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E-Learning: Encouraging International Perspectives. A Mexican-UK Comparative Case Study Analysis

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Title: E-Learning: Encouraging International Perspectives. A Mexican-UK Comparative Case Study Analysis
Language: English
Authors: Meredith, Sandra, Burkle, Martha
Source: International Journal on E-Learning. Oct 2006 5(4):469-491.
Availability: Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Peer Reviewed: Y
Page Count: 23
Publication Date: 2006
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Case Studies, Comparative Analysis, Educational Technology, Distance Education, Learning Experience, Teaching Methods, Teacher Role, Information Science, Computer Uses in Education, Academic Achievement, Foreign Countries
Geographic Terms: Mexico, United Kingdom
ISSN: 1537-2456
Abstract: E-learning has been an important topic for more than a decade, but the area is still evolving. The increased use of information and communication technologies (ICTs) in higher education systems, has major implications for instructors, learners and institutions. Ultimately, the goal, and the very nature of e-learning, is that a continuity of learning experience is delivered on a potentially global basis. Understanding the differences that exist on opposite sides of the world is one way of moving towards the development of e-learning materials, processes, and procedures that have global utility. Data from two research projects, one from the UK and one from Mexico are used to draw country comparisons. The article discusses four elements identified as having most affect on the learner experience and ultimate success of teaching practice: namely, (a) the delivery style of the pedagogic method of virtual learning itself, (b) the role of the instructor, (c) the software used, and (d) the experience of team teaching. After reviewing dominant theories and models of e-learning, the article takes an empirical approach to identify key issues in an international comparison of e-learning approaches. Research findings suggest that once the student is fully engaged in the e-learning experience, a pathway to successful learning can be established.
Abstractor: Author
Entry Date: 2007
Access URL: https://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=6111
Accession Number: EJ747774
Database: ERIC
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  Data: E-learning has been an important topic for more than a decade, but the area is still evolving. The increased use of information and communication technologies (ICTs) in higher education systems, has major implications for instructors, learners and institutions. Ultimately, the goal, and the very nature of e-learning, is that a continuity of learning experience is delivered on a potentially global basis. Understanding the differences that exist on opposite sides of the world is one way of moving towards the development of e-learning materials, processes, and procedures that have global utility. Data from two research projects, one from the UK and one from Mexico are used to draw country comparisons. The article discusses four elements identified as having most affect on the learner experience and ultimate success of teaching practice: namely, (a) the delivery style of the pedagogic method of virtual learning itself, (b) the role of the instructor, (c) the software used, and (d) the experience of team teaching. After reviewing dominant theories and models of e-learning, the article takes an empirical approach to identify key issues in an international comparison of e-learning approaches. Research findings suggest that once the student is fully engaged in the e-learning experience, a pathway to successful learning can be established.
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      – SubjectFull: Educational Technology
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