Relearning to E-learn: Strategies for Electronic Learning and Knowledge

Front Cover
Academic Monographs, 2004 - 199 pages
Communications and learning in the electronic environment are examined in this work. Many of the problems associated with the newness of e-learning are addressed and juxtaposed to the diverse approaches to e-learning adopted by the academic, government, corporate, and community sectors. The argument that education is the fundamental purpose of e-learning is made, calling for an emphasis on human interaction rather than end goals. Organizations are advised to develop a clear rationale for adopting e-learning that takes into account the benefits and limitations of e-learning and focuses on process, not technology.
 

Contents

Figures
3
2 Advancing network capacity and learning interactivity
10
5 Learning technologies modes and relationships
17
3
23
2 Management and user satisfaction with elearning
27
Promises and Pitfalls
35
1 Blending structured elearning
49
4
58
8
105
2 Divergent communities
116
9
119
2 Losing competitiveness through changing late
122
7 Scurve of elearning readiness
128
10
131
1 The five stages of the learning organisation
134
2 A capability inventory
144

1 Blake and Moutons management grid
60
Dimensions of Knowledge
65
1 Types of knowledge capital
73
6
80
7
91
1 Determinants of selfefficacy
92
2 Individual elearning variables
102
11
146
1 Scurve of learning and implementation of eservice
152
12
155
3 Embedding elearning in the eservice transaction
160
1 The responsive instructional design process
176
Supplementary Content
179
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About the author (2004)

\Dr. Marcus Bowles is the director of the Institute for Working Futures. He has previously worked for such Fortune 500 companies as Abbott Industries, Ericsson, and Shell International.

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