The distance from isolation: Why communities are the logical conclusion in e-learning
Computers & Education Volume 49, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
This paper argues that the internet is built around key technology design features of openness, robustness and decentralisation. These design features have transformed into social features, which are embodied within the cultural values of the internet. By examining applications that have become popular on the net, the importance of these values is demonstrated. If e-learning is considered as a sub-set of internet activity, then the types of approaches that will be popular and meaningful for students will be those that appeal to these three core values. An examination of online communities reveals that these are indeed in keeping with these, and provide a valuable learning experience. The community can be seen as a natural conclusion in e-learning driven by the expectations of a generation of learners who have been enculturated into the values of the internet.
Weller, M. (2007). The distance from isolation: Why communities are the logical conclusion in e-learning. Computers & Education, 49(2), 148-159. Elsevier Ltd.
- Computer Assisted Instruction
- computer mediated communication
- EDUCATIONAL ENVIRONMENT
- Educational Philosophy
- Educational Principles
- educational technology
- information technology
- learning communities
- Learning Experience
- Virtual Classrooms
- virtual communities
Cited ByView References & Citations Map
Analysis of risks in a Learning Management System: A case study in the Spanish National University of Distance Education (UNED)
Esteban Vzquez Cano & M Sevillano Garca, Spanish National University of Distance Education (UNED)
Journal of New Approaches in Educational Research (NAER Journal) Vol. 4, No. 1 (Jan 15, 2015) pp. 62–68
The Use of a Wiki in Teacher Education: How Does Learning and Instruction Change When Work Can Go Public?
Eileen O'Connor, Empire State College / SUNY, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2822–2829
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.