Instruction methods

Language Learning Strategies - NCLRC

Five P's of instruction — preparation, presentation, participation, practice with feedback, and performance assessment

Classification of Learning Activities - Manual

Are you ready to Moodle?

Are you ready to Moodle? (PDF)

Klaus Brandl

Language Learning & Technology
http://llt.msu.edu/vol9num2/review1/
May 2005, Volume 9, Number 2
pp. 16-23

Responsive Teaching

Responsive Teaching という用語は、文化的違いとか、家庭環境（↓）とか、発達障害とか、かなり広い文脈で使われている感じだ。



Book Search Results

学習達成度や学習習慣だけを問題にしているときには使いにくいかな。

ILA proposal

http://independentlearning.org/ILA/

First draft
---------------------
Title: Using Technology to Promote Learner Autonomy
Area: e-learning initiatives

The author, teaching EFL at a Japanese university, has been utilizing
computer-based tools, including the Internet, e-mail, web pages,
blogs, an LMS (Moodle), and MS PowerPoint, in order to help enhance
her classroom learning activities in various manners. After her recent
preliminary experience in using Moodle, Google services and other
tools in several forms of blended learning settings, the presenter has
gained some insights into teaching/learning with technology, and
become more flexible about using technology in classrooms.

This presentation is intended to share these insights and observations
from the recent teaching practice, with a central focusing on how
teachers can effectively use technology to help promote learner
autonomy. The issues such as accommodating different learning needs,
getting/keeping all students active in their learning, and preparing
weaker students for self-paced learning will be addressed. Some of the
classroom-based learning activities will be described to discuss, for
example, how Moodle Quiz and Forum modules can be maximized, and how
blogs in combination with other tools can help motivate students to
express/share their ideas. Additionally, from a teacher's point of
view, benefits of having these tools available to choose from will be
mentioned. (190 wds)
----------------

The Campus Computing Project

The Campus Computing Project

The Campus Computing Survey
2007-CCP (PDF)
Full Report は買わないとダメだ。

NEW: Collaboration Technology: What's Next? (May 2008)Closing Plenary Panel from the Collaboration Technology Conference at Case Western Reserve University

Great expectations of ICT (UK)

Great expectations of ICT: How Higher Education institutions are measuring up

Author: IPSOS MORI of behalf of JISC
Publication date: 12 June 2008
Publication Type(s): Reports, Research
Programmes: e-Learning Pedagogy programme

Electronic courseware in higher education (US)

Electronic courseware in higher education
http://www.firstmonday.org/issues/issue10_9/minielli/
Maureen C. Minielli & S. Pixy Ferris
Paper received 31 May 2005; accepted 5 August 2005.
* A version of this paper was presented at the International Communication Association’s Annual Convention, in New York City in May 2005. However the paper does not appear in conference proceedings, nor has it been previously published in any form.

Abstract:

The rising costs of education often lead to the call for a change from the traditional, space–and–time bound institutions to ones that offer increasingly cost–effective, technologically enhanced programs. As institutions of higher education turn to technology, primarily Internet–based, to address these challenges, the use of electronic courseware is dramatically increasing. In order to effectively utilize electronic courseware in the classroom, educators not only need to be aware of terminology, functions, and uses of the most popular types of electronic courseware, but also (and perhaps more importantly) educators need to develop and critique pedagogically based research that can, at the broader level, help educators at various levels of technological expertise learn and adapt their teaching styles to maximize student learning.

In this paper we consider electronic course management systems from a pedagogical perspective, with the goal of aiding educators to effectively utilize electronic courseware in the classroom. By discussing the basics (such as terminology, functions, and uses of the most popular types of electronic courseware) and examining pedagogically based research we hope, at the broader level, to help educators at various levels of technological expertise learn and adapt their teaching styles to maximize student learning.

The growth of electronic courseware

Since their development eight years ago, the use of electronic courseware has dramatically increased (Angelo, 2004) to the point that it has become an essential feature of instructional technology at institutions of higher education (Warger, 2003). Today 94 percent of American colleges and universities use at least one type of electronic courseware for distance education and/or as a supplement to the traditional classroom (Market Data Retrieval, 2003). And two–thirds of faculty members who initially use a CMS continue to do so for future courses (Morgan, 2003).

