Online learning and its users : lessons for higher education / C. McAvinia.

Format:

Book

Author/Creator:

McAvinia, C., author.

Language:

English

Subjects (All):

Education, Higher--Computer-assisted instruction.

Education, Higher.

Distance education.

Web-based instruction.

Physical Description:

1 online resource (264 p.)

Edition:

1st ed.

Place of Publication:

Cambridge, Massachusetts ; Oxford, England : Chandos Publishing, 2016.

Summary:

Online Learning and Its Users: Lessons for Higher Education re-examines the impact of learning technologies in higher education.The book focuses particularly on the introduction and mainstreaming of one of the most widely used, the virtual learning environment (VLE) or learning management system (LMS).

Contents:

Front Cover; ONLINE LEARNING AND ITS USERS; Series page; ONLINE LEARNING AND ITS USERS: Lessons for Higher Education; Copyright; CONTENTS; LIST OF FIGURES; LIST OF TABLES; ABOUT THE AUTHOR; FOREWORD; ACKNOWLEDGMENT; INTRODUCTION; REASONS FOR WRITING; AIMS AND SCOPE; A NOTE ON THE STUDY; A NOTE ON TERMINOLOGY; AN OVERVIEW OF THIS BOOK; REFERENCES; 1 - Enter the VLE; 1.1 INTRODUCTION; 1.2 THE DEVELOPMENT OF ONLINE LEARNING IN HIGHER EDUCATION; 1.2.1 Global and Local Changes; 1.2.2 The 1980's-1990's: Stand-Alone, to Network, to Internet; 1.2.3 Late 1990's: Centralised Initiatives

1.2.4 New Roles and Responsibilities1.3 VIRTUAL LEARNING ENVIRONMENTS; 1.3.1 Origins and Development of the Virtual Learning Environment; 1.3.2 Do Virtual Learning Environments Have In-built Pedagogies?; 1.4 HOW HAS THE VIRTUAL LEARNING ENVIRONMENTS BEEN MAINSTREAMED AND SUPPORTED?; 1.4.1 The Growth of Academic Development and e-Learning Support Services; 1.4.2 Central Support Missions and Theories of Learning; 1.4.3 Challenges for Central Supporters; 1.5 CONCLUSION; REFERENCES; 2 - Challenges and Disappointments; 2.1 INTRODUCTION: THE VIRTUAL LEARNING ENVIRONMENT AT THE CROSSROADS

2.2 THE LITERATURE OF DISAPPOINTMENT 2.3 A HISTORY OF DISAPPOINTMENT; 2.4 EXPLANATIONS AND PROPOSED SOLUTIONS; 2.4.1 Theoretical Issues; 2.4.2 Organisational Issues; 2.4.3 Methodological Issues; 2.4.4 Proposals for the Future; 2.4.5 Focusing on Activity; 2.5 CRITIQUING DISAPPOINTMENT: THE CASE OF THE VIRTUAL LEARNING ENVIRONMENT; 2.6 CONCLUSION; REFERENCES; 3 - Activity Theory; 3.1 INTRODUCTION; 3.2 WHAT IS ACTIVITY THEORY?; 3.2.1 A Short History of Activity Theory; 3.2.2 Engeström's Extension of the Activity Theory Framework; 3.3 IMPORTANT CONCEPTS IN ACTIVITY THEORY

3.3.1 Consciousness, Context, Activity Are the Same 3.3.2 Internalisation and Externalisation; 3.3.3 Activities Are Object-Oriented and Lead to an Outcome; 3.3.4 Activities Are Mediated and There Are Mediating Artefacts; 3.3.5 Activities Have Rules and a Division of Labour; 3.3.6 Rules; 3.3.7 Division of Labour; 3.3.8 Operations and Actions Contribute to Activities; 3.3.9 Contradictions in Activity Systems; 3.3.10 Activities Are Constantly Changing; 3.3.11 Activity Theory: Limitations and Strengths; 3.3.12 Issues in Modelling Activity Systems; 3.3.13 Individual and Collective Activities

3.3.14 Limited Scope to Take Account of Cultural Diversity 3.3.15 Activity Theory Does Not Have an Explicit Methodology; 3.3.16 Strengths of Activity Theory; 3.4 WHAT IS THE RELATIONSHIP OF ACTIVITY THEORY TO E-LEARNING?; 3.4.1 Activity Theory and Technology; 3.4.2 Activity Theory and Educational Change; 3.4.3 Activity Theory and Online Learning: Some Examples From Research; 3.5 OPERATIONALISING AND APPLYING ACTIVITY THEORY; 3.5.1 Rationale for Using Activity Theory; 3.5.2 Operationalising Activity Theory in This Study; 3.5.3 Participation and Resulting Data Set

3.5.4 Analysing Data to Model Activity Systems

Notes:

Description based upon print version of record.

Includes bibliographical references at the end of each chapters and index.

Description based on online resource; title from PDF title page (ebrary, viewed May 19, 2016).

Description based on publisher supplied metadata and other sources.

ISBN:

9780081006337

0081006330

OCLC:

950463950