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

Adopting a web‑based collaborative tool to support the Manchester Method approach to learning  pp62-69

Philip Drinkwater, Christine Adeline, Simon French, Nadia Papamichail, Tudor Rickards

© Jan 2004 Volume 2 Issue 1, Special Issue for ECEL 2003, Editor: Roy Williams, pp1 - 239

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Abstract

 

Keywords: Copmuter mediated communication, collaborative tools, group work, Information and Communication Technologies, ICT's, teaching and learning strategies, web-based learning

 

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Journal Article

The social shaping of a Virtual Learning Environment: The case of a university wide course management system  pp70-81

William H Dutton, Pauline Hope Cheong, Namkee Park

© Jan 2004 Volume 2 Issue 1, Special Issue for ECEL 2003, Editor: Roy Williams, pp1 - 239

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Abstract

 

Keywords: courseware, course management system, virtual learning environment, VLE, e-Learning, information and communication technologies, institutional change, social shaping of technology, online learning

 

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Journal Article

Open Teaching: a New Way on E‑learning?  pp370-384

Andres Chiappe, Linda L. Lee

© Oct 2017 Volume 15 Issue 5, Editor: Rikke Ørngreen and Karin Levinsen, pp367 - 466

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Abstract

Open Teaching is currently considered an ambiguous and polysemic concept but has nevertheless become a growing global trend in ICT‑based education. To identify key issues on the subject, this article presents a study on Open teaching that combines meta‑synthesis and content analysis of research published over the last twenty years in major peer‑reviewed databases. Six main analytical categories emerge from data, conforming six groups of findings. Those findings show that Open Teaching has been associated with various concepts over the years and that there is no consensus on its meaning in the academic community. The current understanding of Open Teaching, that it is merely related to distance education, thwarts important practical and conceptual possibilities by prioritizing access as its main feature and ignoring important “openness” attributes, such as adaptation, sharing, remixing or collaboration. Moreover, the findings note that the most common means to implement Open Teaching as an ICT‑based practice are derived from the use of Open Educational Resources (OER) and via Massive Open Online Courses (MOOCs) which represents not only a major challenge for active educational practitioners but a new way of conceiving and implementing e‑learning in higher education.

 

Keywords: Open Teaching; Open Educational Practices; Open Educational Resources; MOOC; Information and Communication Technologies; Open Education; E-learning

 

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Journal Issue

Volume 15 Issue 5 / Oct 2017  pp367‑466

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial

 

Keywords: Open Teaching; Open Educational Practices; Open Educational Resources; MOOC; Information and Communication Technologies; Open Education; E-learning, E-Resources, e-learning, open and distance education, pre-service teachers, e-Learning practice, continuum, use, e-Teaching, e-Learning, traditional, innovation, systems engineering, systems thinking, systems approach, system dynamics, systems engineering education, systems thinking assessment, educational games, experience accelerator, experiential learning, game-based learning, system analysis and design, systems engineering and theory, simulation, Feasibility, e-learning, Iranian university, strategies, gamification, games and learning, drivers, barriers, teachers, Higher Education, connectivity, subject advisor, integration, curriculum delivery, 21st Century, South Africa, multimedia storytelling; traditional storytelling; foreign language learning; Chinese idiom learning; non-native novices

 

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