Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...
Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ... Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...
2.4 Pedagogical elements and approaches 2 LITERATURE REVIEW This can cover the communication and interaction with other people, the tutoring of the student as well as other factors, such as pressure [77]. 44
2.5 Educational research 2 LITERATURE REVIEW 2.5 Educational research 2.5.1 Education and educational research Berliner points out that since 2002, within United States policy circles and else- where, there has been a growing call for enhanced evidence that educational in- novations are working. Doing science and implementing scientific findings are so difficult in education because humans in schools are embedded in complex and changing networks of social interaction [78]. Berliner’s conclusions are extremely relevant for the e-learning community. If we as e-learning developers accept the fact that there are unique complexities to be taken into account when learners use our tools, then a single-minded approach to researching the impact of e-learning on the learner is faulty. The fact that a lot of research has been undertaken in the different areas of e- learning shows the general interest in the research area [79][80][81] [82][83][84]. Macpherson et al. state that most of the literature on corporate e-learning con- centrates on the benefits, such as cost advantages and flexibility in delivery of learning [85]. However, it is argued that the issue of flexibility is only addressed in an organisational or financial dimension but not in a pedagogic dimension ad- dressing the variety in individual learning styles. Several drawbacks of current implementation policies which are characterised by an enthusiasm for technology are addressed: bias in the balance of quality versus cost, lack of a supportive and interactive context of learning, and low learner and trainer acceptance. Furthermore, Young introduces a survey involving more than 2300 professors in the US on the impact of the Internet and the Web on education [86]. The study ends by noting that at institutions of higher education, there is still much uncertainty about the efficient and effective use of information and commu- nication technologies for education. It is recommended that further education for professors should focus less on the use of the technologies in general, but rather on the teaching strategies for their particular subjects. Harley suggests that the future e-learning landscape will depend on how institu- tions respond to a number of variables [87]: 45
- Page 1 and 2: Separation of educational and techn
- Page 3 and 4: CONTENTS CONTENTS Contents 1 Introd
- Page 5 and 6: CONTENTS CONTENTS 2.12.6 Java and J
- Page 7 and 8: CONTENTS CONTENTS 6 Interview evalu
- Page 9 and 10: CONTENTS CONTENTS 7.3.5 Presentatio
- Page 11 and 12: LIST OF FIGURES LIST OF FIGURES Lis
- Page 13 and 14: LIST OF TABLES LIST OF TABLES List
- Page 15 and 16: List of Abbreviations ADL - Advance
- Page 17 and 18: Declaration This work has not previ
- Page 19 and 20: 1 Introduction 1.1 Aim of project 1
- Page 21 and 22: 1.4 Problem areas 1 INTRODUCTION ea
- Page 23 and 24: 1.5 Approach 1 INTRODUCTION Secondl
- Page 25 and 26: 2 Literature Review 2 LITERATURE RE
- Page 27 and 28: 2.1 Definition and history of e-lea
- Page 29 and 30: 2.2 Forms of e-learning 2 LITERATUR
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- Page 39 and 40: 2.3 Advantages and disadvantages of
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- Page 63 and 64: 2.10 Reuse of material 2 LITERATURE
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- Page 69 and 70: 2.12 Technology 2 LITERATURE REVIEW
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2.4 Pedagogical elements and approaches 2 LITERATURE REVIEW<br />
This can cover the communication and interaction with other people, the tutoring<br />
<strong>of</strong> the student as well as other factors, such as pressure [77].<br />
44
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