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A Learner-Centered Perspective on E-Learning
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Author(s): Hyo-Jeong So (Nanyang Technological University, Singapore), Curtis J. Bonk (Indiana University, USA)and Robert A. Wisher (Department of Defense, USA)
Copyright: 2009
Pages: 9
Source title:
Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong)and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch193
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Abstract
For the past decade, e-learning has emerged as a prominent delivery mechanism in educational settings. Now, it is not uncommon to find courses that are delivered fully online or in a blended learning (Bonk & Graham, 2006) mode. In addition, with the pervasive use of handheld, mobile, and wireless technologies, mobile learning (i.e., m-learning) and ubiquitous learning (i.e., u-learning) have received extensive attention as promising trends in the field of distance education. Indeed, our goals, related to the design of environments where learning happens at anytime and any place, seem more reachable with such emerging educational technologies that maximize mobility, connectivity, and versatility. Add to that options for learner participation and contribution within such an environment, as is seen with many online tools today, and there are many exciting opportunities for learnercentered online instruction.
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