Structure and Change in E-learning

Abstract

This chapter provides a view of e-learning from the perspective of ecological systems with nested levels of structure, organizing principles, and emergent properties for use in accomplishing at least three goals: to evaluate emergent patterns in the development of e-learning; to assess current threats and enablers at any level; and to plan for successful growth within determinate niches. E-learning is structured into four levels: the International/National level; the Institutional level; the Class/Community level; and the Learning Object level. Within each level, and between them, there are organizing principles of integration and differentiation contributing to their stability or decay. Those that the authors have identified include: transactional distance in delivery of learning; industrialization of learning functions; functional equivalence of learning experiences; virtualization of knowledge; technological convergence of learning media; developmental growth of learning systems; and requisite variety in learning strategies. For administrators, practitioners, and faculty whose institutions have an identity within the ecology, the authors introduce the GEMS process to better control the Goals, Engagement, Management and Support of system elements between and across their levels of e-learning structures. Both the broad ecological view upon e-learning -and the specific tools of GEMS useful within it- are applied to existing structures in e-learning, such as open courseware and course management systems, and to e-learning innovations, such as mobile learning, meta-worlds, and virtual gaming.

Subtle Multicultural Advantages of Online Learning: A Focus on Perspective-Taking

“…This is not the first discussion about the advantages and disadvantages of online learning (Arkorful & Abaidoo, 2015, Daymont, Blau, & Campbell, 2011, Dumford & Miller, 2018, James, 2002. The reflections presented here come from seasoned personal experience (Shaw & Chen, 2012, Shaw, 2011, Shaw & Chacon, 2010. Managing an online program in Human Development, overseeing development of 26 courses, and teaching diverse courses in the behavioral sciences have led to an appreciation that online learning augments deep learning while enabling students to assimilate diverse perspectives, a key element of multicultural education (Gay, 1995).…”