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Journal Issue
Volume 12 Issue 2, ECEL / May 2014  pp126‑226

Editor: Mélanie Ciussi

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Editorial for the Special ECEL Issue of EJEL  pp126‑127

Mélanie Ciussi

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Empowering Knowledge‑Building Pedagogy in Online Environments: Creating Digital Moments to Transform Practice:  pp128‑137

Wendy Barber, Stacey Taylor, Sylvia Buchanan

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Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing  pp138‑148

Diana Blom, Jennifer Rowley, Dawn Bennett et al

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Wiki Based Collaborative Learning in Interuniversity Scenarios  pp149‑160

Elisabeth Katzlinger, Michael A. Herzog

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Designing for Quality: The Understanding Dementia MOOC  pp161‑171

Carolyn King, Jo-Anne Kelder, Kathleen Doherty et al

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Use of Adaptive Study Material in Education in E‑learning Environment  pp172‑182

Kateřina Kostolányová, Jana Šarmanová

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Blending the Community of Inquiry Framework with Learning by Design: Towards a Synthesis for Blended Learning in Teacher Training  pp183‑194

Katerina Makri, Kyparisia Papanikolaou, Athanasia Tsakiri et al

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A Cross‑Modal Analysis of Learning Experience from a Learners Perspective  pp195‑205

Bernard Nkuyubwatsi

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E‑Learning in Poly‑Topic Settings  pp206‑214

Anne-Mette Nortvig

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Abstract

Abstract: In e‑learning settings, technology plays several crucial roles in the teaching. In addition to enabling students to gain remote access to teaching, it can also change the way time, space and presence are perceived by students and teachers. This paper attempts to analyse and discuss the consequences of the transparency or visibility of e‑learning technology inside and outside the classroom and highlight its opportunities of multiplying the learning spaces. In order to be able to differentiate bet ween learning that occurs in the same place and learning that occurs in more places at the same time across virtual and physical spaces, the paper therefore introduces the concepts of idiotopic and polytopic learning settings. Furthermore, it argues that the development of polytopic learning designs could help address a potential e‑learning demand for teaching presences in more places at the same time. 

 

Keywords: Keywords: e-learning, social presence, physiotherapy education, desktop videoconferencing, idiotopic and polytopic learning designs

 

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The Global Classroom Model Simultaneous campus‑ and home‑based education using videoconferencing  pp215‑226

Charlotte Lærke Weitze, Rikke Ørngreen

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