While electronic courseware is used as much for traditional classroom courses as distance courses (Warger, 2003), it is undeniable that the expansion of e-learning has paralleled the growth of electronic courseware (as electronic courseware is the platform for distance education). Today distance education or e–learning is an integral part of the landscape of higher education. Recent data shows that over 1.9 million students in the U. S. were studying online in the Fall of 2003, and 97.6 percent of all public higher education institutions in the U.S. offered online learning degree programs and courses (either in online or hybrid/blended formats). Equally significant, a projected growth in online enrolment of 20 percent a year is expected — a growth rate exceeding the overall expected growth for the entire higher education student population (Sloan Consortium, 2004). Globally, the figures are equally astounding. Worldwide there are more than 200,000 online courses offered today. In 2003, 11 percent of the world was able to go online, as compared to 4.5 percent in 1999 (Hesseldahl, 2005).

Electronic courseware defined

Currently, electronic courseware, or online course software programs, is referred to by several different names in higher education, including "learning content management systems," "learning management systems," and "virtual learning environments." While these software programs share many features, differences in usage by nation and industry warrant a consideration of terminology.

E-Lerning Introduction

E-Learning Introduction (< AgelessLearner.com)

E-learning is the unifying term to describe the fields of online learning, web-based training, and technology-delivered instruction.

Although we have strong opinions about where eLearning is likely to go and how quickly it may or may not get there, this page is dedicated to linking you to the myriad of e-learning resources in the e-world.

1. A definition of e-learning
2. Websites focused on e-learning issues
3. Organizations you might want to know about
4. Good articles and magazines
5. Interesting books

Definition of e-learning

e-Learning. eLearning. "e"learning. However you write it, definitions abound.

	The convergence of the Internet and learning, or Internet-enabled learning.
	The use of network technologies to create, foster, deliver, and facilitate learning, anytime and anywhere.
	The delivery of individualized, comprehensive, dynamic learning content in real time, aiding the development of communities of knowledge, linking learners and practitioners with experts.
	A phenomenon delivering accountability, accessibility, and opportunity to allow people and organizations to keep up with the rapid changes that define the Internet world.
	A force that gives people and organizations the competitive edge to allow them to keep ahead of the rapidly changing global economy.

With good design and delivery, e-learning does all these things. But, at its heart, it is, simply, learning. Too bad most interpretations focus on the technology (the "e") and not on the learning.

e-Learning has to keep the people it's designed for in mind. How do we learn? How do we acquire and retain skills and information to help us develop? Only when we address individual learning styles can the "e" in e-learning factor in. Then the technical side—the electronic delivery—can be adapted to the learner.

Maybe the "e" should actually follow the word "learning."

Want more? E-Learners.com explains what is e-learning, how does it work, and some of the terms you'll find when you take e-learning courses.

And more still? What is e-learning? (from HowStuffWorks.com) explains what it is and how it works.

"The effectiveness of an elearners experience is greatly enhanced through student-centered (usability) design. For example, students remember more information from a text book that is well organized, with extensive visuals, reflection/interaction points, clear headings, etc. The same concepts exist for online courses—learners learn better through use of clear headings, limited distracters, visuals, screen-friendly fonts, appropriate white space, web safe colors, etc. Basically, usability is the process of testing (through observation) how students behave with a course—what works, what doesn't, what confuses." — elearnspace.org
- AgelessLearner.com

教育における情報機器の活用の現状と課題

教育における情報機器の活用の現状と課題 (PDF)
生田 茂 2008 最近の発表論文
筑波大学大学院人間総合科学研究科

日本のICT 活用教育の現状

日本のICT 活用教育の現状 (PDF)

清水康敬　2007

アラブイスラーム学院　シンポジウム

e-Learning :: definitions

Definitions

1. Electronic learning (Wikipedia)

Electronic learning (or e-Learning or eLearning) is a type of education where the medium of instruction is computer technology. No in-person interaction may take place in some instances. E-learning is used interchangeably in a wide variety of contexts. In companies, it refers to the strategies that use the company network to deliver training courses to employees. In the USA, it is defined as a planned teaching/learning experience that uses a wide spectrum of technologies, mainly Internet or computer-based, to reach learners at a distance. Lately in most Universities, e-learning is used to define a specific mode to attend a course or programmes of study where the students rarely, if ever, attend face-to-face for on-campus access to educational facilities, because they study online.

