The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Delivering What Students say They Want On‑Line: Towards Academic Participation in the Enfranchisement of e‑Learners?  pp27-34

Richard Hall

© Feb 2006 Volume 4 Issue 1, Editor: Shirley Williams, pp1 - 111

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Abstract

Sustainable e‑Learning holds the promise of enabling higher education to meet the needs of a large and diverse market. Central to this is the response of academic staff teams in meeting the needs of individual learners, in order to enfranchise them within an evolving, enabling learning context. Enfranchisement is underpinned by the management of learner‑expectations in the value‑added nature of the on‑line learning experience. However, learner‑ enfranchisement demands that on‑line interaction is both accepted by academic teams and educationally liberating. Liberation requires meaningful existence, and hence active participation, within a 'supercomplex' world, in which both individual identities and the ability to manage information are tested. This paper assesses ways in which learner‑enfranchisement can be encouraged by academic teams. It pivots around the outcomes from student evaluations of a strategic e‑Learning implementation in one UK higher education institution. The conclusions that it draws focus upon strategies for adding pedagogic value, increasing academic participation and developing e‑Learning sustainability in order to enfranchise e‑learners. The argument highlights ways in which academic teams can move from a battery‑intensive approach to e‑Learning towards one that is more free‑ranging. It highlights how academic staff can increase the sustainable, inclusive value of the learning experience at a minimised cost. From this basis, it is argued that any extant disenfranchisement in the delivery of e‑Learning can begin to be addressed by increased team‑work. A by‑product for those teams is that in the very process of engaging their students, there is more hope that they will in‑turn become empowered within their own use of e‑Learning.

 

Keywords: Academic participation Learner-enfranchisement Teamwork Sustainability

 

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Journal Article

Multi‑disciplinary Learning through a Database Development Project  pp417-427

Vincent Ng, Chloe Lau, Pearl Shum

© Oct 2012 Volume 10 Issue 4, ICEL 2012, Editor: Paul Lam, pp360 - 440

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Abstract

Abstract: Recently, there are many good examples of how multi‑disciplinary learning can support students to learn collaboratively and not solely focus on a single professional sector. During the Fall 2011 and Spring 2012 semesters, we have attempted to gather students studying different professional domains together. Students from the Department of Computing (COMP) and the School of Hotel and Tourism Management (SHTM) are involved as partners and team members to work on joint student projects. One group of SHTM students is planning a conference event in 2012 with over 300 guests. These students act as the clients who require a banquet management system as well as a delegates managing application. Another group of SHTM students is to manage the development projects with the support of IT consultants who are in fact the COMP students. During the Fall semester, different communication channels have been set up to facilitate the inter‑group and intra‑group communications with the support offered by an e‑learning system, Blackboard. Furthermore, there are classroom presentations given by the SHTM students and prototype demonstrations prepared by the COMP students. Pre‑project and post‑project questionnaires have been given to all participating students in order to assess their gain in professional and business knowledge in 2 different areas, namely database application development and conference management. During the Spring semester, another group of COMP students continued the development and made the 2 systems available on the Web. The two systems were used in a real conference and have received many positive feedbacks. In this paper, we would like to report the group dynamics of our students, achievement and difficulties encountered in this multi‑disciplinary project.

 

Keywords: Keywords: Multi-disciplinary Learning, Teamwork, Database Application Development

 

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Journal Issue

Volume 10 Issue 4, ICEL 2012 / Oct 2012  pp360‑440

Editor: Paul Lam

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Keywords: Multi-disciplinary Learning, Teamwork, Database Application Development, blended-learning, asynchronous online discussion, voice board, discussion forum, participation, Wimba Voice Board, first person point of view, learning in the first person, paramedic science, paramedic science skills, skill acquisition, experiential learning, video learning materials,

 

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