Managing Learning in Virtual Settings: The Role of Context

Managing Learning in Virtual Settings: The Role of Context

Antonio Dias de Figueiredo, Ana Paula Afonso

Copyright: © 2006 |Pages: 333

ISBN13: 9781591404880|ISBN10: 1591404886|EISBN13: 9781591404903|ISBN13 Softcover: 9781591404897

DOI: 10.4018/978-1-59140-488-0

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MLA

de Figueiredo, Antonio Dias, and Ana Paula Afonso, editors. Managing Learning in Virtual Settings: The Role of Context. IGI Global, 2006. https://doi.org/10.4018/978-1-59140-488-0

APA

de Figueiredo, A. D. & Afonso, A. P. (Eds.). (2006). Managing Learning in Virtual Settings: The Role of Context. IGI Global. https://doi.org/10.4018/978-1-59140-488-0

Chicago

de Figueiredo, Antonio Dias, and Ana Paula Afonso, eds. Managing Learning in Virtual Settings: The Role of Context. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-488-0

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Managing Learning In Virtual Settings: The Role Of Context discusses the basis for the development and management of learning contexts, with contributions from many diverse domains. It stresses the dimension of context in a world dominated by a focus on the dimension of content while explaining the development of balanced, organic and successful learning environments and strategies.

Managing Learning In Virtual Settings: The Role Of Context emphasizes the role of context in the development and management of virtual learning environments and opens up new threads in clarifying the influence of contextual issues on learning.

Table of Contents

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Front Materials

Title Page

Copyright Page

Preface

Chapters

Chapter 1

Context and Learning: A Philosophical Framework (pages 1-23)

António D.D. Figueiredo

This chapter presents a philosophical framework to help understand the essence oflearning contexts. It starts with a brief historical account of the emergence andevolution of the problems of context in learning, and of their...

Concepts

Chapter 2

Virrtual Settings: E-Learning as Creating Context (pages 24-39)

Philip Duchastel, Markus Molz

Afourfold model of the main contextual factors to be taken into account in learn-ing is presented, with the view to examining how they interrelate and how theyimpinge on learning. We further consider the traditionally central factor...

Chapter 3

Context Engineering for Learning: A Sociotechnical Approach (pages 40-61)

Licínio Roque

The authors present a view of the problems related to the role of context in learn-ing and development, individual and organizational, influenced by readings inanthropology, activity theory, and actor-network theory, and of how they...

Chapter 4

The Role of Context When Implementing Learning Environments: Some Key Issues (pages 62-83)

Bernard Blandin

This chapter presents some outcomes of current research on the role of contextwhen implementing learning environments. It first sets the theoretical and empiri-cal scene of current research on learning, which leads to the conclusion...

Chapter 5

Space as a Learning Context: The Role of Dwelling in the Development of Academic Reflection (pages 84-97)

Ellen Chistiansen

The concept of “dwelling” is offered as a foundation for learning and for under-standing the role of space in educational settings. This chapter is a first attemptto connect the concept of dwelling, perceived as power over space in...

Chapter 6

The Dynamics of Online Collaboration: Team Task, Team Development, Peer Relationship, and Communication Media (pages 98-116)

Ke Zhang, Xun Ge

This chapter aims to help readers build a solid understanding of the complexdynamics of online collaborative learning from multiple perspectives, and thusbecome more capable to utilize different instructional strategies to achieve...

Chapter 7

Designing for Unique Online Learning Contexts: The Alignment of Purpose, Audience, and Fom of Interactivity (pages 117-134)

Mark Schofield, Andrew Sackville, John Davey

This chapter argues that more attention needs to be given to problematizing designat the level of purpose, audience, and form of online interactions and to seekingalignment of these components. It derives from experiences of...

Chapter 8

Communities as Context Providers for Web-Based Learning (pages 135-163)

Ana P. Afonso

This chapter addresses the use of communities as a context-creating approach forthe management of learning in virtual settings. It stresses the lack of consensusaround the concept of community, its recent deployment in the...

Chapter 9

Activity Theory and Context: An Understanding of the Development of Constructivist Instructional Design Models (pages 164-181)

Laura G. Farres, Colla J. MacDonald

Constructivist instructional design (ID) models have emerged with more frequencywithin e-learning. These models offer guiding principles congruent with construc-tivist approaches to teaching and learning. Although constructivist ID...

Chapter 10

The Distance from Isolation: Why Communities are the Logical Conclusion in E-Learning (pages 182-196)

Martin Weller

This chapter argues that the Internet is built around key technology design featuresof openness, robustness, and decentralization. These design features have trans-formed into social features, which are embodied within the cultural...

Experiences

Chapter 11

Narrative: Designing for Context in Virtual Settings (pages 197-218)

Patricia Arnold, John D. Smith, Beverly Trayner

In this chapter we consider the role played by narrative in negotiating and reveal-ing contexts: we explore how narrative can help make more visible the contexts ofindividuals as well as of the evolving community in virtual settings....

Chapter 12

The Voice of the Online Learner (pages 219-235)

Kathy L. Milhauser

This chapter examines the role of context in online settings from the perspectiveof the online learner. The chapter attempts to situate the reader within the contextof the online environment studied, using biographical stories of...

Chapter 13

Learning Agency in New Learning Environments: An Australian Case Study of the Influence Context (pages 236-252)

Hitendra Pillay, John A. Clarke, Peter G. Taylor

The Bandurian concept of learner agency was originally embedded in a para-digm where behavior, self and environment influenced each other significantly.However, evolution of the concept has focused almost exclusively on individualsas...

Chapter 14

New Wine or New Bottles: What's New about Online Teaching? (pages 253-273)

Michael Forret, Elaine Khoo, Bronwen Cowie

This chapter presents findings from research into the nature of successful, onlinetertiary teaching and learning. The project is part of a larger study aimed at estab-lishing guidelines for the ongoing design and development of...

Chapter 15

Quality Assurance During Distributed Collaboration: A Case Study in Creating a Cross-Institutional Learning Community (pages 274-289)

Rita M. Vick, Brent Auernheimer, Marie K. Iding, Martha E. Crosby

This case study describes the design and delivery of a collaborative asynchronous-synchronous, graduate-level, cross-university computer science course designedto create a highly interactive learning environment that resulted in the...

Chapter 16

A Constructivist View of Knowledge Management in Open Source Virtual Communities (pages 290-308)

Sulayman K. Sowe, Athanasis Karoulis, Ioannis Stamelos

This chapter addresses a learning environment that is manifested in the domain offree/open source software development. It provides the base for the emergence,development, interactions, and management of a novel learning environment...

Chapter 17

Building a Learning Community Online (pages 309-321)

Tessa Owens, Petra Luck

This chapter reviews a pilot e-learning project at Liverpool Hope University Col-lege. It will illustrate an approach to online learning aimed at students working inthe early years education and care sector and attempts to...

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