Contents

• 1 Market
• 2 Growth of e-learning
• 3 Technology
• 4 Services
• 5 Goals of e-learning
  • 5.1 Computer-based learning
  • 5.2 Computer-based training
• 6 Pedagogical elements
• 7 Pedagogical approaches or perspectives
• 8 Reusability, standards and learning objects
• 9 Communication technologies used in e-learning
• 10 E-Learning 2.0
• 11 Computer-aided assessment and learning design
• 12 See also
• 13 External links

2. E-Learning (Introduction) < Ageless Learner

Definition of e-learning

e-Learning. eLearning. "e"learning. However you write it, definitions abound.

	The convergence of the Internet and learning, or Internet-enabled learning.
	The use of network technologies to create, foster, deliver, and facilitate learning, anytime and anywhere.
	The delivery of individualized, comprehensive, dynamic learning content in real time, aiding the development of communities of knowledge, linking learners and practitioners with experts.
	A phenomenon delivering accountability, accessibility, and opportunity to allow people and organizations to keep up with the rapid changes that define the Internet world.
	A force that gives people and organizations the competitive edge to allow them to keep ahead of the rapidly changing global economy.

With good design and delivery, e-learning does all these things. But, at its heart, it is, simply, learning. Too bad most interpretations focus on the technology (the "e") and not on the learning.

e-Learning has to keep the people it's designed for in mind. How do we learn? How do we acquire and retain skills and information to help us develop? Only when we address individual learning styles can the "e" in e-learning factor in. Then the technical side—the electronic delivery—can be adapted to the learner.

3. What is E-learning? (HowStuffWorks.com) 見やすい！分かりやすい！

E-learning is to classroom learning as cell phones are to a pay phone at the bus station.

At least it is in some ways. For instance, e-learning allows you to learn anywhere and usually at any time, as long as you have a properly configured computer. Cell phones allow you to communicate any time and usually anywhere, as long as you have a properly configured phone.

E-learning can be CD-ROM-based, Network-based, Intranet-based or Internet-based. It can include text, video, audio, animation and virtual environments. It can be a very rich learning experience that can even surpass the level of training you might experience in a crowded classroom. It's self-paced, hands-on learning.

The quality of the electronic-based training, as in every form of training, is in its content and its delivery. E-learning can suffer from many of the same pitfalls as classroom training, such as boring slides, monotonous speech, and little opportunity for interaction. The beauty of e-learning, however, is that new software allows the creation of very effective learning environments that can engulf you in the material. We'll use software from Trainersoft as an example to show you how the process works.

Levels of e-learning (E-learning falls into four categories, from the very basic to the very advanced)

• Knowledge database
  
• Online support
• Asynchronous training
• Synchronous training

4. Definitions of e-learning on the Web:

Learning that is enabled by the use of digital tools and content. Usually involving interactivity between the learner and their teacher or peers ...
www.stiltonstudios.net/glossary.htm

Any learning that utilizes a network (LAN, WAN or Internet) for delivery, interaction, or facilitation. This would include distributed learning, distance learning (other than pure correspondence ), CBT delivered over a network, and WBT. ...
www.iqat.org/glossary.php

Mr. Biondo comes from Independence Blue Cross where he worked as an Intranet Web Coordinator.
biz.yahoo.com/bw/080428/20080428005347.html

Any technologically mediated learning using computers whether from a distance or in face to face classroom setting (computer assisted learning).
www.usd.edu/library/instruction/glossary.shtml

e-Learning can be used to deliver online courses and/or establish online learning communities. It supports flexible learning anywhere, anytime for anyone. ...
www.qmg.com.au/page/glossary

