scholarly journals Networks and learning: communities, practices and the metaphor of networks

2004 ◽  
Vol 12 (1) ◽  
Author(s):  
Chris Jones
Keyword(s):  
Learning Communities ◽  
Computer Networks ◽  
Learning Theory ◽  
Virtual Communities ◽  
Learning Technologies ◽  
Learning Technology ◽  
Networked Learning ◽  
Advanced Technologies ◽  
E Learning

This article argues that the use of the network metaphor can link together various different aspects of research into the use of advanced learning technologies based on computer networks. The idea of networked learning has become commonplace as an alternative to e-learning that stresses the interaction of learners, tutors and resources through networks. The arguments put in this article are firstly that learning technology needs to take account of the wider debate about networks and secondly that research in this field needs to address the theoretical and practical issues raised by advances in the field of networks. A third point is that the idea of the network acts as a powerful metaphor even if we are able to discount any particular theory generated in its support. The network metaphor can act as a unifying concept allowing us to bring together apparently disparate elements of the field. Networks are an important issue in the study of learning using advanced technologies and they speak to some of the central issues in learning theory such as virtual communities and communities of practice.DOI: 10.1080/0968776042000211548 

Media Streaming for Technological Innovation in Higher Education

2014 ◽  
pp. 691-712
Author(s):  
Moradeke Olaniyan ◽  
Deryn Graham
Keyword(s):  
Technological Innovation ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Media Streaming ◽  
Sample Survey ◽  
Educational Institutions ◽  
Learning Technology ◽  
E Learning ◽  
Streaming Technology ◽  
The University

Higher Educational Institutions (HEIs) can be slow in responding to technological innovation. Streaming technology offers a competitive advantage to a HEI if appropriately adopted and integrated with the marketing strategy compared to the Push-Pull strategy: when all available technological innovation is used to push educational options to the market and the potential people pull from the market. This chapter briefly describes the concepts of e-learning and media streaming, and their relationship to HEIs. The intangible business benefits of using media streaming to enhance teaching and learning in HEIs are explored through a literature review and small sample survey. The case study of a UK university is used to represent a HEI; e-learning technology is already in use within the university, considering the integration of media streaming technology into new or existing learning technologies. The hardware and software requirements are briefly examined, and possible business concerns and risks are identified with recommendations.

The Learning Activities Model

2008 ◽  
pp. 75-100
Author(s):  
Richard Caladine
Keyword(s):  
Human Resources ◽  
Training And Development ◽  
Learning Technologies ◽  
Learning Technology ◽  
Flexible Learning ◽  
Electronic Element ◽  
E Learning ◽  
Almost All ◽  
Standard Software

The effects of open, distance, and flexible learning, and the changed role of technology in learning have been felt in almost all educational sectors and institutions. Technology in many subjects now plays a central role and learning management systems (LMSs) are part of the standard software of higher education institutions. However the influence of learning technology has not been limited to education. The literature on human resource management (HRM) recognizes that there are benefits to be gained through the application of some of the techniques and technologies of flexible learning to training and development (Smith, 1992; Wilson, 1999). For example, LMSs are also providing efficiencies to organizations in the development of their human resources. As mentioned earlier in this book, the term flexible learning is used here to refer collectively to the approaches of open, distance, online, and e-learning and to the literature that is concerned with them. More recently terms such as blended learning and e-learning have appeared to refer to learning experiences that incorporate an electronic element. Typically flexible learning or e-learning would involve the use of the learning technologies discussed here.

scholarly journals Has e-Learning Delivered on its Promises? Expert Opinion on the Impact of e-Learning in Higher Education

1969 ◽  
Vol 38 (1) ◽  
pp. 45-65 ◽  
Author(s):  
Heather Kanuka ◽  
Jennifer Kelland
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Learning Technologies ◽  
Learning Technology ◽  
Canadian Higher Education ◽  
Education Leaders ◽  
E Learning ◽  
Higher Education Leaders ◽  
The Impact

The purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences. Fourteen participants who are experts in e-learning in higher education agreed there are contentions about e-learning technologies in the following areas: (1) a platform for ideal speech; (2) greater opportunities for interactions; (3) the extent to which communities of learners can be created; (4) provision of a new kind of learning environment; (5) a platform for discussions; (6) demand for e-learning by students; (7) the degree to which the environment is equal and equitable; and (8) the quality of the learning experience. The findings of this study indicate that the value of e-learning requires further research before higher education leaders and teacher-practitioners are willing to incorporate them in teaching practices and policy documents.  

scholarly journals Enhance, Extend, Empower: Understanding Faculty Use of E-Learning Technologies

2017 ◽  
Author(s):  
Vicki Squires ◽  
Nancy Turner ◽  
Sandra Bassendowski ◽  
Jay Wilson ◽  
Susan Bens
Keyword(s):  
Teaching And Learning ◽  
Learning Technologies ◽  
Postsecondary Institutions ◽  
Perceived Barriers ◽  
Learning Technology ◽  
Scholarship Of Teaching ◽  
Individual Interviews ◽  
Student Access ◽  
E Learning ◽  
The University

There has been scant nation-wide assessment of institutional use of learning technology in Canada (Grant, 2016) and where assessment has been done of student access to e-resources, considerable variability within and across institutions has been reported (Kaznowska, Rogers, & Usher, 2011). With a broad goal of improved and increased use of learning technologies, one university wanted to explore the use of e-learning technologies across campus. The purpose of this study was to identify instructors' needs and aspirations with respect to how learning technologies at the university could be designed, implemented, and supported. The 3E framework of Enhance, Extend, Empower, proposed by Smyth, Burce, Fotheringham, & Mainka (2011), was useful in examining the underlying purposes of using e-learning technologies. For this qualitative study, the research team engaged 32 instructors in individual interviews or in focus groups to discuss how they currently use e-learning technologies, how they hope to advance their uses of these technologies, and their perceived barriers or enablers to implementation. The study has implications for practice and policy at postsecondary institutions; additionally, this study suggests possibilities for further research into the scholarship of teaching and learning in the context of e-learning technologies.

scholarly journals Enriching Online Education through Differentiated Learning

2018 ◽  
Author(s):  
Matthew Montebello ◽  
Petrilson Pinheiro ◽  
Bill Cope ◽  
Mary Kalantzis ◽  
Samaa Haniya ◽  
...  
Keyword(s):  
Online Education ◽  
Learning Technologies ◽  
Networked Learning ◽  
Communicative Practices ◽  
Online Portal ◽  
Computer Mediated ◽  
New Learning ◽  
E Learning ◽  
Differentiated Learning ◽  
High Level

Online education has been going through numerous transformations as new and innovative technologies influence and shape new e-learning portals. Differentiated e-learning promises to add value and enhance the educational services provided by an academic institution. In this paper we present our online learning model that advocates and endorses differentiated learning as an e-learning affordance that has been facilitated through the development of new learning technologies. We demonstrate how the online portal enables and supports multiple instances whereby differentiated learning is applied and practiced, including through the use of a novel analytics tool that sums up the overall learner effort in one visual. The paper advances the notion of “productive diversity” in learning, replacing the templated sameness characterizing the communicative practices of “didactic pedagogy,” including textbooks, lectures, tests. Today’s computer-mediated, networked learning environments can support differentiated learning on a number of dimensions, where students are able to work at their own pace, choose their own topics within a general disciplinary rubric, and offer each other feedback in such a way that differences in perspective become a valuable resource for learning. The paper concludes by demonstrating a technology that attempts to translate these principles into practice—the CGScholar platform, including the high-level progress visualizations it offers in its learning analytics.

scholarly journals A Conceptual Model for Institutional Adoption of Learning Technologies in Higher Education

10.29007/9bks ◽  
2019 ◽  
Author(s):  
Mncedisi Mabhele ◽  
Jean-Paul Van Belle
Keyword(s):  
Higher Education ◽  
Conceptual Model ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Learning Technologies ◽  
Learning Technology ◽  
Approach To Learning ◽  
Alternative Approach ◽  
E Learning ◽  
Institutional Adoption

