@contects:Table of Contents Chapter One: Social Networking as an Educational Tool Chapter Two: Design for a Distributed Environment Chapter Three: Selecting the Media Palette Chapter Four: The Tools in Practice Chapter Five: Constraints on Course Design Chapter Six: Evaluating Course Design and Understanding its Implications References Index

e-Learning and Social Networking Handbook: Resources for Higher Education

Student learning skills differ depending on gender. The importance of studying this situation in the classroom is that recommendations can be made taking gender into consideration. In e-learning, the roles of students and teachers change. In line with recent research, the question this paper raises is whether or not gender differences also exist in e-learning. The main contribution this research makes to the literature is to provide evidence on the issues male and female students consider important in their assessment of e-subjects. This study is based on a sample of 1185 students who are doing on-line courses at the Universidad de Granada in Spain. The main conclusion is that female students are more satisfied than male students with the e-learning subjects that make up the sample. Furthermore, we find that female students assign more importance to the planning of learning, as well as to being able to contact the teacher in various ways.

/pdf/gender-differences-in-e-learning-satisfaction-44paq5o0e9.pdf

Gender differences in e-learning satisfaction

The effectiveness of distance learning must be measured in results—quality learning. Learnercenter programs and competent instructors are two oft-cited keys to success in higher education. Teaching online requires specific skill sets (competencies). This paper identifies and describes 51 competencies needed by online instructors and outlines an instructor-training program that satisfies 3 of the 24 benchmarks for excellence recommended by the Institute for Higher Education Policy.

Fifty-One Competencies for Online Instruction

In this paper we compared the efficacy of face-to-face and computer supported collaborative learning (CSCL) in increasing academic knowledge and professional competences. We also explored how students' personality characteristics and learning strategies and teachers' characteristics were associated with better learning outcomes in online or face-to-face contexts. One hundred and seventy students participated in 10 community psychology seminars, five online and five face-to-face. Academic and professional learning increased for participants in both settings. Tutors' characteristics did not influence students' learning. Students who performed better in online and in face-to-face contexts differed in some psychological variables and in their learning strategies. Overall results show that asynchronous collaborative learning online can increase professional competences normally learnt only in small face-to-face educational settings, and that CSCL can be used to provide innovative educational opportunities that fit particular needs of students with low anxiety, high problem solving efficacy, who have time management problems in their learning strategies.

The influence of students and teachers characteristics on the efficacy of face-to-face and computer supported collaborative learning

This paper illustrates a 5-year case study (from 2001 to 2005) regarding a course in educational technology that involved from 100 to 150 student teachers per year for a total of more than 500 trainees. Since the first version of the course, which was entirely based on a face-to-face approach, computer mediated collaborative learning techniques have gradually been introduced into the training program. The paper outlines the main problems faced in the various versions of the course, where different combinations were experimented with, and discusses the solutions adopted. The difficulties concern the demands of a large, diversified population and the methodological problems related to the non-neutrality of the introduction of online learning in the socio-cultural and organizational context of the study. The solutions include a highly flexible course design and a good balance and strict integration between traditional and online training techniques in the delivery of the course and in the assessment of trainees. Finally, we suggest possible directions for further research aimed at facilitating the infusion of online techniques in initial teacher training.

Online or face‐to‐face? Experimenting with different techniques in teacher training

Trust and collective learning are useful features that are enabled by effective collaborative leadership of e-learning projects across higher and further education (HE/FE) institutions promoting lifelong learning. These features contribute effectively to the development of design for learning in communities of e-learning practice. For this, reflexivity, good leadership and the capacity to engage in innovation is crucial to team performance. This paper outlines a serendipitously useful combination of innovative models of collaboration emerging from two 2005–06 UK e-learning pilots: the Joint Information Systems Committee (JISC) e-Learning Independent Study Award (eLISA) and JISC infoNet Collaborative Approaches to the Management of e-Learning (CAMEL) projects. The JISC-funded eLISA Distributed e-Learning (DeL) project set up a collaborative partnership among teachers to try out LAMS and Moodle using study skills in e-learning. Simultaneously, the JISC infoNet CAMEL project developed a model of collaborative approaches to e-learning leadership and management across four UK HE/FE institutions. This paper proposes two new theoretical collaborative team leadership and operational models for e-learning projects, including indices of trust, reflexivity and shared procedural knowledge, recommending that these models are further developed in future communities of e-learning practice in institutions promoting lifelong learning.

https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1467-8535.2006.00669.x

Building Trust and Shared Knowledge in Communities of E-Learning Practice: Collaborative Leadership in the JISC eLISA and CAMEL Lifelong Learning Projects.

