From M/Cyclopedia of New Media
Annotated Bibliography
The Role of e-Learning in the Postmodern University
- Aggarwal, A.[ed] (2003) Web-Based Education: Learning From Experience, Hershey: Information Science Publishing. ISBN 1-59140-102-x
- Aggarwal has put together a comprehensive list of academic contributions from eleven countries on the subject of web-based education. However, the predominance of contributions are concerned with the broader e-learning environment rather than specifically within the university system. The chapter by Jane Klobas (University of Western Australia) and Stefano Renzi (Bocconi University) should prove useful as it deals with the diffusion of online educational activities into traditional university courses. The chapter endeavours to highlight some of the issues concerning e-course implementation by presenting a case study on the integration of WEL (Web Enhanced Learning) into classroom-based courses at Bocconi University in Italy over a three year period. The study found an increase in the level of both student and teacher preparedness and achievement believed to be a result of a supportive and more flexible learning environment. The chapter also includes a description of how traditional course content has been adapted and organised into the new ‘e’-format.
- Clark, R and Mayer, R. (2003) e-Learning and the Science of Instruction, San Francisco: Pfeiffer. ISBN 0-7879-6051-9
- Clark and Mayer begin by presenting a succinct definition of e-learning, outlining the many advantageous properties of this style of education. Clark and Mayer have endeavoured to highlight potential problems occurring from a self-mediated educational environment, such as learner’s tendency to make unwise learning decisions. Although this text occupies itself more with the design of e-learning programs rather than their social implications, it maintains relevance through its investigation of human learning behaviour. This makes the text an important one. It evaluates the inclusion of learner control systems in university curricula as it works towards a practical template for good e-course design. It goes on to divide e-learning into two separate categories: Inform and Perform. Inform programs being designed in the shadow of the tradition educational hierarchy; imparting knowledge from teacher to learner. Conversely, perform programs are focused more on learner participation in knowledge generation. This categorisation will prove useful in strengthening the argument towards inclusion of interactive elements in tertiary course content.
- Curran, C. (2004) “Strategies for E-Learning in Universities�? Centre for Studies in Higher Education. University of California.
- In this article Curran examines the most common e-learning strategies being adopted by universities. There are three issues Curran highlights that should be common objectives of any postmodern learning environments; widening access to educational opportunity; enhancing the quality of learning; and reducing the cost of higher education. Curran draws on case studies from a number of international institutions to develop his conclusion that e-learning strategies adopted by universities are inherently diverse, adaptable and flexible in application. He suggests that e-learning courses are implicitly compatible and that the e-learning strategies universities adopt reflect, rather than influence a shift towards globalisation within the higher education sector. He also argues that the complementary nature of global e-learning is something that should be encouraged rather than feared. Obviously this article will be of great use in examining the social implications of e-course implementation.
- Dalsgaard, C. (2005) “Pedagogical Quality in e-Learning; Designing e-Learning from a Learning Theoretical Approach�? Journal of e-Learning and Education, Febuary.
- This article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose, like that of the Clark and Mayer text, is to develop a useable template for evaluation and design of e-learning technology. Dalsgaard’s approach is that evaluation and design must be grounded in traditional learning theories. Dalsgaard argues that it is necessary to create technology that reflects traditional scholarly activities and learning principles if we are to develop quality online education. Dalsgaard discusses e-learning technology and design of virtual learning environments, in the process arguing e-learning design should direct its focus away from organisation of content and towards the design of online activities.
- Donahue-Wallace, K and Chanda, J (2005) “A Case Study in Integrating the Best Practices of Face-to-Face Art History and Online Teaching�? Interactive Multimedia Electronic Journal of Computer Enhanced Learning, 7(1).
- This article, while specifically dealing with the teaching of art history, does provide some useful insight into the implementation of e-courses and the concept of non-locality in university teaching. Donahue-Wallace and Chanda argue that distance learning has, to date mainly been comprised of simple structures that focus on the juxtaposition of texts with static visuals. They identify the inadequacy of this approach in the area of art history, which is traditionally dependant on face to face interaction. The authors contend art history teaching, consisting of interaction between learner, teacher and image, is possible in an online course through the development of interactive activities that link texts, images and individuals. The authors outline a range of studies undertaken, which have seemingly similar results; learning occurred just as well, if not better, among students provided with the animated interactivities as among students offered only the face-to-face lecture. The article suggests that students view the animated interactions as beneficial, making this article an important component in strengthening a case for the importance of e-learning in the postmodern university.
