Toward Diversity in Researching Teaching and Technology Philosophies-in-Practice in e-Learning Communities

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Author(s): Gale Parchoma (Centre for Studies in Advanced Learning Technologies (CSALT) & Lancaster University, UK)
Copyright: 2011
Pages: 26
Source title: Handbook of Research on Methods and Techniques for Studying Virtual Communities: Paradigms and Phenomena
Source Author(s)/Editor(s): Ben Kei Daniel (University of Saskatchewan, Canada)
DOI: 10.4018/978-1-60960-040-2.ch004

Keywords: Information Science Reference / Media & Communications / Social Computing / Virtual Communities & Virtual Reality

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Abstract

e-Learning is pervasively perceived as a singular enterprise, subject to broad claims and overarching critiques. From this viewpoint, the strengths and weakness of large-scale e-learning implementations in supporting all forms of teaching and learning in higher education can be examined through best-practices lenses. This chapter contests the e-learning singularity paradigm through examining a sample of diverse e-learning communities, each of which may be associated with distinct teaching and technology philosophies-of-practice, as well as divergent research and development histories. A gestalt view of interacting and interlocking teaching and technology philosophies underpins a call for local actions aimed at achieving the democratization of e-learning environment design and fostering both difference and connectivity across e-learning communities of research and practice.

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Toward Diversity in Researching Teaching and Technology Philosophies-in-Practice in e-Learning Communities

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