Technologies in Use: How Context and Design Drive their Effects

Distance and E-Learning in Transition: Learning Innovation, Technology and Social Challenges

Volumn , Issue , 2013, Pages 595-606

  Thorpe, Mary ^a   Godwin, Steve ^b   Fergusson, Rebecca ^a  

^a OPEN UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF BRISTOL   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84889358295     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9781118557686.ch42     Document Type: Chapter

References (11)

1. Agostinho, S. (2006) The use of a visual learning design representation to document and communicate teaching ideas. Proceedings of the 23rd Annual Ascilite Conference; Who's Learning? Whose Technology? accessed January 31st 2007. http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p173.pdf
2. Ahern, R. C., Thomas, J. A., Tallent-Runnels, M. K., Lan, W. Y., Cooper, S., Lu, X. And Cyrus, J. (2006) The effect of social grounding on collaboration in a computer-mediated small group discussion, Internet and Higher Education 9, pp. 37-46.
3. Brown, J. S., Collins, A. And Duguid, P. (1989) Situated Cognition and the Culture of Learning, Educational Researcher, 18(1), pp. 32-42.
4. Kear, K. (2004) Peer learning using asynchronous discussion systems in distance education, Open Learning, 19(2), pp. 151-164.
5. Kirkwood, A. And Price, L. (2005) Learners and learning in the twenty-first century: what do we know about students' attitudes towards and experiences of information and communication technologies that will help us design courses? Studies in Higher Education, 30(3), pp. 257-274.
6. Laurillard, D. (2002) Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies. London: RoutledgeFalmer.
7. Leach, J. (2001) Teaching's Long Revolution: from ivory towers to networked communities of practice, in F. Banks and A. Shelton Mayes (Eds), Early Professional Development for Teachers. London: David Fulton.
8. Leach, J. (2002) The curriculum knowledge of teachers: A review of the potential of largescale electronic conference environments for professional development, The Curriculum Journal, 13(1), pp. 87-120.
9. Mcalister, S., Ravenscroft, A., Scanlon, E. (2004) Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC, Journal of Computer Assisted Learning, 20, pp. 194-204.
10. Putz, P. And Arnold, P. (2001) Communities of practice: guidelines for the design of online seminars in higher education, Education, Communication and Information, 1(2), pp. 181-195.
11. Thorpe, M. And Godwin, S. (2006) Interaction and e-learning: the student experience, Studies in Continuing Education, 28(3), pp. 203-221.