFORMATION SOCIETY
      4. THE CASE STUDY
      5. CASE ANALYSIS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
      9. ENDNOTES
    4. Chapter 19: eLearning as a Political Arena
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. ISSUES, CONTROVERSIES, PROBLEMS
      6. THE eLEARNING POLITICAL STRATEGIES MODEL
      7. METHODOLOGY
      8. CASE STUDIES
      9. SOLUTIONS AND RECOMMENDATIONS
      10. FUTURE RESEARCH DIRECTIONS
      11. CONCLUSION
      12. REFERENCES
      13. APPENDIX: INTERVIEW SCHEDULE
  13. Compilation of References
  14. About the Contributors