E-Learning in the 21st Century: A Framework for Research and Practice

by Garrison; D.R.

• ISBN13: 9780415885836
• ISBN10: 0415885833
• Edition: 2nd
• Format: Nonspecific Binding
• Copyright: 2011-02-28
• Publisher: Routledge

Summary

The second edition of E-Learning in the 21stCenturyprovides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore the technological, pedagogical, and organizational implications of e-learning. Most importantly, he provides practical models that educators can use to realize the full potential of e-learning. This book is unique in that it focuses less on the long list ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective. The second edition has been fully revised and updated throughout and includes discussions of social media and mobile learning applications as well as other emerging technologies in today#xE2;#xAC;"s classrooms. This book is an invaluable resource for courses on e-learning in higher education as well as for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e-learning in their institutions.

Author Biography

Dr. D. Randy Garrison is the Director of the Teaching Learning Centre and a professor in the Faculty of Education at the University of Calgary. He is the author of eight books, including Blended Learning in Higher Education (2008) and An Introduction to Distance Education: Understanding Teaching and Learning in a New Era (2010). Dr. Garrison was the recipient of the 2009 Sloan-C Award for Most Outstanding Achievement in Online Learning by an Individual.

Table of Contents

List of Illustrations	p. ix
Preface to the Second Edition	p. xi
Preface to the First Edition	p. xiii
Acknowledgments	p. xvii
Introduction	p. 1
E-Learning Described	p. 2
A New Reality	p. 3
Conclusion	p. 5
The Conceptual Framework	p. 7
Theoretical Foundations	p. 9
Philosophical Perspective	p. 9
A Transactional View	p. 10
Responsibility and Control	p. 11
Theoretical Concepts	p. 12
Approaches	p. 13
Principles	p. 15
Text-Based Communication	p. 16
Conclusion	p. 17
Community of Inquiry	p. 19
The Learning Community	p. 20
A Theoretical Framework	p. 21
Social Presence	p. 23
Cognitive Presence	p. 24
Teaching Presence	p. 24
Indicators	p. 25
Theoretical Development	p. 26
A Theory?	p. 27
Conclusion	p. 29
Social Presence	p. 30
A Non-Verbal Community	p. 30
Developments	p. 33
Categories of Social Presence	p. 37
Interpersonal Communication	p. 37
Open Communication	p. 39
Cohesive Responses	p. 39
Practical Implications	p. 40
Conclusion	p. 41
Cognitive Presence	p. 42
Conceptual Background	p. 42
Critical Thinking	p. 43
Practical Inquiry	p. 45
Developments	p. 47
Cognitive Presence Descriptors	p. 51
Conclusion	p. 53
Teaching Presence	p. 54
Roles and Functions	p. 55
Design and Organization	p. 56
Facilitating Discourse	p. 58
Direct Instruction	p. 59
Developments	p. 60
Conclusion	p. 62
Applying the Col Theoretical Framework	p. 63
Instructional Technologies	p. 65
Historical Perspective	p. 65
E-Learning Technologies	p. 67
Web 2.0	p. 68
Social Media	p. 68
Mobile Learning	p. 70
Teaching and Technology	p. 72
Conclusion	p. 73
Blended Learning	p. 75
Blended Learning Described	p. 75
Scenarios	p. 76
Online Blended Learning	p. 77
Why Blended Learning	p. 78
Conclusion	p. 82
Guidelines for Practice	p. 83
Learning Activities	p. 84
Teaching-Learning Guidelines	p. 85
Design and Organization	p. 86
Facilitating Discourse	p. 92
Direct Instruction	p. 96
Conclusion	p. 98
Assessment and Evaluation	p. 100
Assessing E-Learning	p. 100
Functions of Assessment	p. 101
Assessing Participation	p. 102
Assessment Activities	p. 106
Course Evaluation	p. 110
Conclusion	p. 112
Organizational Issues	p. 113
Strategic Innovation	p. 113
Policy Development	p. 115
Infrastructure	p. 117
Leadership	p. 117
Collaborative Leadership	p. 119
Conclusion	p. 122
Future Directions	p. 123
The First Decade	p. 124
The Second Decade	p. 125
Future Research	p. 127
Social Presence	p. 127
Cognitive Presence	p. 128
Teaching Presence	p. 128
CoI Survey	p. 129
Methodology	p. 131
Conclusion	p. 131
Appendix: Community of Inquiry Survey Article	p. 133
References	p. 144
Index	p. 155
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