Table of Contents

Foreword

Introduction

The context in Europe

The book in two parts

Conclusion

PART 1. THE DEVELOPMENT OF DISTANCE EDUCATION AND E-LEARNING

PART 1.1. SYSTEMS DEVELOPMENT

Chapter 1. Challenges Facing Distance Education in the 21st Century: Policy and Research Implications

1.1. Introduction

1.2. Teaching/research orientation

1.3. Scope of operation

1.4. Size and mode of operation

1.5. Spectrum of curricula

1.6. Enabling or supporting institutions?

1.7. Employment of digital technologies

1.8. Public and private operation

1.9. Publishing houses and open source

1.10. Collaboration and competition

1.11. Language of instruction

1.12. References

Chapter 2. The Evolving Role of Universities: Increasing Openness and Relevance

2.1. Introduction to the revised version

2.2. Introduction

2.3. The UK context

2.4. Current and continuing developments

2.5. Delivering results?

2.6. Increasing lifelong learning

2.7. Issues for lifelong learning and distance education

2.8 References

2.9. Appendix

Chapter 3. The Internet and the Education System: An Optimization Policy

3.1. Introduction

3.2. Three views of ICT and education

3.3. The holistic recommended policy

3.4. Democratic values and the evaluation of the ICT revolution

3.5. The optimization strategy of the recommended policy

3.6. Conclusion

3.7. References

Chapter 4. “E-Learning” Meets “Digital Media”: New Strategic Questions for Higher Education

4.1. Introduction

4.2. Foregrounding learning

4.3. All technologies were once new: arguments for a renewed focus on media

4.4. Thinking differently about the “e”

4.5. Current generation e-learning: the rise of the Learner Management System

4.6. And what do students think?

4.7. Forward thinking: new strategic questions for higher education

4.8. Conclusion: June 2004

4.9. After note: February 2009

4.10. References

Chapter 5. Preparing Educational Institutions for Online ODL. How Theory May Support Change Strategies in Traditional Universities

5.1. Introduction

5.2. New learning theories and ODL

5.3. Change processes in universities based on organizational theories

5.4. Concluding remarks

5.5. References

Chapter 6. Higher Education Quality as an Organizational Culture

6.1. Introduction

6.2. Moving from regulation to culture in the quality business

6.3. State of the art in organizational culture

6.4. A model of quality culture for higher education

6.5. Summary and conclusions

6.6. References

Chapter 7. E-Learning and the Quality of Knowledge in a Globalized World

7.1. Introduction

7.2. Homogenization of knowledge

7.3. The Internet era

7.4. Towards an ethical debate

7.5. Epilog: some future challenges

7.6. References

7.7. Epilog references

PART 1.2. EFFICIENCY AND EFFECTIVENESS OF DISTANCE EDUCATION AND E-LEARNING

Chapter 8. E-Learning and the Future of Distance Education

8.1. Introduction

8.2. Retention in conventional distance education

8.3. Returns on government investment

8.4. Conclusions

8.5. References

Chapter 9. Access and Efficiency in the Development of Distance Education and E-Learning

9.1. Introduction

9.2. Traditional distance education

9.3. ICT-based distance education and e-learning

9.4. Web 2.0

9.5. Access and efficiency in the development of distance education

9.6. References

Chapter 10. Examining the Effectiveness of Distance Education: Results from Multilevel Modeling

10.1. Method

10.2. Results

10.3. Discussion

10.4. References

Chapter 11. Quantitative Cost-Effectiveness Model for Web-supported Academic Instruction

11.1. Introduction

11.2. A cost-effectiveness model for web-supported academic instruction

11.3. The model development process

11.4. References

Chapter 12. A Particular Aspect of Cost Analysis in Distance Education: Time

12.1. Introduction

12.2. The media equivalence hypothesis

12.3. Cost-effectiveness analysis: a necessity

12.4. Learning time

12.5. The time-effectiveness index

12.6. References

PART 1.3. PROFESSIONAL DEVELOPMENT

Chapter 13. Moving eCompetence Ahead — From Conceptual Foundations to Strategic Practice