An umbrella term that is used for providing computer instruction (courseware) online over the public Internet, private distance learning networks, or in-house via an intranet. See WBT (Web Based Training).
www.wsl.co.il/glossary.htm

A software application that allows people to create their own e-learning courseware. B Blended learning (Hybrid eLearning): The optimal learning path for true transfer of information and knowledge acquisition as defined by the content designer or developer. ...
www.eng.wayne.edu/page.php

Also called CBT (see the following definition). E-learning is a general term that relates to all training that is delivered with the assistance of ...
www.thecatalyst.org/resource/2006/04/21/E-learning-glossary/

Learning activities based on any electronic format.
www.teach-nology.com/glossary/terms/e/

E-Learning is the learning process created by interaction with digitally delivered content, services and support.
www3.imperial.ac.uk/portal/page/portallive/24EA98FE29AA21ACE0440003BADBDCAF

Gaining popularity in the early 2000s, the term e-learning refers to any electronically assisted instruction, but is most often associated with instruction offered via computer and the Internet.
education.stateuniversity.com/pages/1917/Distance-Learning-in-Higher-Education.html

Learning that is done via a computer.
www.fastfind.com/education/EduGlossary.aspx

services which are delivered, enabled or mediated by ICT for the purposes of delivering education, and the technology and services which help create, manage and deliver those activities.
www.ict.ox.ac.uk/strategy/plan/plan.xml.ID=appF

The delivery of content via all electronic media, including the internet, intranets, extranets, satellite, broadcast, video, interactive TV, and CD Rom. E-learning encompasses all learning undertaken, whether formal or informal, through electronic delivery. ...
www.waveproject.com/glossary/glossary.html/english/e/

A key issue in pedagogy is individualization, ie, adapting the teaching to the needs of various learners. ...
coeur-sw.idi.ntnu.no/wp6.htm

A method of instruction that is generally computer assisted and is delivered via CD/DVD ROM, audio, videotape or the internet. E-learning can be taught either synchronously (real-time interaction between instructor and student) or asyncronously (student can learn on their own time).
www.vcalberta.ca/tools/glossary/index.cfm

A form of learning utilizing a network for delivery and interaction.The learning can be on an individual basis, guided or instructed by a computer, or as part of a class. There is even no need for online classes to meet in real time.
www.internetmarketingmagician.com/Internet_And_Computer_Jargon.html

E-learning is an approach to facilitate and enhance learning through the use of devices based on both computer and communications technology, including personal computers, CD-ROMs, digital television, and more. ...
www.cmapros.com/glossary.php

In this report e-learning refers to the provision, administration and support for ‘off-the-job’ and ‘on-the-job’ training using information and communication technologies such as stand-alone and networked computers, Internet-based technologies and mobile devices
ito.elearning.ac.nz/mod/glossary/view.php

training or learning that takes place via the web. Training programmes can be conducted partially or fully using the Internet.
www.grb.uk.com/263.0.html

learning conducted via electronic media, especially via the Internet
en.wiktionary.org/wiki/e-learning

第1章 教員のICT活用指導力の基準の具体化・明確化の必要性

教員のICT活用指導力の基準の具体化・明確化－全ての教員のICT活用指導力の向上のために

平成19年3月
教員のICT活用指導力の基準の具体化・明確化に関する検討会
文科省

第1章 教員のICT活用指導力の基準の具体化・明確化の必要性

普通教室における効果的なICT活用授業

普通教室における効果的なICT活用授業 (PDF)

e-Japan重点推進計画

２００５年度までに
すべての公立小中高等学校のすべての学級のあらゆる授業において教員および児童・生徒がコンピュータやインターネットを活用できる環境を整備する
↓
高速インターネットへの接続
校内LANの整備
PC教室および普通教室、特別教室のコンピュータ設置

ICTを活用した外国語教育

ICTを活用した外国語教育　(Book Description)

