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By Norbert Pachler
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Extra info for Key Issues in e-Learning: Research and Practice
Home access, learning platforms, electronic assessment), rather than critically reviewing and developing pedagogy. Hardy (2008) argues that these multiple pressures mean that certain forms of professional development “tended to be marginalised” (p. 110). These were the ones that focused on meeting individuals’ needs, and which take account of their particular teaching contexts and their individual students. Improving educational practices “for their own sake” became secondary to the need to prepare for the latest adoption of technology.
In Chapters 4 and 5 on teaching, learning and assessment we will consider the operationalization of these ideas. Unlike Ravenscroft we do not promote a computational tutoring approach—his paper goes on to consider intelligent dialogue systems as a possible trajectory for e-learning. Nevertheless, the notion that dialogue has an important role to play in shaping conceptual development is one we consider to be crucial. Important questions remain, however, about what kinds of dialogue and social interaction, group settings and tasks are most effective and how pedagogical intervention ensures that technology is not seen merely as a conduit of discourse but as an effective mediational and constructivist tool.
Garrison and Anderson have argued that the key potential of e-learning lies in text-based computer-mediated communication (CMC), which has the “capacity to support reﬂective text-based interaction, independent of the pressures of time and the constraints of distance” (2003: 6). The impact of technologies on learning via text-based media has been the subject of extensive research in the ﬁeld. g. , 2006; Xin and Feenberg, 2007; Daly, 2008b). 0 technologies has brought a further challenge to orthodox ideas about the creation and distribution of knowledge.
Key Issues in e-Learning: Research and Practice by Norbert Pachler