By Francisco Jose Garcia Penalvo
Web-based education, referred to as e-learning, has skilled a very good evolution and progress in recent times, because the ability for schooling is not any longer restricted through actual and time constraints. The emergence of one of these prized studying software mandates a complete evaluate of the effectiveness and implications of e-learning.
Advances in E-Learning: reports and Methodologies explores the technical, pedagogical, methodological, instructional, criminal, and emotional facets of e-learning, contemplating and reading its diverse software contexts, and delivering researchers and practitioners with an cutting edge view of e-learning as a lifelong studying device for students in either educational spheres.
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Additional info for Advances in E-Learning: Experiences and Methodologies
Schön and Checkland were concerned with change in society and organisations. Schön is perhaps most closely identified with education and learning; Checkland with organisational change and information systems. Checkland acknowledges the strong links between the central theses of the two authors (Schön and The Reflective Practitioner, Checkland and Soft Systems Methodology) in the second of his major texts, Soft Systems Methodology in Action (Checkland & Scholes, 1990). In the final chapter, entitled Gathering and Learning the Lessons, Checkland comments that “this chapter is intended to demonstrate an acute case of the kind of reflection which Schön (1983) advocates in ‘The Reflective Practitioner’” (Checkland & Scholes, 1990, p.
We can also adapt this to the idea of developing e-learning systems and environments—that is, most current systems and environments are developed from the organisation’s perspective. However, if we recognise the need for and advantages of the personalization of learning and e-learning for lifelong learning in the knowledge society, then we need adaptive systems and environments. The RAPAD methodology allows us to develop personalized e-learning systems and environments to promote Flexible Student Alignment via the involvement of the student in the design and development process.
More detailed information, data, and results concerning the formal research program and other developments can be found in several related publications (Webster, 2002, 2003, 2004, 2005). With reference to the information provided by the three measures comprising the cognitive profile, this allowed students to reflect on their learning related characteristics and preferences in a much more structured and informed manner. The outcome of applying the results of this reflection was enhanced metacognitive skills and knowledge.
Advances in E-Learning: Experiences and Methodologies by Francisco Jose Garcia Penalvo