13.1. Introduction

13.2. The concept of action competence

13.3. Towards a concept of eCompetence

13.4. Holistic measures for faculty development

13.5. Methodology for the survey

13.6. Main findings

13.7. Conclusions and limitations

13.8. References

Chapter 14. Designing Collaborative Learning for Competence Development

14.1. Introduction: moving from a technological to a pedagogical innovation

14.2. Competences: terminology and theoretical background

14.3. Competence development through e-learning

14.4. From distribution to collaboration

14.5. CSCL — a new paradigm to support competence development?

14.6. Summary and conclusion

14.7. References

Chapter 15. Academic Staff in Traditional Universities: Motivators and Demotivators in the Adoption of E-learning

15.1. Introduction

15.2. Background to the study

15.3. Staff concerns about e-learning and distance learning — qualitative findings

15.4. Academic staff adoption of e-learning — motivating and demotivating factors

15.5. Current use of e-learning technologies

15.6. Factors motivating and demotivating staff adoption of e-learning

15.7. Support structures required to implement e-learning

15.8. Conclusion and implications

15.9. References

Chapter 16. The Role of Tutors as a Fundamental Component of Online Learning Support

16.1. Introduction

16.2. The role of the online tutor

16.3. Basic online tutoring skills

16.4. Online learning skills

16.5. Online learning resources and facilities

16.6. Conclusions

16.7. References

Chapter 17. Teachers’ Professional Development for the Technology Enhanced Classroom in the School of Tomorrow

17.1. Introduction

17.2. Information technology in education: the politician’s perspective

17.3. Students’ and teachers’ visions

17.4. The future school: students’ perspectives

17.5. The future school: teachers’ perspectives

17.6. Teachers’ professional development

17.7. Conclusions

17.8. Acknowledgements

17.9. References

Chapter 18. Eleven Competences for the Teacher Using ICTs: a Quali-quantitative Research Pattern

18.1. Research and training: ICTs and professionalism in Swiss vocational education and training

18.2. The teacher’s professionalism: a territory to be explored?

18.3. Competence: conceptual and theoretical framework

18.4. The case study and methodology

18.5. Discussion

18.6. The integration of the two analyses: the 11 competences profile

18.7. Simplifying the whole: a categorization of the competence profile

18.8. Some conclusions and perspectives

18.9. References

Chapter 19. Educating Tutors — and Ourselves. A Report from a Collective Effort

19.1. Introduction

19.2. From technology to pedagogy

19.3. References

PART 1.4. SOCIO-CULTURAL ISSUES OF DISTANCE AND E-LEARNING

Chapter 20. Globalization — an Opportunity for the “Uneducated” to Become “Learned” or Further “Excluded”?

20.1. Introduction

20.2. Globalization and the exacerbation of inequality

20.3. Communications technologies

20.4. Educational provision in the information age

20.5. Access, inequality, exclusion

20.6. Conclusion

20.7. References

Chapter 21. Beyond Barriers: Intercultural Learning and Inclusion in Globalized Paradigms

21.1. Overview

21.2. Globalized learning

21.3. European dimensions

21.4. Equality and diversity contexts

21.5. Key themes

21.6. References

Chapter 22. Women in Distance Learning: Second Chance or Third Shift?

22.1. Introduction

22.2. The factors that motivate adult women to enroll in DE programs, to select specific distance learning programs and courses

22.3. Barriers to participation

22.4. Strategies for reducing the barriers

22.5. Conclusions

22.6. References

Chapter 23. E-Learning for Senior Citizens

23.1. Introduction

23.2. E-Learning for seniors: a need

23.3. Is e-learning suitable for elderly people?

23.4. eLSe — eLearning for Seniors — a novel approach in Europe

23.5. Conclusions

23.6. Outlook

23.7. References

Chapter 24. Distance Education in Prisons: an Educational Right or a Privilege? The Case of “Student Inmates”

