Reviews and Testimonials
Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends provides not only the advanced and latest development of e-learning for experienced professionals, but also provides clear and inclusive information for novice readers. and selected as a Fall 2011 Shelf-Worthy Academic Title by Baker & Taylor
– Harrison Hao Yang, State University of New York, USA
Learning has been dramatically influenced by information and communication technology (ICT). There is no doubt that ICT keeps bringing new excitement into learning and communication. Multimedia on the Internet, telecommunications, wireless applications, mobile devices, social network software, Web 2.0, etc. are all radically redefining the way people obtain information and the way to learn and communicate. Consequently, electronic learning (e-learning) has become one of the most exciting, dynamic, and yet challenging fields that we have been facing. What is the history of e-learning? Where are we now? What will the future bring? What are the key elements of e-learning we need to focus on? Where has progress been made? How will we face and rise to new opportunities and challenges? How do we analyze, design, develop, implement, and evaluate e-learning? In order to shed light on these questions, we’ve taken a comprehensive view and looked at e-learning and innovative e-learning 2.0 from historical, conceptual, empirical, practical, and vocational perspectives. The result is this book, entitled Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends.
Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends is written for broader audiences including educators, trainers, administrators, and researchers working in the area of e-learning or distance learning in various disciplines, e.g. education, corporate training, instructional technology, computer science, library information science, information technology, and workforce development. We hope readers will benefit from the work of authors who range from cutting edge researchers to experienced practitioners regarding the research and practices in e-learning. The book covers focal points of e-learning and is organized into five parts of e-learning: Chronical and Conceptual Perspectives (Chapters 1-4); E-Learners (Chapters 5-9); E-Learning Environments and Communities (Chapters 10-14); Professional and Disciplinary Implications (Chapters 15-19); and Pedagogical Design and Implementations (Chapters 20-29).
Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends provides not only the advanced and latest development of e-learning for experienced professionals, but also provides clear and inclusive information for novice readers. It is designed to be used in a flexible manner, and it can adapt easily to suit a variety of ICT related courses/workshops and needs by students, instructors, professionals, and administrators. The book can be used as a research reference, pedagogical and professional guide, or educational resource in the area of e-learning.
Throughout this endeavor we have benefited from the advice, encouragement, and support of numerous individuals, including the contributing authors, thoughtful reviewers, supportive colleagues, and patient family members. Without the contributions of all of these people, this book would not been possible.
First, we would like to express our deepest thanks and sincere appreciation to the authors whose chapters appear in this book. We have enjoyed working with all of them, for they have made our work interesting, enjoyable, and relatively painless. Their excellent contributions make us feel confident that readers will truly benefit from reading chapters of this book.
Second, we are very grateful for the support provided by the reviewers. They have done outstanding work providing us with detailed comments and constructive suggestions for each of the chapters. Their comments and suggestions were helpful to us in making editorial decisions and providing important feedback to the authors for improving and revising their chapters.
Finally, we would like to thank our families for their patience and encouragement. Both of our families have been a constant source of understanding, support, and encouragement. We dedicate this book to our spouses, Li Chen and Patrivan K. Yuen, and thank them both for love and support and for letting us disappear into the abyss for hours on end.
Harrison H. Yang and Steve C. Yuen
Author(s)/Editor(s) BiographyHarrison Hao Yang (EdD, Florida International University, 1996) is a professor in the Department of Curriculum and Instruction at State University of New York at Oswego (USA). His research specialties include assessment and e-folios, distance/flexible education, information literacy, information technology diffusion/integration, learning theories, issues and trends on vocational-technical education, and Web/learning communities. Dr. Yang was the recipient of the SUNY Oswego President Award of Teaching Excellence (2006).
Steve Chi-Yin Yuen (PhD, The Pennsylvania State University, 1984) is a professor in the Department of Technology Education at The University of Southern Mississippi (USM), USA. His research specialties include electronic performance support system, e-learning 2.0, handheld technology in teaching and learning, mobile learning, multimedia instruction, Semantic Web, social networking in education, technology planning and implementation in the classrooms, Web 2.0, Web accessibility, and Web-based instruction. Dr. Yuen was the recipient of USM Excellence in Teaching Award (1997 and 2004), Mississippi Technology Educator of the Year (2002), and Fulbright Scholar Lecturing Award (1992).