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 |
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| 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 |
| 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. |
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| ISSN: | 1537-2456 |
