The Network Society 2004
DOI: 10.4337/9781845421663.00025
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The promise and the myths of e-learning in post-secondary education

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Cited by 19 publications
(28 citation statements)
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“…There are several different models of implementing TEL approaches that have been described particularly for this final group, such as the Hartman and Truman-Davis (2001) "boutique approach", Bates's (2004) "collegial materials development model", and the "project management approach" (Bates, 2004;Ooms et al, 2008), and that can be used to support these academics. However, all these models infer significant additional work to up-skill those requiring support.…”
Section: Need For Allocated Time To Up-skill Technological Capacitymentioning
confidence: 99%
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“…There are several different models of implementing TEL approaches that have been described particularly for this final group, such as the Hartman and Truman-Davis (2001) "boutique approach", Bates's (2004) "collegial materials development model", and the "project management approach" (Bates, 2004;Ooms et al, 2008), and that can be used to support these academics. However, all these models infer significant additional work to up-skill those requiring support.…”
Section: Need For Allocated Time To Up-skill Technological Capacitymentioning
confidence: 99%
“…This factor could inhibit those who would like advancement but lack the motivation to otherwise engage in development. Many authors suggest that implementation of university-level incentives are necessary to counterbalance disincentives of mastery time and incorporation of best pedagogical practice related to incorporating TEL strategies (Bates, 2004(Bates, , 2005Matheos, 2010;McIntyre et al, 2009;Schneckenberg, 2009;Wallace & Young, 2010). There are many institutions and associated distance education providers, such as Open Universities Australia, who award best practice use of TEL and host regular forums on the subject.…”
Section: Lack Of Incentives To Balance Additional Workloadmentioning
confidence: 99%
“…The fundamental process of learning is considered to be the same in both online and traditional educational settings (Bates ) and traditional learning theories have been used to develop curriculum in both instances. However, e‐learning designs that rely heavily on external motivation or rote memorization, such as is reflective of behaviorist learning theory (Skinner ; Watson ), often fail to fully motivate and engage the learner because deeper cognitive involvement is not recognized and implemented into the design.…”
Section: Learning Theoriesmentioning
confidence: 99%
“…Coaching by e-mail was not seen as real contact comparable with walking in or talking. The promised gain of time for teachers stayed far away (Bates 2004).…”
Section: For Teachers and Assistantsmentioning
confidence: 99%