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 Issue
Volume 6 Issue 3 / Oct 2008  pp161‑254

Editor: Shirley Williams, Laura Czerniewicz

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Developing Critically Thoughtful, Media‑Rich Lessons in Science: Process and Product  pp161‑170

Philip Balcaen

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Distinguishing the Field of Educational Technology  pp171‑178

Laura Czerniewicz

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IT Worked for Us: Online Strategies to Facilitate Learning in Large (Undergraduate) Classes  pp179‑188

F. Greyling, M. Kara, A. Makka, S. van Niekerk

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Personal Learning Journal — Course Design for Using Weblogs in Higher Education  pp189‑196

Stefanie Hain, Andrea Back

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The eLIDA CAMEL Nomadic Model of Collaborative Partnership for a Community of Practice in Design for Learning  pp197‑206

Jill Jameson

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Digital Literacies in the Lives of Undergraduate Students: Exploring Personal and Curricular Spheres of Practice  pp207‑216

Sylvia Jones, Mary R. Lea

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Navigating the e‑Learning Terrain: Aligning Technology, Pedagogy and Context  pp217‑226

Mandia Mentis

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Abstract

Over the last ten years e‑learning has rapidly emerged as a potentially effective mode of higher education, but it is still unclear what factors are important in the design of an effective e‑learning course. e‑Learning has been described as being a "disruptive technology" that changes how learning is approached in higher education (Garrison and Anderson 2003). The extensive changes in the technologies over the last decade have the potential to influence the way we engage with knowledge, but the potential will only be realised if we integrate this with an understanding of learning, and design the use of e‑learning technologies accordingly within different contexts (Laurillard 2005). This paper explores the influence of the areas of technology, pedagogy and context on e‑learning practice in higher education. Three vignettes relating to e‑learning are presented which represent the shifts in technology and the tensions and influences of this on context and pedagogy. These vignettes provide the background context within which to discuss the design of an e‑ learning alignment guide (eLAG). This guide is a navigational tool, which offers e‑learning designers a perspective on navigating the e‑learning topography. It is devised to assist practitioners when navigating the changing and complex terrain of e‑learning and teaching. The key finding of this paper is that technology, pedagogy and context need to be closely aligned in order to realise the potential of e‑learning in higher education. 

 

Keywords: e-learning, higher education, technology, pedagogy

 

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Reinventing Papert's Constructionism — Boosting Young Children's Writing Skills with e‑Learning Designed for Dyslexics  pp227‑234

Karin Tweddell Levinsen

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A Data Warehouse Model for Micro‑Level Decision Making in Higher Education  pp235‑244

Liezl van Dyk

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Technology‑Assisted Reading for Improving Reading Skills for young South African Learners  pp245‑254

Gerda van Wyk, Arno Louw

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