The current report presents the results of the research work done by Cedefop’s Training of trainers network – TTnet – in 2002-03 in analysing examples of innovative practices in the training of teachers and trainers who use e-learning and identifying the range of activities, competences and roles involved in such practices. The study was carried out by a partnership of e-learning practitioners and developers, training experts and university researchers from seven European countries: Belgium, Spain, France, Italy, the Netherlands, Austria and the United Kingdom.

E-Learning for Teachers and Trainers : Innovative Practices, Skills and Competences

Skills and Strategies for E-learning in a Participatory Culture

Although it has yet to make a major impact on education and training in the United Kingdom, interest in eLearning is growing. To facilitate eLearning, a Virtual Learning Environment (VLE) is usually employed containing four main elements: courseware (self study learning materials, simulations, multimedia components); supporting materials (reference materials such as articles, case studies, books, World Wide Web links); online assessment (both formative and summative tests, quizzes and assignments); online support (via e-mail, computer mediated communication, chat rooms, bulletin boards). The means exist to create VLEs but if these are to become widespread in higher education, then a "cultural shift" will be needed--a shift away from a focus on teaching to a greater focus on learning. This raises a number of issues, including the attitudes and perceptions of a number of stakeholders, and has implications for institutions, the curriculum, staff, and students. These implications are explored in-this article and point to a need for institutions to review current policies and practice if they wish to maximize the potential of eLearning. (Contains 17 references.) (AEF) Reproductions supplied by EDRS are the best that can be made from the original document. eLearning, Teaching and Training: a First Look at Principles, Issues and Implications Malcolm Ryan, School of Post Compulsory Education and Training, University of Greenwich, UK. m.ryan@gre.ac.uk Lynda Hall, School of Post Compulsory Education and Training, University of Greenwich, UK. I.hall@gre.ac.uk Abstract: Although it has yet to make a major impact on education and training in the UK, interest in eLearning is growing. The means exist to create Virtual Learning Environments (VLEs) but if these are to become widespread in Higher Education then a "cultural shift" will be needed a shift away from a focus on teaching to a greater focus on learning. This raises a number of issues including the attitudes and perceptions of a number of stakeholders and has implications for institutions, the curriculum, staff and students. These implications are explored in this article and point to a need for institutions to review current policies and practice if they wish to maximise the potential of eLearning. Although it has yet to make a major impact on education and training in the UK, interest in eLearning is growing. The means exist to create Virtual Learning Environments (VLEs) but if these are to become widespread in Higher Education then a "cultural shift" will be needed a shift away from a focus on teaching to a greater focus on learning. This raises a number of issues including the attitudes and perceptions of a number of stakeholders and has implications for institutions, the curriculum, staff and students. These implications are explored in this article and point to a need for institutions to review current policies and practice if they wish to maximise the potential of eLearning. The Context of Change Changes in society are occurring on a global scale resulting in "a mass higher education system that is reassessing its learning and teaching practices and exploiting the use of communication and information technologies." (Maier and Warren; 2000) A further consequence of these changes is that our clients (students) are demanding more flexible modes of study, just-in-time training, work-based learning and accreditation of prior experiential learning (APEL) whilst world-wide government initiatives continue to promote the concept of life-long learning. We are also told that Higher Education Institutions (HEIs) wishing to exploit technology effectively need "a clear and shared understanding of a wide range of issues pedagogical, infra-structural and organizational." (Barblan and Fayant; 2000) Many companies and large organisations also realise that they must continue to train employees if they are to remain competitive. Modern and dynamic companies no longer view training simply as a cost but more as an investment, linked to their ability to be both profitable and successful. However, traditional training methods tend to be very time consuming and are not particularly responsive to individual needs. In addition to these changes, we have witnessed an unexpected and exponential growth and interest in the Internet and in the World Wide Web (WWW) in particular. Alongside eMail, eBanking, eCommerce and eShopping we now have eLearning and Teaching (ELT). eLearning is attractive to the corporate market "because it promises better use of time, accelerated learning, global reach, fast pace and accountability." (Cross, 2000)

eLearning, Teaching and Training: a First Look at Principles, Issues and Implications

Designing a Distance Curriculum to Harness the Potential of Asynchronous Computer Conferencing: an Example from a Masters Programme in Continuing Professional Development (CPD).

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