■ まえがき

本書は，「ＩＣＴを活用した外国語教育」を理論と実践の両側面を通じ，その意義と教育的効果について新たな視点で捉えていこうとするものである．
　
ＩＣＴ（Ｉｎｆｏｒｍａｔｉｏｎ　ａｎｄ　Ｃｏｍｍｕｎｉｃａｔｉｏｎ　Ｔｅｃｈｎｏｌｏｇｙ）とは情報通信技術を意味し，ＩＴよりも「通信」を強調したい場合に用いられることが多い．総務省は２００４年までは「ＩＴ政策大綱」とＩＴを使用していたが，２００４年８月に発表した「平成１７年度ＩＣＴ政策大綱」から，ＩＣＴと呼び始めた．この背景には，コミュニケーション（通信）抜きではＩＴを考えられなくなってきたことがあげられる．
　
外国語教育においても，ＣＡＬＬをはじめＷＢＴ，Ｍｏｏｄｌｅを中心とするＬＭＳといったＩＣＴを利用した「教授法」「学習法」が注目されている．しかしこうした外国語教育の先端化によって，本当に外国語学習は身近になり，効率的で，容易なものになっているのだろうか．想像を超える速さで発展し続けるＩＣＴ技術・環境を前に，今一度，一歩離れたところから，現状と将来の方向を見極めておく必要があるのではないだろうか．
　
また，ＩＣＴの発達・普及により外国語教育における「自律学習（Ａｕｔｏｎｏｍｙ　Ｌｅａｒｎｉｎｇ）」は教室を越えた新しい局面を迎えている．外国語教育へのＩＣＴの導入と，いつでもどこでも自己管理により進める「自律学習」を切り離して考えることはもはやできない．ＩＣＴを用いた「自律学習」が今後の外国語教育改革の切り札になることは確かであるが，その導入をめぐっては，あらたな問題も提起されている．
　
さらに「コミュニケーション」に焦点を当てると，ＩＣＴは教室という閉ざされた空間を開放し，異文化との出会いの場を創出し，異文化間の対話の機会を生み出すことを可能にする．もっとも，一概にＩＣＴによる教育活動が最適な学習環境とはならないかもしれないが，「第二言語習得」に重要となる，インタラクション，意味交渉，言語の使用目的，自然な言語使用場面，インフォメーション・ギャップ，学習者中心，異文化理解，異文化に対する積極的な態度といった要素は，ＩＣＴによる教育活動の中に自然な形で含まれていることになる．
　
このようなさまざまな学習環境のもと，ＩＣＴを広範囲で捉えるとき，携帯端末の存在も見逃せない・��Ｐｏｄの普及率はめざましく，Ｐｏｄｃａｓｔのスタイルで情報資源の無料提供という基本理念に基づき，今や音楽だけでなく，語学教育においても豊かなコンテンツの開発が行われ，日々，大学・民間を問わずアカデミックな目的でわれわれに配信してくれているという現実がある．
　
このように，ＩＣＴは今や特別なものではないが，外国語学習への実際的な応用は非常に限られており，教育実践数は少数に留まり，長期的継続実践についてはその数はさらに少ない．最適な外国語学習環境とは何かと考えるとき，学習者の年齢，学習年数と経験，言語能力の熟達度，学習方略等，さまざまな要素を考慮しなくてはならない．
　
本書は，このように急遽に変貌する社会情勢のもとで，外国語教育がどのようにＩＣＴと関わっていけばよいかを問いかけながら，その理論的背景を解説するとともに種々の実践例を紹介している．
　
前半の理論編では，はじめに外国語教育におけるＩＣＴ活用への歴史が紹介されており，それを知ることにより今日のＩＣＴ活用の重要性・メリットへの理解へと促している．さらにそれをふまえて学習モデルを構築する必要があり，言語習得理論に基づくＩＣＴ利用の学習モデルが紹介されている．そして，外国語学習のＩＣＴ活用の本体部分であるデジタルコンテンツの意義と利点が述べられ，デジタルコンテンツを外国語学習に特化した教材として活用する方法が紹介されている．
　
後半の実践編では，外国語学習という観点から，英語・ドイツ語・フランス語・中国語・日本語・多言語における活用事例が紹介されている．ドイツ語とフランス語はＩＣＴ活用の理論的背景とともに活用例が述べられており，英語・中国語・日本語・多言語では，活用例とともに制作方法が紹介されている．最終章では，携帯端末ｉＰｏｄとＰｏｄｃａｓｔｉｎｇに焦点が当てられている．ｉＰｏｄの歴史およびｉＴｕｎｅｓとの連携について触れ，デジタルコンテンツをｉＰｏｄ上で利用するための具体的な方法が解説され，Ｐｏｄｃａｓｔｉｎｇでは，その具体的な作成方法が紹介されている．
　
ｅラーニング，ＷＢＴ，Ｃｈａｔ，Ｍｏｏｄｌｅ，ＬＭＳ，Ｆｌａｓｈ，ｉＰｏｄなど，ＩＣＴに関わるキーワードはさまざまであるものの，これまでは，「いつまでたっても情報技術を有効活用できない」といわれてきた外国語教育であったが，本書を通じて「大いに使える」ものになることを期待したい．ＩＣＴを外国語学習において有効利用できるかどうかは，外国語教育の発展を大きく左右するものである．
編者一同

