Editorial for EJEL Volume 13 Issue 5

Publikation: Bidrag til tidsskriftLederForskningpeer review

2 Citationer (Scopus)

Resumé

When considering learning processes and educational designs today, it is necessary to consider and navigate from a double perspective which both adheres to society’s demands and to the technological developments within learning. On the one hand Society’s demand for learning and the change of contexts in which learning takes place influence the expectations from elearning technologies, but it is also the case that technological development challenges human practices such as pedagogy, teacher and student roles, and people’s conceptualization of learning and knowledge. Therefore innovation, evelopment and adaption from both sides of human-technology-interaction have become ongoing issues. The articles in this issue take different approaches to explore this widening range of possibilities for elearning and offers complementary views into the possibilities through technological experimental work with algorithms in the laboratory, two studies of actual users in real learning settings and their encounter with technology and learning, as well as a survey that compares students from different national and cultural backgrounds. While the laboratory study has not yet reached the point of considering the use of real users, the empirical work finds that both human and technological issues are of importance for further development of elearning
OriginalsprogEngelsk
TidsskriftElectronic Journal of E-Learning
Vol/bind13
Udgave nummer5
Sider (fra-til)317‑319
Antal sider2
ISSN1479-4403
StatusUdgivet - 2015

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abstract = "E-Learning is dynamic and ever changing and there is an ongoing need for studies that enhance and improve e-Learning technically and pedagogically. This issue contains 8 papers all relating to the overall scope of doing e-Learning. The articles take different approaches to explore various ways of improving e-Learning from various points of perspectives: the personal and self-regulated learning of the students; ways for teachers to get insight into the students learning and institutional approaches to develop online-competent tutors.",
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Editorial for EJEL Volume 13 Issue 5. / Ørngreen, Rikke; Levinsen, Karin.

I: Electronic Journal of E-Learning, Bind 13, Nr. 5, 2015, s. 317‑319.

Publikation: Bidrag til tidsskriftLederForskningpeer review

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