Contemporary Perspectives in E-Learning Research

E-learning is at an exciting point in its development; its potential in terms of research is great and its impact on institutional practices is fully recognised. This book defines e-learning as a field of research, highlighting the complex issues, activities and tensions that characterise the area. Written by a team of experienced researchers and commented upon by internationally recognised experts, this book engages researchers and practitioners in critical discussion and debate about the findings emerging from the field and the associated impact on practice. Key topics examined include: - access and inclusion - the social-cultural contexts of e-learning - organisational structures, processes and identities - technical aspects of learning research - using tools and resources - approaches to learning and teaching practices and associated learning theories - designing for e-learning and the management of educational resources - professional roles and identities - the evolution of e-assessment - collaboration, motivation and educational evaluation. Contemporary Perspectives in E-Learning Research provides a synthesis of research, giving readers a grounding in contemporary e-learning scholarship whilst identifying the debates that make it such a lively and fast-moving area. A landmark text in an evolving field, this book will prove invaluable for all researchers, practitioners, policy makers and students who engage with e-learning.

Gráinne Conole is Professor of Educational Innovation in Post-Compulsory Education at the University of Southampton. She was previously the Director of the Institute for Learning and Research Technology at the University of Bristol. Currently funded projects include the HEFCE-funded E-Learning Research Centre, the JISC/NSF funded DialogPlus digital libraries project and the ESRC National Centre for Research Methods. She is also editor of the Association of Learning Technologies journal, ALT-J. Martin Oliver is senior lecturer at the Institute of Education. Prior to this he was a lecturer in Teaching and Learning (Communication and Information Technologies) at University College London.

1. Introduction 2. Epistemologies and social context 3. Political context 4. Technologies for learning and the information environment 5. Understanding organisational cultures, roles and identities 6. Learning theories and technologies 7. Designing for learning 8. Designing educational resources for learning 9. Assessment 10. Managing educational resources 11. Literacies 12. Collaboration 13. Affective and social issues 14. Evaluation 15. Conclusion