CEC

CEC コンピュータ教育開発センター
ICTを活用した授業の効果等の調査報告書(PDF)　

大学におけるeラーニングの現状と日米比較

大学におけるeラーニングの現状と日米比較
http://www.dokkyo.ac.jp/joho/center/bulletin/24/07.pdf
立田ルミ

ABSTRACT:

現在、日本教育工学会、教育システム情報学会、CIECなどの学会では、大学におけるeラーニングのコンテンツ開発や利用成果、あるいはシステムそのものの研究発表が多数みられる。政府が2001年に「e-Japan 重点計画」を出し、その後具体的に政策を推進した結果、元国立大学を中心にeラーニングシステムが導入された。海外では国際会議として、E-Learn（World Conference on E-Learning in Corporate, Government, Healthcare & Higher Education）がある。これは、インターネットが急速に普及しだした1996年にWebNetConferenceとして始まった比較的若い国際会議で、E-Learningという用語が使われるようになった2000年からE-Learnと名前を変更している。本稿では実際にeラーニングシステムがどのように運用されているかを調査し、米国におけるeラーニングとの比較を試みた。

NIME調査2007

eラーニング等のICTを活用した教育に関する調査報告書 (2007年版)

WP VI: Cross- disciplinary applications

WP VI: Cross- disciplinary applications
http://coeur-sw.idi.ntnu.no/wp6.htm

E-learning: A key issue in pedagogy is individualization, i.e., adapting the teaching to the needs of various learners. In many cases, however, IT supported education has so far focussed most on porting existing courses with traditional teaching methods onto the web, just making non-individualized teaching even more widely available. The semantic web has potential regarding the creation of more intelligent e-learning applications, providing individualization without a prohibitive increase in man-power. Some preliminary ideas:

• Make models of subjects, in terms of what knowledge the subject comprises

• Make models of courses or teaching/learning resources, in terms of what subjects they address (learning goals, topic matter, skills), as well as available teaching methods

• Make models of each student, i.e., a defined and gradually updated profile showing hers/his background knowledge, short-term and long-term learning needs, preferences in terms of teaching methods, and constraints, e.g., in terms of time and money. All of this may vary highly between, e.g., a full-time student taking a full course and an industry consultant seeking urgent update on a specific topic.

If these representations are semantically interoperable, it should be possible for an e-learning application to match them to package an optimal learning process for each student, including guidelines on how to evaluate that the individual learning needs are being met.