24.1. Introduction

24.2. The population studied: student inmates

24.3. Education in prison: a right

24.4. Distance education: a promoter of the right to education in prison

24.5. Distance education and the prison environment: the establishment of privileged access to education

24.6. Conclusion

24.7. References

PART 2. TEACHING AND LEARNING ENVIRONMENTS IN THE MAKING

PART 2.1. PEDAGOGICAL CONCEPTS

Chapter 25. Role of Technology in Enhancing Learning

25.1. Challenge 1: research on “technology-enhanced learning” needs to be genuinely interdisciplinary

25.2. Challenge 2: recognizing the value of personalizing learning but recognizing the approach has drawbacks too

25.3. Challenge 3: build on achievements that have already been made

25.4. Challenge 4: implementation rather than development as the major challenge

25.5. Challenge 5: issues of fairness, equity and inclusion

25.6. Conclusion: educational purposes — innovation — pedagogy — technology-enhanced learning

25.7. References

Chapter 26. Learning Face-to-Face, In-action and On-line: Integrated Model of Lifelong Learning

26.1. Introduction

26.2. Technical-scientific education and reflective learning on practice

26.3. Social-organizational training and transformative learning

26.4. Psycho/social-pedagogical education and self-directed learning

26.5. Interaction of face-to-face, in-action and distance learning

26.6. Integration of face-to-face, in-action and on-line education

26.7. Conclusion

26.8. Bibliography

Chapter 27. The Bottles are New but What of the Wine? Managing Learning and Teaching in Web 2.0

27.1. Introduction

27.2. Enhancing learner autonomy

27.3. Interaction with an instructor and course content are more important than with other learners

27.4. Conclusion

Chapter 28. Student Perceptions of Immediacy and Social Presence in Distance Education

28.1. Introduction

28.2. Transactional distance theory

28.3. Previous transactional distance studies

28.4. Theoretical model and hypotheses

28.5. Method

28.6. Sample

28.7. Results

28.8. Summary and conclusion

28.9. References

PART 2.2. LEARNER NEEDS, STYLES AND IDENTITIES, PERCEPTIONS, READINESS

Chapter 29. The Natives are Restless. Higher Education and the Culture of the Digital Natives

29.1. Digital natives?

29.2. Web-based learning strategies

29.3. Teaching the young and the restless

29.4. References

Chapter 30. Preparing Students for Learning in an Online World: an Evaluation of the Student Passport to eLearning (SPeL) Model

30.1. Introduction

30.2. Introducing technology — strategic considerations

30.3. The SPeL module

30.4. Conclusion

30.5. References

Chapter 31. Perceptions about Time and Learning: Researching the Student Experience

31.1. Introduction

31.2. Study time and the quality of student learning

31.3. The learner perspective on course study and workload management

31.4. Study time in the context of e-learning

31.5. Changes in the lifestyles of university students

31.6. Some implications for pedagogy and research

31.7. References

Chapter 32. Retention and Course Choice in Distance Learning

32.1. Introduction

32.2. Making course choice decisions

32.3. Course preview materials — “taster packs”

32.4. Conclusion

32.5. References

Chapter 33. Online Students’ Needs for and Satisfaction with Support Services

33.1. Introduction

33.2. NKI Internet College’s “four generations” of development

33.3. Student support in the NKI Online Distance Education System

33.4. Research methodology

33.5. Results — need for and satisfaction with student support services

33.6. Summary and conclusions

33.7. References

Chapter 34. Motivational Characteristics of E-Students

34.1. Introduction

34.2. E-learning system at Zagreb School of Economics and Management

34.3. Results and discussion

34.4. Conclusion

34.5 References

Chapter 35. Individual Differences in Attitudes Towards and Choices of Learning/Teaching Technology

35.1. Introduction

35.2. Method

35.3. Results

35.4. Summary and conclusions

35.5. References

Chapter 36. Online Learners’ Frustration. Implications for Lifelong Learning

36.1. Online learners’ frustration

36.2. What can go wrong? Sources of frustration for online learners

36.3. What could be done? Preventive actions

36.4. Conclusions

36.5. References

Chapter 37. Reflections on Seeking the “Invisible” Online Learner (and Instructor)

