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第56号(2008-01-31) >

このアイテムの引用には次の識別子を使用してください: http://hdl.handle.net/11173/815

タイトル: E-learning : Issues and Choices
著者: Bradford-Watts, Kim
ブラッドフォード・ワッツ, キム
発行日: 31-Jan-2008
出版者: 京都女子大学人文学会
抄録: E-learning is becoming progressively more influential across the educational spectrum. Many schools and universities are instituting e-learning for students, some offering entire degree courses via the Internet. Developments in computer technologies have heralded a range of changes in possibilities both in the delivery of content and the implementation of methodologies, reflecting the situation vis-a-vis approaches to teaching that followed developments in audio and video content delivery systems. This paper outlines issues and choices that influence decision-making about the kind of e-learning program to be implemented. As computers become increasingly fast and powerful, available, and mobile ; interfaces more user-friendly; software more highly sophisticated; and students and faculty become increasingly familiar within the virtual environment, those involved in education are struggling with decisions regarding the best means in which to integrate computers into learning. However, the breadth of options for the utilization of computer technologies in education and the range of applications for which they may be used lead to conflicts of expectations and practice between school or program administrators, teachers, and students. These conflicts affect the choice of program as well as the ongoing success of any particular program once it has been implemented. The choices are not easy ; much depends on metaphors in which computer use is perceived, concepts of learning and teaching, the knowledge or skill set selected for e-learning focus, funding and other institutional constraints, as well as the skills and dedication of, and time constraints upon, those programming and managing the course. Success of an e-learning course is dependent upon a number of issues, including limitations of hardware and software; definitions of success and goals of the program; student access, confidence, and acceptance; teacher access, confidence, and acceptance; support for both students and teachers; and institutional factors. The issues and choices described first in this paper determine the type of program to be implemented. Options for the type of program are constrained by these initial choices, which are, in many cases, invisible in the decision-making process. It is argued that these factors should be examined prior to the point at which decisions regarding e-learning programs are made and should continue to be considered in the ongoing evaluations of any program.
URI: http://hdl.handle.net/11173/815
出現コレクション:第56号(2008-01-31)

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