In E-learning Theory and Practice the authors set out different perspectives on e-learning. The book deals with the social implications of e-learning, its transformative effects, and the social and technical interplay that supports and directs e-learning.
The authors present new perspectives on the subject by:
Exploring the way teaching and learning are changing with the presence of the Internet and participatory media; Providing a theoretical grounding in new learning practices from education, communication and information science; Addressing e-learning in terms of existing learning theories, emerging online learning theories, new literacies, social networks, social worlds, community and virtual communities, and online resources; Emphasizing the impact of everyday electronic practices on learning, literacy and the classroom, locally and globally.
This book is for everyone involved in e-learning. Teachers and educators will gain an understanding of new learning practices, and learners will gain a sense of their new role as active participants in classroom and lifelong learning. Graduate students and researchers will gain insight into the direction of research in this new and exciting area of education and the Internet.
Theorizing Online Learning
The principal question considered in the present chapter is whether the practices of e-learning require a new theory of learning, or whether existing theories of learning are adequate to account for what happens, and what is possible in e-learning. Our premise, which we will explore throughout the chapter and the rest of the book, is that e-learning is more than just an environment or site for conventionally conceived learning. Instead it is a new practice that calls for a new theoretical perspective. In this chapter, we highlight some existing theoretical positions that address the different learning experience and practice of the distributed, online learner.
‘E-learning’ itself is a term that is complex, and that attracts a degree of controversy and disagreement. ...