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A Model for Meaningful E-Learning at Canadian Universities

A Model for Meaningful E-Learning at Canadian Universities

Lorraine Carter, Vince Salyers
Copyright: © 2015 |Pages: 36
ISBN13: 9781466683631|ISBN10: 1466683635|EISBN13: 9781466683648
DOI: 10.4018/978-1-4666-8363-1.ch005
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MLA

Carter, Lorraine, and Vince Salyers. "A Model for Meaningful E-Learning at Canadian Universities." Handbook of Research on Educational Technology Integration and Active Learning, edited by Jared Keengwe, IGI Global, 2015, pp. 78-113. https://doi.org/10.4018/978-1-4666-8363-1.ch005

APA

Carter, L. & Salyers, V. (2015). A Model for Meaningful E-Learning at Canadian Universities. In J. Keengwe (Ed.), Handbook of Research on Educational Technology Integration and Active Learning (pp. 78-113). IGI Global. https://doi.org/10.4018/978-1-4666-8363-1.ch005

Chicago

Carter, Lorraine, and Vince Salyers. "A Model for Meaningful E-Learning at Canadian Universities." In Handbook of Research on Educational Technology Integration and Active Learning, edited by Jared Keengwe, 78-113. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8363-1.ch005

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Abstract

There is no questioning the growth of e-learning in universities around the world. Whether or not we are doing it effectively and meaningfully is where the uncertainty lies. In this chapter, two e-learning researchers from Canada offer their perspective on e-learning in that country. This perspective includes a snapshot of the Canadian e-learning landscape as well as the results of a multi-university research study called the Meaningful E-Learning or MEL project. The authors explore four themes derived from the MEL project and represented by the acronym HIDI (human interaction, IT support, design, and institutional support) in relation to three e-learning scenarios. While each element of HIDI is recognized as important, the criticality of institutional support and design cannot be overemphasized in the pursuit of excellence in e-learning.

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