37.1. Introduction

37.2. Methodology

37.3. Findings

37.4. Discussion

37.5. Reflections

37.6. Conclusions

37.7. References

Chapter 38. Reports of the “Death of Geography” Have Been Greatly Exaggerated: Why UK Distance Learning Students Prefer Face-to-Face Tuition

38.1. Introduction

38.2. What do OUUK distance students find attractive in face-to-face teaching?

38.3. Does orientation to study affect tutorial attendance rates?

38.4. Discussion

38.5. Conclusion: the need to align teaching mode with total learning context.

38.6. References

Chapter 39. E-Mentoring to Help Mature Students’ Transition to University

39.1. Introduction

39.2. The context

39.3. Current approaches to supporting students’ preparation for HE

39.4. eAccess — a pilot for Access students

39.5. Evaluating eAccess

39.6. Concluding remarks and further developments

39.7. Postscript

39.8. Acknowledgements

39.9. References

PART 2.3. COURSE DEVELOPMENT AND INSTRUCTIONAL DESIGN

Chapter 40. Flexibility Beyond Time and Place: Stretching and Opening the Course

40.1. The changing context in higher education

40.2. Flexibility as a key concept in higher education

40.3. From dimensions to a framework

40.4. Validating the flexibility dimensions

40.5. Applications of the flexibility framework

40.6. References

Chapter 41. Capturing Practice and Scaffolding Learning Design

41.1. Introduction

41.2. Research focus

41.3. Learning design

41.4. Building on existing learning design research

41.5. The OU Learning Design project

41.6. Summary of the findings from the case studies

41.7. Idealized tool specification

41.8. An update on OULDI

41.9. Conclusion

41.10. Acknowledgements

41.11. References

Chapter 42. Technologies in Use: How Context and Design Drive their Effects

42.1. Introduction

42.2. The research method

42.3. Case study 1: structured, task-specific conferencing, assignment marks allocated

42.4. Case study 2: online tutorials for all students, timed for the start of topic study

42.5. Case study 3: tutor group discussion, marks allocated in two assignments

42.6. Discussion

42.7. Acknowledgement

42.8. References

Chapter 43. Involvement, Institutional Roles and Design Models in E-Learning

43.1. Introduction

43.2. Context of the study

43.3. Method

43.4. Personal involvement and institutional roles

43.5. Design models and practice

43.6. Conclusions and outlooks

43.7. References

Chapter 44. Diversity of Strategies to Promote Effective B-Learning: a Case Study in Higher Education

44.1. Introduction

44.2. Empirical study — results and considerations

44.3. Reflections and final comments

44.4. References

Chapter 45. Assessment of E-Learning Material with the INTERFACE System

45.1. Introduction

45.2. Short description of the INTERFACE methodology and workstation

45.3. Applying INTERFACE to multimedia system evaluation

45.4. Methodology

45.5. Examples of user interface problems identified with the INTERFACE system

45.6. Further development of the INTERFACE methodology and workstation and applying it to study designers editing e-learning materials

45.7. Summary of experiences gained through the use of the INTERFACE system

45.8. Acknowledgments

45.9. References

Chapter 46. Who Should “Customize” the Knowledge Content: Publishing Scholars or Online Mediators?

Preliminary elucidation

46.1. Introduction

46.2. Scholarly publications as knowledge content for online learners

46.3. The type of document pertinent to the learner and publishing scholar’s habits

46.4. To whom does a publishing researcher write?

46.5. Customizing upstream or downstream?

46.6. The need for transnational knowledge, customization studies and actions

46.7. Conclusion

46.8. References

PART 2.4. COLLABORATIVE LEARNING AND SOCIAL NETWORKING

Chapter 47. “More is Different” — How E-Learning within Online Learning Communities Can Make the Difference

47.1. Introduction

47.2. From community to online learning community

47.3. Looking into community processes

47.4. Conclusion

47.5. References

Chapter 48. SocialLearn — Widening Participation and Sustainability of Higher Education

