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E-Learning in the 21st Century: A Framework for Research and Practice, 2nd edition

28 Feb 2011-
TL;DR: The second edition of E-Learning in the 21st Century as mentioned in this paper provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education and provides practical models that educators can use to realize the full potential of elearning.
Abstract: The second edition of E-Learning in the 21st Century provides 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 todays 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
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Journal ArticleDOI
TL;DR: The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences.
Abstract: The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education. Based upon a description of blended learning, its potential to support deep and meaningful learning is discussed. From here, a shift to the need to rethink and restructure the learning experience occurs and its transformative potential is analyzed. Finally, administrative and leadership issues are addressed and the outline of an action plan to implement blended learning approaches is presented. The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences.

3,459 citations


Cites background from "E-Learning in the 21st Century: A F..."

  • ...First, blended learning is distinguished from that of enhanced classroom or fully online learning experiences (see Fig....

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Journal ArticleDOI
TL;DR: In this article, the authors assessed the depth of online learning, with a focus on the nature of online interaction in four distance education course designs, and found that structure and leadership were crucial for online learners to take a deep and meaningful approach to learning.
Abstract: This study assessed the depth of online learning, with a focus on the nature of online interaction in four distance education course designs. The Study Process Questionnaire was used to measure the shift in students' approach to learning from the beginning to the end of the courses. Design had a significant impact on the nature of the interaction and whether students approached learning in a deep and meaningful manner. Structure and leadership were found to be crucial for online learners to take a deep and meaningful approach to learning.

1,305 citations

Journal ArticleDOI
TL;DR: Wethenus the findings from the CoI framework's literature review are examined to identify potential pathways for research and the opportunities for identifyingfactor moderate and/ororextend the relationship between the framework's componentsandonline course outcomes.
Abstract: Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer's [Garrison, D. R., Anderson, T., & Archer, W.(2000). Critical inquiry in atext-based environment: Computer conferencing in highereducation.TheInternet andHigher Education, 2(2–3), 87–105.] community of inquiry (CoI) framework has generated substantial interest among online learning researchers.Thisliteraturereviewexaminesrecentresearchpertainingtotheoverallframeworkaswellastospecificstudiesonsocial, teaching,andcognitivepresence.Wethenusethefindingsfromthisliteraturetoidentifypotentialfuturedirectionsforresearch.Some oftheseresearchdirectionsincludetheneedformorequantitatively-oriented studies,theneedformorecross-disciplinarystudies,and theopportunitiesforidentifyingfactorsthatmoderateand/orextendtherelationshipbetween theframework'scomponentsandonline course outcomes. © 2007 Elsevier Inc. All rights reserved.

1,233 citations


Cites background from "E-Learning in the 21st Century: A F..."

  • ...Although the elements of the CoI framework are seen as overlapping (Garrison et al., 2000, 2003, 2004), Garrison's (2006) discussions of the interaction between the types of presence and results of the studies reviewed in this article suggest that studies that examine the extent to which the…...

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Book
28 Feb 2009
TL;DR: The second edition of "The Theory and Practice of Online Learning" features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations.
Abstract: Neither an academic tome nor a prescriptive 'how to' guide, "The Theory and Practice of Online Learning" is an illuminating collection of essays by practitioners and scholars active in the complex field of distance education.Distance education has evolved significantly in its 150 years of existence. For most of this time, it was an individual pursuit defined by infrequent postal communication. But recently, three more developmental generations have emerged, supported by television and radio, teleconferencing, and computer conferencing. The early 21st century has produced a fifth generation, based on autonomous agents and intelligent, database-assisted learning, that has been referred to as Web 2.0.The second edition of "The Theory and Practice of Online Learning" features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations.

953 citations