As learning technologies advance and become more ubiquitous, particularly in e- learning, new opportunities are emerging for higher education institutions to address significant academic and administrative challenges. Driven by increasing competition, changing environments and other market forces, institutions are considering learning technologies in order to thrive and remain relevant. This study gathered insights from existing literature to propose a conceptual model that supports decision making in the adoption of learning technologies by higher education institutions. The conceptual model adopts the Transformative Framework for Learning Innovation as its foundation and superimposes the Emerging Learning Technologies Model. The resulting model provides a clear guidance for higher education institution to achieve five key learning characteristics. This paper found that combining these two approaches provides a logical approach for higher education institutions to address organisational, strategic and learning-specific dimensions in a coherent format. Furthermore, academics and practitioners can benefit from valuable insights in the proposed alternative approach to learning technology adoption.

scholarly journals Creating virtual communities of practice for learning technology in higher education: issues, challenges and experiences

2003 ◽  
Vol 11 (3) ◽  
Author(s):  
Jacqueline A. Dempster ◽  
Helen Beetham ◽  
Peter Jackson ◽  
Steven Richardson
Keyword(s):  
Virtual Communities ◽  
User Participation ◽  
Learning Technologies ◽  
Learning Technology ◽  
Political Issues ◽  
Technical Developments ◽  
Comprehensive Survey ◽  
Virtual Communities Of Practice ◽  
Technology Users ◽  
Representations Of Practice

The need for a Web portal to support the rapidly growing field of learning technology has been well established through a number of national surveys and scoping studies over recent years. The overarching vision has been the provision of a virtual environment to assist in informing and developing professional practice in the use of learning technologies. This paper outlines the issues and challenges in creating such a portal through the experiences of developing the RESULTs Network. In the paper, design and participation issues are considered within the wider context of online and networked approaches to supporting practice and professional development. User participation methodologies and technical developments for RESULTs are described in relation to a review of existing representations of practice and a comprehensive survey amongst the learning technology users' community. An outline of key achievements and experiences is presented, followed by some conclusions regarding the cultural and political issues in creating a viable and sustainable facility and suggestions for possible future direction in national provision.DOI:10.1080/0968776030110309

scholarly journals «Talgenism» in the Digital Age: A Domestic History of cMOOC

2020 ◽  
Vol 29 (8-9) ◽  
pp. 71-84
Author(s):  
M. A. Babaeva ◽  
E. B. Golubev
Keyword(s):  
Learning Theory ◽  
Online Courses ◽  
Digital Age ◽  
Massive Open Online Courses ◽  
Learning Technology ◽  
Massive Open Online ◽  
Mutual Learning ◽  
New Learning ◽  
E Learning ◽  
The Creation

The authors consider the questions of the transformation of educational space in the modern digital era. They focus on the weakness of the theoretical foundation of e-learning in the context of mass practice of its implementation and application and discuss the legitimacy of applying traditional theories to e-learning in a radically changed educational space and the need to develop a new theory. Cognitivism, constructivism, and behaviorism are the basis of the traditional pedagogical system (class-lesson in school and lecture-seminar in universities). It is shown that a different pedagogical system is represented by connectivism – the theoretical construction of G. Siemens who created it as a “theory of the digital age.” On the basis of connectivism and for its study, G. Siemens and S. Downs have developed the first massive open online courses (cMOOC) – and this theoretical design was put into practice. One more learning technology similar to the connectivism was discovered, which is also based on a pedagogical system different from the traditional one. This made it possible to give the “learning theory of the digital age” a noticeable “historical volume”. The roots of the modern connectivism of massive open online courses have been discovered in Russia. One hundred years ago, the famous teacher Alexander Rivin for the first time realized the idea of collective mutual learning. This method which he called “talgenism” (a derivative of “talent” and “genius”) relied on “dialogical communication” in variable pairs and allowed to achieve incredible results in the joint training of people of different ages and different levels of training. The article traces the historical milestones of the development of the method of collective mutual learning in Russia and adduces the documentary evidence of experiments on the creation of a fundamentally different pedagogical system. The authors argue that the method of collective mutual learning (talgenism) of the Russian teacher A.G. Rivin and the technology of modern connectivism implemented in the massive open online courses with cMOOC of Canadian researchers G. Siemens and S. Downs have common key features. Despite the time and geographical gap (Russia, 1918 and Canada, 2008), each of these technologies makes it possible a fundamentally new learning process focused on the needs of a student, the organization of which is practically unattainable with a traditional class-lesson or lecture-seminar system. Both technologies are presented as effective practical implementations of the new education paradigm, which allows us to carefully and comprehensively study its elements. A conclusion is drawn on the prerequisites for the creation of a new learning theory which would become the foundation for a new time alternative pedagogy which could claim the status of a general theory, a base not only for distance, electronic, but also for classroom learning.