- Flew, T. (2002) New Media: an Introduction, Melbourne: Oxford, pp162-170. ISBN 0-19-550859-9
- In this small section Flew has included a list of the ten drivers of change in higher education, which will be prove to be of great relevance. These ten divers are: the shift from elite to mass higher education; changing learning profiles and expectations; the move to lifelong learning and ‘portfolio careers’; flexible learning; rethinking pedagogy around student-centred learning; cost pressures on the higher education sector; the transformation of educational media with the use of ICT’s; the renewed stress upon creativity in the knowledge economy, and its implications for the learning process; globalisation; and new educational providers, such as for-profit universities and specialist corporate providers (Flew, 2002).
- Ghaoui, C.(ed) (2004) E-Education Applications: Human Factors and Innovative Approaches, London: Information Science Publishing. ISBN 1-59140-292-1
- As the title suggests, Ghaoui’s text concerns itself primarily with social issues concerning the emerging dependence on e-learning sources, making it of obvious relevance. Ghaoui has put together a collection of articles from international academics addressing these social implications with a particular focus on the collaborative aspect of e-learning; suggesting that this aspect is in itself what makes this form of education such a powerful one. The creation of virtual communities within the spectrum of education has seen the emergence of the ‘user as editor,’ creating a situation of learners sharing information and having a part in educating each other. All contributors suggest it is this sharp contrast with traditional educational hierarchies that is causing institutions to re-evaluate their methods on instruction and promote educational innovation throughout their ranks.
- Race, P. (2005) 500 Tips for Open and Online Learning, New York: RoutledgeFalmer. ISBN 0-415-34277-5
- This text is not directly relevant as it deals with e-learning more under the umbrella of open-learning. However, there are still elements that will prove useful. Race provides a more specific outline of the advantages of e-learning than do Clark and Mayer. He achieves this by endeavouring to give equal recognition to the potential benefits of educators, employers, institutions and organisations, rather than simply the benefits to learners. What is interesting about Race’s approach is that he addresses the concept of adoption and adaptation in e-course design, giving attention to the fact that new knowledge systems adapt existing content as opposed to the commonly held belief that e-content is something that is created from scratch. This text also provides a good starting point to an exploration into distance learning and the relatively new concept of the de-localised university. However, as is the case with the Clark and Mayer text, this book lays its focus more on the architecture of e-courses than the social implications concerning their implementation.
- Raschke, C. (2004) The Digital Revolution and the Coming of the Postmodern University, New York: RoutledgeFalmer. ISBN 0-415-36984-3
- This work is of particular relevance. Raschke begins by concisely defining postmodernism and the role of higher education institutions in the emerging digital climate. Raschke characterises this ‘hyperuniversity’ by its new found dependence on digital technology and networking. Raschke suggests we are currently witnessing the birth of the ‘third knowledge revolution’; the first being the use of language and the second being the development of the written word. He demonstrates that with the emergence of the third knowledge revolution traditional educational ideologies such as face to face interaction and spatial closeness are fast becoming outdated. It is up to academics to promote the use of the new knowledge space rather than resist it. Raschke’s focus on the idea of the ‘de-centralised university’ is of particular interest, as it is this aspect of online education that is responsible for the current reshaping of the institutional landscape and creation of the ‘Global University.’
- Secker, J and Price, G (2004) “Developing the e-Literacy of academics: case studies from LSE and the Institute of Education, University of London�? Journal of e-Literacy 1(2).
- In this article Secker and Price, two librarians from the University of London, outline a case study conducted in the UK titled the Big Blue Connect Project, which investigated the information literacy of staff working in the higher education sector. After examining the research evidence, Secker and Price pose the question; what levels of information literacy might academics reasonably be expected to possess and why does it matter? The article explores approaches that might encourage academics to become more information literate and examine the changing needs of teachers, students and librarians in an increasingly electronic environment. The authors have focused on the exploitation of electronic resources by linking online learning spaces to digital library systems. What makes this article extremely useful is that Secker and Price delve deeper to address the wider issues of e-literacy, including the development of an appropriate understanding of issues such as copyright, plagiarism and intellectual property rights. They suggest that the emerging focus on e-learning makes it essential for academic staff to be information literate and have adequate access to support networks. The future development of e-learning is dependent on the e-literacy of all university staff.
Greg David Toolen 12:08, 12 Aug 2005 (EST)
