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Proportion, pedagogy and processes: The three Ps of e-learning

Procter, CT 2003, Proportion, pedagogy and processes: The three Ps of e-learning , in: International Academy for Information Management (IAIM) Annual Conference: International Conference on Informatics Education Research (ICIER), 2002.

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      Abstract

      There is a tendency to equate electronic learning or e-learning with distance learning. In fact, e-learning covers a broad spectrum, from learning which is primarily contact based to learning which is 100% distance. Thus, each course can be measured by the proportion of learning and teaching that is intended to be conducted electronically. The principles of course design applied to the development of a given course should be influenced by the position of a course on this spectrum. Furthermore, there is a relationship between the proportion of e, the design strategy and the pedagogic model adopted by the designer. In this context didactic and constructivist models of learning are juxtaposed. The substantial recent development of web based learning has sparked renewed interest in constructivism and the way in which web based technology can facilitate engagement. While the relationship is not linear, this paper argues that the greater the proportion of e-learning used, the more developed the active learning components that are required. Finally, the development lifecycle adopted, and therefore the processes used in the development of the course and the software used for implementation of the course, will differ according to the proportion of e-learning anticipated. This argument is developed in the context of e-learning in higher education. Includes four figures.

      Item Type: Conference or Workshop Item (Paper)
      Themes: Subjects / Themes > L Education
      Subjects outside of the University Themes
      Schools: Colleges and Schools > College of Business & Law > Salford Business School > Centre for Digital Business
      Journal or Publication Title: Proceedings of the International Academy for Information Management (IAIM) Annual Conference: International Conference on Informatics Education Research (ICIER) 2002
      Publisher: Education Resources Information Center
      Refereed: Yes
      ISSN: n/a
      Depositing User: Chris Procter
      Date Deposited: 07 Mar 2011 12:11
      Last Modified: 20 Aug 2013 17:46
      URI: http://usir.salford.ac.uk/id/eprint/12909

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