Product Description

There has been a rapid expansion of online teaching and learning - over 10 million students now study online, and millions more use educational multimedia products and services from commercial and broadcasting organizations. However, in the rush to get online teachers, educators and developers often complain about the lack of solid theory underpinning the end materials. This book is the first to present a wide range of experience and research findings from leading practitioners and organizations around the world and will be invaluable for researchers, developers and teachers, as well as anyone with a critical interest in developing successful online teaching and learning.

Product Details

• Amazon Sales Rank: #462024 in Books
• Published on: 2001-04-01
• Original language: English
• Number of items: 1
• Binding: Paperback
• 239 pages

Review
..". The writers also share a commitment to increasing learners' control over their own learning. They stress that pedagogy, not technology, provides for learning. The absence of pedagogical theory in the literature of online learning is a weakness these writers seek to correct. While many of the practitioners discuss university-based programs, a provocative article by Dennis Schlais and Richard Davis ( California State Univ. at Chico) reviews the development of a global learning network for which the creators developed a non-university, non-profit organization to try to, solve administrative and logistical issues. Throughout, the authors advocate pushing back boundaries and blurring distinctions between students and faculty, university and society, nations and cultures, and disciplines. Recommended for graduate, research and professional collections." -- CHOICE

About the Author
Professor John Stephenson is Head of the International Centre for Learner Managed Learning at Middlesex University, UK

Customer Reviews

Interesting introduction to e-learning
This book is fine if all you want is a general introduction to the field of e-learning. It's broken down into a number (17) of papers on e-learning - so it's easy reading. Although it could be a lot easier to read if it wasn't littered with clunky English. The problem is that it skirts around the issues. There are no solutions in this book - only questions. I got the distinct feeling that all of the authors were starting out in this new field. But in spite of this, it's OK and certainly touches on all of the issues surrounding online learning. It's just a pity that the authors didn't have more real-life experience to draw on.

Edu-babble and stating the obvious?
I like books that claim to be instructive to tell me . . if you do this, you will get this % result. This book doesn't do that; it uses a lot of words though, especially "pedagogy, pedagogical, pedagogies". The title of Chapter 7 is "Finding the instructor in post-secondary online learning: pedagogical, social, managerial and technological locations". I think this means 'The roles of the on-line tutor in Higher Education' but I'm not sure. I'm possibly overly cynical about educational literature, especially pertaining to HE, and I'm sure there are some useful hints and tips in this (apparently) well regarded text but in my opinion many trees have been unnecessarily sacrificed.