• Summary
  • Contents
  • Subject index

The new edition of The SAGE Handbook of E-Learning Research retains the original effort of the first edition by focusing on research while capturing the leading edge of e-learning development and practice. Chapters focus on areas of development in e-learning technology, theory, practice, pedagogy and method of analysis. Covering the full extent of e-learning can be a challenge as developments and new features appear daily. The editors of this book meet this challenge by including contributions from leading researchers in areas that have gained a sufficient critical mass to provide reliable results and practices. The 25 chapters are organised into six key areas: 1. THEORY 2. LITERACY & LEARNING 3. METHODS & PERSPECTIVES 4. PEDAGOGY & PRACTICE 5. BEYOND THE CLASSROOM 6. FUTURES

Multimodal Longitudinal Journaling
Multimodal Longitudinal Journaling
Lesley Jane GourlayMartin Oliver
INTRODUCTION

This chapter outlines the case for an holistic approach to studying e-learning, influenced by ethnography, New Literacy Studies (NLS) and sociomateriality (a tradition of work related to posthumanism and material semiotics). The theoretical framing for such work is presented and related to developments in ethnography and digital anthropology. To illustrate this approach, methods are described that were used to enact this framework in the context of a study of graduate students’ digital literacies.

METHODOLOGY IN E-LEARNING RESEARCH

Research in e-learning is diverse. Czerniewicz (2010), in her analysis of research in the field over recent decades, argues that whilst a shared research agenda has started to emerge, the field remains inconsistent and fragmented. There is no homogenous perspective that ...

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