scholarly journals The Development and Adoption of Online Learning in Pre- and Post-COVID-19: Combination of Technological System Evolution Theory and Unified Theory of Acceptance and Use of Technology

2021 ◽  
Vol 14 (4) ◽  
pp. 162
Author(s):  
Ping Qiao ◽  
Xiaoman Zhu ◽  
Yangzhi Guo ◽  
Ying Sun ◽  
Chuan Qin
Keyword(s):  
Technology Adoption ◽  
New Technology ◽  
Learning Technologies ◽  
Learning Technology ◽  
Unified Theory ◽  
Technology Evolution ◽  
Technology System ◽  
Utaut Model ◽  
Use Of Technology ◽  
E Learning

After the outbreak of COVID-19, schools heavily depend on e-learning technologies and tools to shift from in-person class to online. This review article analyzes the changes of technology evolution and technology adoption of e-learning in pre- and post-COVID-19 based on the Technology System Evaluation Theory (TSET) and technology adoption of e-learning based on the Unified Theory of Acceptance and Use of Technology (UTAUT). We intend to explore the interaction of technology evolution and technology adoption in the different focus of e-learning technology in the two stages and the particularity and heterogeneity of the UTAUT model. The results indicate that (1) The moderating results of technology evolution are proposed and evaluated under the UTAUT model before the COVID-19 outbreak. Studies after the COVID-19 pandemic paid more attention to technology efficiency rather than effectiveness; (2) Research on e-learning focuses on the infrastructure to reach more users after the outbreak of COVID-19 because e-learning is the only way to continue education; (3) COVID-19 fear moderates the relationship between the external factors and the behavior intention of e-learning users. The lack of financial support on technology evolution will directly weaken the implementation of new technology. Social Isolation offers more opportunities for students to engage in e-learning. Meanwhile, it slows down the implementation of e-learning because of out-to-date hardware and software. This article offers an enhanced understanding of the interaction of technology evolution and technology adoption under unexpected environments and provides practical insights into how to promote new technology in a way that users will accept and use easily. This study can be tested and extended by empirical research in the future.

Explain the Behavior Intention to Use e-Learning Technologies

2015 ◽  
Vol 10 (4) ◽  
pp. 19-32
Author(s):  
Amin A. Shaqrah
Keyword(s):  
Technology Acceptance ◽  
Learning Technologies ◽  
Intention To Use ◽  
Learning Technology ◽  
Web Based ◽  
Behavior Intention ◽  
Use Of Technology ◽  
Technology Acceptance Models ◽  
Managerial Implications ◽  
E Learning

The purpose of this study is to explain the behavior intention to use e-learning technologies. In order to achieve a better view and validate the study, researcher attempts to give details of how technology acceptance models help Jordanian trainees firms in accepting e-learning technology, and how if applied will result more attention to usage behavior. Based on the data collected through a survey, stepwise multiple regressions were employed to test the research model. The results revealed that model which developed based on Unified Theory of Acceptance and Use of Technology” UTAUT” indicates that the Jordanian trainees' firms' behavior intention of e- learning technologies is positive affects by performance expectancy; effort expectancy; web-based training infrastructure; trust; culture; and behavioral intention. Managerial implications are further discussed.

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