Download Relearning to E-learn: Strategies for Electronic Learning by Dr. Marcus Bowles PDF

By Dr. Marcus Bowles

Communications and studying within the digital surroundings are tested during this paintings. a number of the difficulties linked to the novelty of e-learning are addressed and juxtaposed to the various techniques to e-learning followed through the educational, executive, company, and group sectors. The argument that schooling is the elemental objective of e-learning is made, calling for an emphasis on human interplay instead of finish pursuits. organisations are suggested to improve a transparent cause for adopting e-learning that takes into consideration the advantages and boundaries of e-learning and makes a speciality of approach, no longer know-how.

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Extra info for Relearning to E-learn: Strategies for Electronic Learning and Knowledge

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Modularity: The creation of e-learning content in short ‘chunks’ increases potential for flexible access. • Timeliness: E-learning technologies can be used to enable learners to gain access on an as-needed, where-needed basis and deliver immediate knowledge required for performance-improvement needs. • Relevance: Access methods and content can be customised and adapted to the learner’s needs and context. • Accountability: Evaluation can be enhanced by electronic mechanisms for providing feedback on the performance of learners, managers and elearning developers.

These factors include: • The courses offer clarity of assessment regimes and expectations. • Students feel they need to achieve higher levels of proficiency. • VET offers new pathways from schooling to further learning or careers. • VET learning can lead to other qualifications such as school-leaving certificates and university entrance. • Teaching staff are competent and have relevant experience. • Providers have industry recognition. • Content and processes take into account the fact that some entrants need assistance with literacy and numeracy.

The growth of e-learning is occurring against the background of far-reaching shifts, not only in information and communication technology but also in the organisation of people’s learning and working lives. We can portray the current state of elearning in terms of the interaction between a standard S-curve, representing the growth stages through which technology-induced change tends to progress (Christensen 1997: 44–7), and a ‘hype curve’ involving excessive expectations that are disappointed. 5.

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