A guide to authentic E-learning by Jan Herrington; Thomas C Reeves; Ron Oliver

By Jan Herrington; Thomas C Reeves; Ron Oliver

'A advisor to genuine e-Learning' presents the instruments to use e-learning rules throughout a variety of disciplines, with useful counsel on layout, improvement, implementation and review. It contains case reviews and develops the conceptual framework for actual studying initiatives in on-line environments. desk OF CONTENTS -- what's real e-learning? -- actual e-learning initiatives -- what's no longer real e-learning? -- How learn does genuine e-learning have to be? -- real e-learning and the conative studying area -- Designing and generating genuine e-learning classes -- review of genuine e-learning -- comparing genuine e-learning classes -- gaining knowledge of actual e-learning

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For example, Clayden, Desforges, Mills, and Rawson (1994) pointed out that elementary school students’ efforts to make sense of classroom experiences generally lead them to focus on working practices rather than abstract ideas. “What they learn from the classroom experience is how to do work, how to be neat, how to finish on time . . and how to tidy away” (p. 164). While these comments are most appropriate for classrooms in schools, the same conclusions may be drawn for the design of e-learning courses.

Accordingly, the process is not a passive one, but a dynamic construction of personal ownership of learning through articulation and reflection (McMahon & O’Neill, 1993). This active process is reflected in Mercer’s (1996) comment that: “Talk is now recognised as more than a means for sharing thoughts: it is a social mode of thinking” (p. 374). The Role of Articulation The role of articulation has also been recognised in the value of peer tutoring. Research on peer tutoring (Forman & Cazden, 1985) has suggested that reasoning and problem solving is facilitated by “cognitive reorganization induced by cognitive conflict” (p.

These authors stressed that such reflection must not occur solely at the unconscious level: “it is only when we bring our ideas to our consciousness that we can evaluate them and begin to make choices about what we will or will not do” (p. 19). Boud, Keogh, and Walker (1985) defined the process of reflection as consisting of three related stages: 1 2 3 Returning to the experience: recollecting the salient features of the experience, recounting them to others. Attending to feelings: accommodating positive and negative feelings about the experience.

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