E-learning pedagogy: The reveal of value adding learning processes. Definitions and Implications for dynamic learning content delivery
Purchase or Subscription required for access
Purchase individual articles and papers
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2002 in Montreal, Canada ISBN 978-1-880094-46-4
E-learning seems to suffer from the heritage of many "e- Ethings that in the last decade formulate the new business environment. The overestimation of the role of technology causes a misunderstanding concerning the key issues in e-learning (Lytras and Pouloudi 2001). Our approach for e-learning recognizes three dimensions as the critical pillars that have a direct impact in e-learning performance: E-learning pedagogy (Lytras and Doukidis 2001), (Lytras and Doukidis 2000) , knowledge management (Lytras and Doukidis 2000), (Lytras, Pouloudi et al. 2002), (Lytras, Pouloudi et al. 2002) and Application Integration. This paper focuses on E-learning pedagogy. Our intention is to provide a thoroughly analysis of parameters that justify a pedagogical strategy for e-leanring exploitation. The ultimate objective is to investigate the role of specific learning process in the exploitation of learning content and in the support of dynamic unique learning experiences.
Lytras, M. (2002). E-learning pedagogy: The reveal of value adding learning processes. Definitions and Implications for dynamic learning content delivery. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (pp. 1826-1830). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 28, 2015 from http://www.editlib.org/p/9415.
© 2002 AACE