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E-Learning in the 21st Century: A Framework for Research and Practice
 
 
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E-Learning in the 21st Century: A Framework for Research and Practice (Paperback)

by Terry Anderson (Author), D.R. Garrison (Author) "It has been argued that computer-based communication is the most fundamental change in communications technology in the last 150 years (de la Sola Pool 1984)..." (more)
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Product details

  • Paperback: 224 pages
  • Publisher: Routledge; 1 edition (26 Dec 2002)
  • Language English
  • ISBN-10: 0415263468
  • ISBN-13: 978-0415263467
  • Product Dimensions: 23 x 15.6 x 1.4 cm
  • Average Customer Review: 4.0 out of 5 stars  See all reviews (2 customer reviews)
  • Amazon.co.uk Sales Rank: 408,799 in Books (See Bestsellers in Books)

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Product Description

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'...there has never been a time of such interest on the part of educators in using electronic means of extending their teaching.' - Michael Moore, Pennsylvania State University, US


Product Description

This book provides a framework for understanding the application and characteristics of e-learning in higher education.
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Inside This Book (Learn More)
First Sentence
It has been argued that computer-based communication is the most fundamental change in communications technology in the last 150 years (de la Sola Pool 1984). Read the first page
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Front Cover | Copyright | Table of Contents | Excerpt | Index
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14 of 17 people found the following review helpful:
3.0 out of 5 stars Worth reading but one-sided, 17 Nov 2003
By A Customer
A relatively short book that is certainly worth reading because it sums-up a particular way of thinking amongst higher education e-learning providers. But, be aware that much of what is written is based on opinion, not fact, and that the philosophical bias contained is only one way of approaching the subject.
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6 of 7 people found the following review helpful:
5.0 out of 5 stars Seminal book for HE, 1 Aug 2005
Because the work is research-based and driven by pedagogy rather than technology, this book should find its way onto the shelves of anyone interested in intelligent discourses about distributed elearning. Garrison and Anderson address the issue from a sociological and philosphical perspective as well as offering models of practice, avoiding case studies but clearly drawing on their experience as practitioners and researchers.

Their suggestion of the importance of teaching, cognitive and social "presence" is well developed and offers much in the way of reassurance to anyone anxious that the drivers for online teaching and learning within HE are about saving time and money!

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