E-Learning Theory and Practice

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Caroline Haythornthwaite & Richard Andrews

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  • Education at SAGE

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    About the Authors

    Caroline Haythornthwaite

    Caroline Haythornthwaite is Director and Professor, School of Library, Archival and Information Studies, The University of British Columbia. She joined UBC in 2010 after 14 years at the University of Illinois at Urbana-Champaign where she was Professor in the Graduate School of Library and Information Science. She has an international reputation in research on information and knowledge sharing through social networks and the impact of computer media and the Internet on learning and social interaction.

    Her research includes empirical and theoretical work on social networks and media use, the development and nature of community online, distributed knowledge processes, the nature and constraints of interdisciplinary collaboration, motivations for participation in crowds and communities, and the development of automated processes for analysis of online learning activity.

    Richard Andrews

    Richard Andrews is Professor in English and Dean of the Faculty of Children and Learning at the Institute of Education, University of London, where he teaches an online research methods course as well as supervising the work of doctoral students in the field of e-learning. He is the editor of The Impact of ICT on Literacy Education and on the editorial boards of the journals Learning, Media and Technology and the China-based International Journal of Computer Assisted Language Teaching.

    Research interests include argumentation in schools and higher education; writing development; English from a multimodal perspective; world Englishes; and the discourses of e-learning. He has held professorships at the universities of Middlesex, Hull and York, and taught at New York University in the Steinhardt School of Culture, Education and Human Development. He has also held research fellowships at the University of Illinois at Urbana-Champaign and the University of Western Sydney.

    Acknowledgements

    All scholarship is a result of multiple interactions, conversations and support of others. As authors we wish to acknowledge the support of many people and institutions in providing the opportunity to complete this book. We thank first the Leverhulme Trust. This book was written during Caroline Haythornthwaite's tenure as Visiting Leverhulme Professor at the Institute of Education, University of London in 2009/10. We are greatly indebted to the Trust for timely production of this work which was begun and completed over the year in conjunction with a public lecture series associated with the Professorship. The support of Vivien Hodgson (Lancaster University), Brian Loader (The University of York) and Barry Wellman (University of Toronto) was instrumental and much appreciated in the process of applying for the grant. The ability to be resident in London for the Visiting Professorship to work, combined with the support of individuals at various institutions made it possible for Caroline to present papers and interact with colleagues across the UK during the year. For their support, she thanks Richard Noss, Bernie Hogan, Richard Andrews, David Prytherch, Mike Thelwall, Robin Goodfellow, Vivien Hodgson, Mary Hamilton, David Barton, Chris Bissell, Chris Jones, and Bill Dutton.

    Other support and activities helped to inform the writing. These include an Economic and Social Research Council grant for a seminar series entitled: ‘New forms of doctorate: the influence of multimodality and e-learning on the nature and format of doctoral theses in education and the social sciences’, awarded to the Institute of Education which ran from 2008 to 2010, directed by Richard Andrews in collaboration with Stephen Boyd Davis (Middlesex University), Erik Borg (Coventry University) and Jude England (The British Library). An earlier version of Chapter 3 was given as a paper by Richard at the European Conference on Educational Research at The University of Vienna in September 2009, and also appeared under the title ‘Does e-learning need a new theory of learning?’ in the Journal for Educational Research Online. Thanks go to the editors of that journal, Wilfried Bos and Cornelia Gräsel, for permission to rework the paper as a chapter.

    We are also grateful for the support of our institutions: for Caroline, the Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign, and for both Caroline and Richard, the Institute of Education, University of London. Of importance to Caroline's work on e-learning has been personal and research participation in the fully online Masters degree option at Graduate School of Library and Information Science (GSLIS) known as LEEP (Library Experimental Education Program). Thanks go to participants in studies as well as to the many colleagues who have provided input over the years. Particular thanks go to Associate Dean Linda Smith whose administrative, teaching and research efforts have been instrumental in making the LEEP program the success it is, and to former GSLIS Dean Leigh Estabrook, as well as to GSLIS colleagues who have contributed ideas about LEEP over the years (most included as authors in Haythornthwaite and Kazmer [eds] [2004a] Learning, Culture and Community in Online Education). Thanks also go to GSLIS Dean John Unsworth for facilitating the leave to take up the Leverhulme Visiting Professorship.

    We are grateful to Geoff Whitty, Chris Husbands, Sue Rogers and Richard Noss at the Institute of Education for hosting the Professorship, and to Celia Hoyles for the share of her office for the duration. Colleagues whose involvement helped shape the project include Gunther Kress, Diana Laurillard, Rebekah Willett, Susie Andretta, Fred Garnett, Caroline Daly, Norbert Pachler and Kyoko Oi, plus participants at the Leverhulme lectures and other presentations on e-learning given by each of the authors. The professional help afforded by Andrew Copeland, Kar-wing Man, Kevin Walker, Jess Stachyra, Sarah Smith, Sarah Gelcich and Rachel Shaw made sure arrangements were seamless and smooth-running.

    We are particularly grateful to Marianne Lagrange at SAGE for her belief in the idea that we proposed, and for her commitment throughout the project; and to Monira Begum for excellent administrative support.

    The book would not be the same without the inclusion of our case study writers. Thanks go to Chris Bissell, Pauline Cheong, Sun-young Choi, Juel Chouinard, Myrrh Domingo, Christine Greenhow, Yoram Kalman, Michelle M. Kazmer, Christie Koontz, Marcus Leaning, Paul Marty, Gale Parchoma, Rosanna de Rosa, Lesley Scope, Lisa Tripp, and a contributor who wished to remain anonymous, for the cases that appear here (and to Loretta Horton, Betsy Stefany and others who contributed through informal conversations) for sharing their innovative practices and experiences with us so generously.

    The authors and publisher would like to thank the following for permission to use the figures in the book: Cope and Kalantzis, Multiliteracies (2000). Reproduced with permission of Taylor and Francis.

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