| Description |
xvi, 161 pages : illustrations ; 24 cm |
| Contents |
Machine generated contents note: 1.Introduction -- E-Learning Described -- A New Reality -- Conclusion -- 2.Theoretical Foundations -- Philosophical Perspective -- A Transactional View -- Responsibility and Control -- Theoretical Concepts -- Approaches -- Principles -- Text-Based Communication -- Conclusion -- 3.Community of Inquiry -- The Learning Community -- A Theoretical Framework -- Social Presence -- Cognitive Presence -- Teaching Presence -- Indicators -- Theoretical Development -- A Theory? -- Conclusion -- 4.Social Presence -- A Non-Verbal Community -- Developments -- Categories of Social Presence -- Interpersonal Communication -- Open Communication -- Cohesive Responses -- Practical Implications -- Conclusion -- 5.Cognitive Presence -- Conceptual Background -- Critical Thinking -- Practical Inquiry -- Developments -- Cognitive Presence Descriptors -- Conclusion -- 6.Teaching Presence -- Roles and Functions -- Design and Organization -- Facilitating Discourse -- Direct Instruction -- Developments -- Conclusion -- 7.Instructional Technologies -- Historical Perspective -- E-Learning Technologies -- Web 2.0 -- Social Media -- Mobile Learning -- Teaching and Technology -- Conclusion -- 8.Blended Learning -- Blended Learning Described -- Scenarios -- Online Blended Learning -- Why Blended Learning -- Conclusion -- 9.Guidelines for Practice -- Learning Activities -- Teaching[-]Learning Guidelines -- Design and Organization -- Facilitating Discourse -- Direct Instruction -- Conclusion -- 10.Assessment and Evaluation -- Assessing E-Learning -- Functions of Assessment -- Assessing Participation -- Assessment Activities -- Course Evaluation -- Conclusion -- 11.Organizational Issues -- Strategic Innovation -- Policy Development -- Infrastructure -- Leadership -- Collaborative Leadership -- Conclusion -- 12.Future Directions -- The First Decade -- The Second Decade -- Future Research -- Social Presence -- Cognitive Presence -- Teaching Presence -- Cot Survey -- Methodology -- Conclusion |
| Summary |
The second edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore the technological, pedagogical, and organizational implications of e-learning. Most importantly, he provides practical models that educators can use to realize the full potential of e-learning. This book is unique in that it focuses less on the long list ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective. The second edition has been fully revised and updated throughout and includes discussions of social media and mobile learning applications as well as other emerging technologies in today's classrooms. This book is an invaluable resource for courses on e-learning in higher education as well as for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e-learning in their institutions |
| Notes |
Formerly CIP. Uk |
|
Previous ed.: published as by D.R. Garrison and Terry Anderson. 2003 |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Distance education.
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Education, Higher -- Computer network resources.
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Education, Higher -- Computer-assisted instruction.
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Education, Higher -- Data processing.
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Education, Higher -- Effect of technological innovations on.
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Internet in higher education.
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| Author |
Anderson, Terry, 1950-
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| LC no. |
2010036587 |
| ISBN |
0203838769 |
|
0415885833 (paperback: alk. paper) |
|
0415885825 (hardback : alk. paper) |
|
9780203838761 |
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9780415885829 (hardback : alk. paper) |
|
9780415885836 (paperback: alk. paper) |
|
