Elearning: 40 years of evolution?
Contribuinte(s) |
Pittman, Joyce |
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Data(s) |
01/01/2005
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Resumo |
Cun-ent rhetoric around the use of 'eLearning' in Higher Education relates particularly to Internet-based flexible eLearning programs that focus on sustaining particular communities of practice. In this paper we argue that this contempormy view of what eLearning comprises arises from a lack of historical perspective on what the focus of educational eLearning programs has been over the past 40 years. Contemporary descriptions of eLearning as a 'new mode of learning' are fallacious and ignore its 40-year evolution from 1: 1 localised didactic models (both constmctivist and behaviourist) to many-to-many distributed social-constmctivist learning models. In addition, the historic divide between Education and Training has led to both the concurrent development of different notions, foci, and labels for technology-enhanced learning in different contexts and situations, and different conceptual origins arising in acquisitive and participatory learning metaphors. We argue that a more inclusive and historically aware conceptual framework is needed to be able to accurately describe what the full repertoire 'eLearning' really embraces<br /> |
Identificador | |
Idioma(s) |
eng |
Publicador |
Emerald |
Relação |
http://dro.deakin.edu.au/eserv/DU:30005882/nicholson-elearningforty-2005.pdf |
Tipo |
Conference Paper |