48.1. Introduction

48.2. Learning in social networks

48.3. The SocialLearn project

48.4. Sustainability and the higher education environment

48.5. Conclusion

48.6. Acknowledgements

48.7. References

Chapter 49. Collaborative Learning Using Social Tools For Enquiry, Reflection and Sharing

49.1. Methodology

49.2. Capturing the learning from the project

49.3. Conclusion

49.4. References

Chapter 50. Modeling Interactions in Learning Settings and their Impact on the Learning Process

50.1. Introduction

50.2. The Bordogna–Albano (B-A) model

50.3. Conclusions

50.4. References

Chapter 51. Tools and Instruments Supporting Cooperative Freedom in Virtual Learning Environments

51.1. Introduction

51.2. Individual, cooperative and collaborative learning

51.3. Voluntary, but attractive, participation

51.4. Means promoting individual flexibility

51.5. Means promoting affinity to learning communities

51.6. Conclusions

51.7. References

Chapter 52. Models of Activity, Collaboration and Assessment in Wikis in Academic Courses

52.1. Introduction

52.2. Models of activity

52.3. Models of collaboration

52.4. Extent that activity is mandatory

52.5. Models of assessment

52.6. How to design a wiki learning assignment

52.7. Summary and conclusions

52.8. References

PART 2.5. THE WORLD OF WORK — E-SKILLS AND EMPLOYABILITY

Chapter 53. E-Learning and Earning: The impact of Lifelong E-Learning on Organizational Development in an Adverse Economy

53.1. Introduction

53.2. What is lifelong learning?

53.3. The environment within which lifelong learning takes place

53.4. Employer perspectives

53.5. Employee perspectives

53.6. Conclusions

53.7. References

Chapter 54. E-Learning and E-Business: The Need for SMEs to Work Smarter in the New Europe

54.1. Introduction

54.2. SMEs in Europe

54.3. SMEs and eBusiness — European competitiveness and inhibitors

54.4. SMEs and e-learning — the roadmap to competitive advantage

54.5. Conclusions

54.6. References

Chapter 55. Putting the Pieces Together: Conceptual Frameworks for Building PLEs with Web 2.0 Tools

55.1. Rationale

55.2. The relevance of PLEs to higher education

55.3. What is a PLE — views and definitions

55.4. Pros and cons of PLEs

55.5. Limitations of current guidance on developing PLEs

55.6. Approaches to developing PLEs

55.7. Pilot study

55.8. Concluding remarks and further work

55.9. The future is mobile! A mobile PLE

55.10. Acknowledgements

55.11. References

Chapter 56. Personal Learning Environments and Institutional Control

56.1. Introduction

56.2. Client software, single websites or multiple websites?

56.3. Personal learning environments accessed by web browsers

56.4. Are personal learning environments here already?

56.5. Reports of the death of the virtual learning environment have been greatly exaggerated

56.6. Conclusion

56.7. References

List of Authors

Institution Index

Name Index

Index

First published in Great Britain and the United States in 2009 by ISTE Ltd and John Wiley & Sons, Inc.

Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address:

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© ISTE Ltd, 2009

The rights of Ulrich Bernath, András Szücs, Alan Tait, and Martine Vidal to be identified as the editors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

Library of Congress Cataloging-in-Publication Data

Distance and e-learning in transition: learning innovation, technology and social challenges / edited by András Szücs … [et al.].

p. cm.

Includes bibliographical references and index.

ISBN 978-1-84821-132-2

1. Internet in education. 2. Distance education. 3. Computer-assisted instruction. I. Szücs, András.

LB1044.87.D56 2009

371.3’58--dc22

2009016444

British Library Cataloguing-in-Publication Data

A CIP record for this book is available from the British Library

ISBN: 978-1-84821-132-2

Foreword

It is a great pleasure to be able to contribute the Foreword to this volume of papers from the Conferences of the European Distance and E-Learning Network (EDEN) between 2001 and 2009. The core of EDEN’s work with its members, both institutional and individual, is the advancement of professional, practitioner and research activity in the fields of distance, e- and flexible learning. The support of scholarly activity represents a very significant element within that, and the EDEN conferences, namely the annual main EDEN conference, and the biennial Research Workshops and the Open Classroom conferences provide the particular focuses for that work, along with the European Journal of Open, Distance and E-Learning (www.eurodl.org). It is the papers from the conferences which provide the basis for this book, having been revisited, revised and updated by their authors. The range of venues recorded for these conferences here — Barcelona, Budapest, Helsinki, Hildesheim, Lisbon, Naples, Oldenburg, Paris, Poitiers, Rhodes, Stockholm and Vienna — demonstrate EDEN’s embedded nature across the whole of the European continent.