Independent Learning Association

ILA Home
ILA 2009
Call for proposals (e-posterとは?）

E-Lerning Initiatives

Planning, Implementing and Evaluating E-learning Initiatives
American Productivity & Quality Center (APQC), Dec 2002, Pages: 132

In schools today, experiential learning, or learning by doing, is hard to find because it is so hard to implement. The paradigm of a classroom of 30 students and one teacher does not lend itself to much interaction. No educator really believes that lecturing is the best means of education, but it is simply what is available in the classroom model. Attempts to simulate the classroom on a computer, therefore, are misguided. E-learning can change the paradigm of learning and transform the lecture model to an interactive model. Benjamin Franklin called for this in 1770 but he couldn’t find a way. John Dewey called for this in 1916 but he didn’t know how to do it. Now we have a way. The computer can supplement the classroom with simulated experiences that allow the student to learn by doing. This is why e-learning matters and other learning approaches will struggle in the future. The new medium allows for the delivery of a powerful new message.
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When planning an e-learning initiative, one should focus on content rather than
delivery to maximize the educational advantages of eliminating classrooms. E-learning will dominate the learning arena when the virtual courses are interactive, engaging, authoritative, and relevant. A good course must motivate, enable inquiry, encourage reasoning, cause emotional impact, and most importantly, provide opportunities to practice. All of this is possible in e-learning.

E-learning initiatives that did not reach targeted goals
Desmond Keegan, Jüri Lõssenko,
Ildikó Mázár, Pedro Fernández Michels,
Morten Flate Paulsen, Torstein Rekkedal,
Jan Atle Toska, Dénes Zarka

MegaTrends in E-learning Provision
"e-learning initiatives" organization レベルでの活動に使うのか。

A Proposed e-Learning Policy Field for the Academy (Gale Parchoma, 2005) (PDF)
International Journal of Teaching and Learning in Higher Education 2006, Volume 18, Number 3, 230-240
http://www.isetl.org/ijtlhe/
ISSN 1812-9129

Definition of e-Learning

For the purposes of this article, e-learning is defined as electronically-mediated learning. e-Learning initiatives include the provision of online resources to support classroom-based learning, distance learning, and distributed learning models. Distance learning is defined as the provision of learning opportunities to learners situated away from a university campus. Distributed learning refers to the provision of learning opportunities in a combination of on and off campus settings.
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Criteria for Evaluating the Feasibility of　e-Learning Initiatives
This examination of the ecological setting of the academy focuses on e-learning initiatives for alignmentand attunement with larger social and economic forces,
as well as the existing institutional, organizational, cultural, economic, and pedagogical contexts. As in broader change initiatives, if the planning, design, and
implementation of a strategic e-learning initiative is to be deemed worthwhile, it must have sufficient utility; it must “meet some need” and it must be operationally, fiscally, and politically viable (Guba & Lincoln, 1985, p. 227). Further as with other transitions, the broadscale adoption of e-learning must be, and must be seen to be, as an efficacious adjustment to emergent circumstances, for which alternative responses would be insufficient (Ruttenbar, Spickler, & Lurie, 2000). Determining whether a broad-scale e-learning strategy is feasible within a particular academic setting, depends in part upon, gaining an understanding of the driving
and restraining forces that influence leadership within the academy as a whole, as well as variant levels of support for adoption from within individual academic
contexts.

A factor that may make broad-scale adoption of e-learning an efficacious adjustment to emergent circumstances, for which alternative responses would be insufficient, is significantly increased demand for the provision of online resources to support classroom-based learning, distance learning, and distributed learning models. The emergence of a global learning society is increasing these demands.　(p.232)　

organization レベルでなくても含められそう。

*an initiative = an act or strategy intended to resolve a difficulty or improve a situation; a fresh approach to something; an important acts/statements that is intended to solve a problem; plan, scheme, strategy, stratagem, measure, technique, proposal, step, action, act, manoeuvre, gambit; approach, tack, tactic

e-Learning :: definitions

E-Learning (Information & Communication Technologies ICT > An E-Learning Glossary)

E-Learning is the learning process created by interaction with digitally delivered content, services and support.

