Online learning and its users lessons for higher education

• Main Author: McAvinia, Claire (Author)
• Format: Book
• Language: English
• Published: Kidlington, UK Chandos Publishing, an imprint of Elsevier 2016
• Series: Information professional series
• Subjects: Education, Higher > Computer-assisted instruction; Distance education; Web-based instruction
• Online Access: Click Here to View Status and Holdings.
• Physical Description: 243 pages : 25 cm
• Bibliography: Includes bibliographical references and index
• ISBN: 9780081006269

Online Learning and Its Users: Lessons for Higher Education re-examines the impact of learning technologies in higher education. The book focuses particularly on the introduction and mainstreaming of one of the most widely used, the virtual learning environment (VLE) or learning management system (LMS). The book presents an activity theoretic analysis of the VLE's adoption, drawing on research into this process at a range of higher education institutions. Through analysis and discussion of the activities of managers, lecturers, and learners using the VLE, lessons are identified to inform future initiatives including the implementation of massive open online courses (MOOCs). A replicable research design is included and explained to support evaluation and analysis of the use of online learning in other settings. The book questions accepted views of the place of technologies in higher education, arguing that there has been a repeated cycle of hype and disappointment accompanying the development of online learning. While much research has documented this cycle, finding new strategies to break it has proved to be a more difficult challenge. Why has technology not made more impact? Are lecturers going to be left behind by their own students in the use of digital technologies? Why have we seen costly and time-consuming failures? This book argues that we can answer these questions by heeding the lessons from previous experiences with the VLE and early iterations of the MOOC. More importantly, we can begin to ask new and different questions for the future to ensure better outcomes for our institutions and ultimately our learners.