The papers selected represent in the views of the Editors particularly significant contributions as well as those of excellent quality. They provide a kaleidoscope of perceptions on the major themes and issues that EDEN conference participants have brought for discussion with their peers, and also offer a valuable set of resources for analysis of the recent historical period. The volume has been divided into two sections, the first covering the development of distance and e-learning in this period, and the second paying particular attention to the development of technology-enhanced teaching and environments.

The volume provides a window into the themes in particular in Europe as they have been identified and explored by EDEN activists, and represents, as it should, a European perspective on change and development in this period. I think it is hard to identify a particular European tradition in distance and e-learning, as distinct say from that of North America or Asia. Nonetheless the range of distinct educational traditions in Europe, along with the framing of policy by the European Commission which has provided guidance, direction and incentives for lifelong learning, and for the skills needed for a 21st century economy, lead at least to the question as to whether there is a set of characteristically European approaches in distance and e-learning. This volume should provide the basis for exploring such a judgment. It is also gratifyingly the case that an increasing number of colleagues from outside Europe make very welcome contributions to EDEN’s conferences, and their work where appropriate has been included here.

I should conclude not only with a tribute to the authors who have contributed their papers, but also to the work of my colleagues the Editors, namely Dr Ulrich Bernath¹, Martine Vidal² and Dr Andràs Szücs³, Vice Presidents and Secretary-General of EDEN respectively. Their very intensive work over 2008–2009 made this publication possible, and EDEN owes them a debt of gratitude for the huge amount of work this has taken.

I hope and believe that this volume will provide many hours of valuable study for its readers, and that it will encourage the further incorporation of EDEN into the professional development agenda of organizations across the sectors from schools through to colleges and universities, training companies, the IT and telecommunications industries, intermediary organisztions and employers as a whole, who all have a direct interest in what can be provided for society and the economy by distance, e- and flexible learning.

Alan Tait⁴
President EDEN
May 2009

1 Ulrich Bernath Foundation for Research in Open and Distance Learning, www.frodl.org/.

2 Centre National d’Enseignement à distance, www.cned.fr.

3 European Distance and E-learning Network, www.eden-online.org.

4 The Open University, www.open.ac.uk/.

Introduction

EDEN, the European Distance and E-Learning Network, is the European membership organization and association for professionals and academics in the field of distance education and e-learning, as well as for educational institutions and a range of related organizations. In more general terms, EDEN’s field of activity lies in technology-enhanced teaching and learning in all educational sectors and at all levels.

The main activities of EDEN since its inception have been professional development and the building of networks, principally through the organization of conferences and the EDEN journal the European Journal of Open, Distance and ELearning¹. These all support the professionalization and international exchange of experience and expertise in our field through the building of a European member organization. EDEN has held annual conferences since 1992, which have been complemented by biennial Open Classroom Conferences and Research Workshops².

To date, more than 2,000 refereed conference papers have been accepted for presentation at all EDEN conferences, reflecting European and even worldwide distance and e-learning research and practice at work over the years. Shortly after EDEN had celebrated its 15th Anniversary in 2006, the publishing house ISTE expressed interest in publishing a book based on outstanding EDEN conference contributions, representing a recent overview of themes and issues in distance education and e-learning.

In September 2008, an Editorial Team was formed by the EDEN Executive Committee, to include the President, the two Vice-Presidents and the Secretary-General, which took responsibility for editing the book to be published and to be announced to the EDEN community and the general public at the 2009 Annual Conference in Gdansk, Poland.

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Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!