Some categories of E-Learning:

-On-Demand e-learning: 'jukeboxes' of content available when required.
-Live On-Line e-learning: multiple learners in multiple sites simultaneously.
-Learning Objects: granular 'chunks' of learning material.
-On-Line Coaching: access to subject matter expertise.
-Knowledge Bases: database access to learning content in a searchable environment.
-Learning Architectures: structures for developing and delivering E-Learning.
-Simulation Based Learning: learning via simulated experience.
-Blended Learning: combining face-to-face classes with technology delivered content.

e-Learning :: definitions

e-Learning (QMG: Queensland Media Group > Glossary)

e-Learning can be used to deliver online courses and/or establish online learning communities. It supports flexible learning anywhere, anytime for anyone. Web-based training (e-Learning) allows instructors to update lessons and materials while CD-ROM based training caters for people who don't have internet access. These two e-Learning delivery methods provide students with interactive, cost-effective training. QMG provides a professional e-Learning development service for clients in Brisbane, Queensland and Australia.

e-Learning :: definitions

International Quality Assessment Tools :: Benchmarking Terms

Asynchronous Learning
Any learning event where interaction is delayed over time. This allows learners to participate according to their schedule, and be geographically separate from the instructor. Could be in the form of a correspondence course or e-learning. Interaction can take use various technologies like threaded discussion.

Computer Based Training (CBT)
Training or instruction where a computer program provides motivation and feedback in place on a live instructor. CBT can be delivered via CD-ROM, LAN or Internet. Creation is done by teams of people including instructional designers, and often has high development costs.

Correspondence Course
A course completed from a distance using written correspondence for interaction and to submit assignments. Correspondence classes became popular in the 1890's.

Distance Education
The formal process of distance learning. This term has traditionally implied the higher education level.

Distance Learning
Learning where the instructor and the students are in physically separate locations. Can be either synchronous or asynchronous. Can include correspondence, video or satellite broadcasts, or e-Learning. Usually implies the higher education level.

Distance Training
A reference to distance learning for the corporate or professional levels. More commonly referred to as distributed learning, WBT or e-Learning.

Distributed Learning
Distance learning that makes use of information technology. Includes most types of distance learning but not plain correspondence (very similar to e-Learning)

e-Learning
Any learning that utilizes a network (LAN, WAN or Internet) for delivery, interaction, or facilitation. This would include distributed learning, distance learning (other than pure correspondence ), CBT delivered over a network, and WBT. Can be synchronous, asynchronous, instructor-led or computer-based or a combination.

e-Learner
Any learner taking part in an e-Learning course or program.

Fully Distance Learning Course
A course that is and that can be completed without face-to-face instruction or required physical attendance in a classroom (possibly except testing). The course may be delivered via internet or other media (e.g., video, audio, CD, print), synchronous or asynchronous.

Fully Distance Learning Program
An academic program at any degree level in which all coursework required to complete the program (including core and non-core courses) may be completed without face-to-face instruction or required physical attendance in a classroom (excluding testing). Courses may be delivered via internet or other media (video, audio, CD, print), synchronous or asynchronous.

Hybrid Course
A course that combines both distance learning and face-to-face components. Distance learning components, whether delivered via the internet or other media (video, audio, CD, print), synchronous or asynchronous, must comprise 50 percent or more of the course contact hours.

Hybrid Program
A program where 50 percent or more of coursework required to complete the program (including core and non-core courses) can be completed by distance learning. This includes both (a) a program where 50 percent of required coursework is completed fully by distance learning courses and the other half face-to-face; and (b) a program where 100 percent of required coursework is completed in hybrid courses. (this definition will link to hybrid courses and fully distance learning courses definitions).

Instructor-led Training (ILT)
A learning event which is led by an instructor, and either held in a physical location or delivered via a network (WBT, e-Learning). Usually implies the professional or corporate level and synchronous learning.

Online Learning
e-Learning over the Internet (as opposed to a local or wide area network).

Online Training
Same as online learning, only it implies the professional or corporate level.

Synchronous Learning
Any learning event where interaction happens simultaneously in real-time. This requires that learners attend class at its scheduled time. Could be held in a traditional classroom, or delivered via distributed or e-Learning technologies.

Web Based Training (WBT)
Training which is delivered over a network (LAN, WAN or Internet). Can be either Instructor-led or Computer Based. Very similar to e-Learning, but it implies that the learning is in the professional or corporate level.

E-learning :: Journal

E-Learning

is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political.

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