The Knowledge Web:

Eisenstadt, Marc; Vincent, Tom

doi:10.1108/cdi.1999.4.3.129.2

Cited by 10 publications

(9 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The connotations of 'support' can foster misleading and unfortunate imagery-the crutch, leaning post or parental guide, for example. Whereas our best online tutors are developing what Romiszowski (1997) has described as 'the technology of conversation' and our researchers are identifying the skills we require to develop as expert 'knowledge workers' (Eisenstadt & Vincent, 1998).…”

Section: Resultsmentioning

confidence: 99%

Rethinking Learner Support: The challenge of collaborative online learning

Thorpe¹

2002

Open Learning: The Journal of Open, Distance and e-Learning

184

View full text Add to dashboard Cite

The use of computer-mediated communication (CMC) as an integral part of the design of distance taught courses raises interesting challenges to our thinking about Where the learning group itself is a resource for study and personal development, it also becomes feasible to orientate courses and programmes towards local teams and communities. Online tutors play a key role and need to develop 'the technology of conversation' and expertise in the design of activities, as part of their facilitator role. Posing the QuestionOpen and distance learning (ODL) is characterised by a more diverse range of practices than ever before. Some of the traditional print and correspondence models are still viable and in use, while we have also developed the most advanced online environments to complement the more interactive technologies of CD-ROM and the Web. ODL feels like a radically different experience for those practitioners who can look back from the most advanced technologies of today, to review what we were doing 20 or so years ago (Cochrane, 2000).The purpose of this article however is to review the implications for how we conceptualise learner support of online-intensive and interactive forms of learning and teaching. The focus therefore is on courses where students have electronic access to resources and where they are expected to be in regular contact online with their peers and tutor(s). The key feature will be that they work in a virtual learning environment, which begins and ends with online interaction. Collaborative forms of learning where these are achieved provide a particularly demanding context for both tutors and learners and one which challenges our conventional models of learner support.In a context such as this, the substance and meaning of online activities is determined by the particular students who work together online. Their tutor may play a very direct role also, helping shape these interactions, sometimes designing

show abstract

Section: Resultsmentioning

confidence: 99%

Rethinking Learner Support: The challenge of collaborative online learning

Thorpe¹

2002

Open Learning: The Journal of Open, Distance and e-Learning

184

View full text Add to dashboard Cite

show abstract

“…Institutional, societal and political advantages do not automatically lead to better student learning. Eisenstadt and Vincent (2000) reserve the advantages of technology for those applications built on sound pedagogy: "Evidence continues to confirm that the Web, as with other technologies and media, can be successfully exploited provided that the educational need to which it is applied is identified first." Institutional, social and political expediencies may be helpful to justify e-Learning investment, but they are not sufficient on their own.…”

Section: Empirical Reviewmentioning

confidence: 99%

A Standard-Based Model For Adaptive E-Learning Platform For Mauritian Academic Institutions

Kanaksabee

Odit

Ramdoyal

2011

JIER

View full text Add to dashboard Cite

show abstract

“…Thus, benefi ts of e-learning for learners, tutors and organizations alike, have also been discussed by a number of other authors such as Stamatis et al (1999), Nunes, Fowell (1996) and Eisenstadt, Vincent (1998 Yet given these potential benefi ts of e-learning, questions immediately arise as to why e-learning has not been adopted on a more universal basis. That is, why there is still reluctance to make more extensive use of e-learning in training and development contexts.…”

Section: E-learning and The Use Of Technology In Trainingmentioning

confidence: 99%

New Training Technologies and Their Use in Training and Development Activities: Survey Evidence From Lithuania

Kumpikaitė

Čiarnienė

2008

Journal of Business Economics and Management

View full text Add to dashboard Cite

Abstract. There is emerging evidence that new technologies are related to improvements in productivity. Nevertheless, in considering the relationship between new technology and productivity, it is vital to consider human resource management and development issues due to their mediating effects on the relationship between new technology and productivity. This paper focuses on training technologies, especially e-learning. The increasing use of new technologies to deliver training and to store and communicate knowledge means that trainers must be technologically literate. That is, they must understand the strengths and weaknesses of new technologies and implementation issues such as overcoming users' resistance to change. The paper reports the fi ndings of a study of 724 Lithuanian employees, which revealed relatively weak usage of new technologies and e-learning in human resource development processes.

show abstract

The Knowledge Web:

Cited by 10 publications

References 0 publications

Rethinking Learner Support: The challenge of collaborative online learning

Rethinking Learner Support: The challenge of collaborative online learning

A Standard-Based Model For Adaptive E-Learning Platform For Mauritian Academic Institutions

New Training Technologies and Their Use in Training and Development Activities: Survey Evidence From Lithuania

Contact Info

Product

Resources

About