Editorial for EJEL Volume 13 Issue 1

Research output: Contribution to journalEditorialResearchpeer-review

Abstract

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
Original languageEnglish
JournalElectronic Journal of E-Learning
Volume13
Issue number1
Pages (from-to)1-2
Number of pages2
ISSN1479-4403
Publication statusPublished - 2015

Cite this

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title = "Editorial for EJEL Volume 13 Issue 1",
abstract = "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",
author = "Karin Levinsen and Rikke {\O}rngreen",
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language = "English",
volume = "13",
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issn = "1479-4403",
publisher = "Academic Conferences and Publishing International",
number = "1",

}

Editorial for EJEL Volume 13 Issue 1. / Levinsen, Karin; Ørngreen, Rikke.

In: Electronic Journal of E-Learning, Vol. 13, No. 1, 2015, p. 1-2.

Research output: Contribution to journalEditorialResearchpeer-review

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AU - Ørngreen, Rikke

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AB - 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

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