By Francisco Jose Garcia Penalvo
Web-based education, referred to as e-learning, has skilled an excellent evolution and development lately, because the potential for schooling isn't any longer restricted via actual and time constraints. The emergence of any such prized studying instrument mandates a complete assessment of the effectiveness and implications of e-learning.
Advances in E-Learning: stories and Methodologies explores the technical, pedagogical, methodological, instructional, felony, and emotional points of e-learning, contemplating and examining its diverse program contexts, and offering researchers and practitioners with an leading edge view of e-learning as a lifelong studying instrument for students in either educational spheres.
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Extra info for Advances in E-Learning: Experiences and Methodologies
2004). Double-loop learning and implementable validity. In H. Tsoukas & N. ), Organizations as knowledge systems: Knowledge, learning, and dynamic capabilities (pp. 29-45). New York: Palgrave Macmillan. A. (1996). Organizational learning II. Reading, MA: Addison-Wesley Publishing Company. , & Fitzgerald, G. (2003). ). Maidenhead: McGraw-Hill. T. (1990). Multiview: An exploration in information systems development. Henley-on-Thames: Alfred Waller. H. (1996). Systems inquiry and its application in education.
The student can be conceptualised as being tightly coupled to subject learning through the provision of prescribed materials and processes, the use of the transmission method of teaching and learning, and a lack of metacognitive awareness and learning autonomy. In terms of other subsystems, the student may be poorly interfaced because of some of these factors plus a lack of process knowledge—for example, a poor knowledge of administrative procedures or of how to access information on those procedures.
Epistemologically the systems approach takes synthesis as both the starting point and objective of systems inquiry. The combination of the sys- temic and systematic viewpoints allows analysis to be used as a useful tool rather than as an end in itself. Researchers such as Schon (1991), Argyris (2004), Argyris and Schon (1996), Checkland (1981, 2000), Checkland and Hollwell (1998), and Banathy (1996, 1999) have all worked to apply a systems approach and systems concepts to complex social systems including higher education.