Relearning to E-learn: Strategies for Electronic Learning and KnowledgeAcademic 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 |
Other editions - View all
Relearning to E-learn: Strategies for Electronic Learning and Knowledge M. S. Bowles No preview available - 2004 |
Common terms and phrases
ability achieve action learning activities adapt agility assessment Australia bandwidth behaviours blended learning Bowles build capabilities capacity cent classroom cognitive collaborative communities of practice competencies competitive corporate costs culture delivery distance education e-learning technologies e-service electronic emotional intelligence emphasis employees environment evaluation experience explicit knowledge facilitate flexible focus framework human capital identity implementation improve individual learning individual’s innovation instructional design instructors integrated intellectual capital interaction Internet involves knowledge capital knowledge management learners learning community learning objects learning organisation learning process learning styles meaning metacognitive needs and preferences networks offer online learning organisation’s organisational learning participants performance potential problems programs promote relationships reporting responsiveness role self-efficacy shared situated learning social social capital specific staff strategies structures suggests tacit knowledge transactions transfer users viewed workplace