Product Description

This book provides a framework for understanding the application and characteristics of e-learning in higher education.

Product Details

• Amazon Sales Rank: #175527 in Books
• Published on: 2002-12-26
• Original language: English
• Number of items: 1
• Binding: Paperback
• 224 pages

Review
'...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

From the Back Cover
There is currently a technological revolution taking place in higher education. The growth of e-learning is being described as explosive, unprecedented, and above all, disruptive. This timely and comprehensive book provides a coherent framework for understanding e-learning in higher education.
The authors draw on their extensive research in the area to explore the technological, pedagogical and organisational implications of e-learning, and more importantly, they provide practical models for educators to use to realise the full potential of e-learning. A unique feature of the book is that the authors focus less on the ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective.
This book will be invaluable for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e-learning in their institutions. It will also appeal to anyone with an interest in the impact of e-learning on higher education and society.

Customer Reviews

Worth reading but one-sided
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.

Seminal book for HE
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!