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Fulfilling the Promise: Addressing Institutional Factors that Impede the Implementation of E-Learning 2.0

Copyright © 2010. 17 pages.
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DOI: 10.4018/978-1-60566-729-4.ch003
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MLA

Repman, Judi, Cordelia Zinskie and Elizabeth Downs. "Fulfilling the Promise: Addressing Institutional Factors that Impede the Implementation of E-Learning 2.0." Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking. IGI Global, 2010. 44-60. Web. 25 Oct. 2014. doi:10.4018/978-1-60566-729-4.ch003

APA

Repman, J., Zinskie, C., & Downs, E. (2010). Fulfilling the Promise: Addressing Institutional Factors that Impede the Implementation of E-Learning 2.0. In H. Yang, & S. Yuen (Eds.) Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 44-60). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-729-4.ch003

Chicago

Repman, Judi, Cordelia Zinskie and Elizabeth Downs. "Fulfilling the Promise: Addressing Institutional Factors that Impede the Implementation of E-Learning 2.0." In Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking, ed. Harrison Hao Yang and Steve Chi-Yin Yuen, 44-60 (2010), accessed October 25, 2014. doi:10.4018/978-1-60566-729-4.ch003

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Abstract

As online learning continues to expand and evolve, new challenges emerge regarding the implementation of Web 2.0 tools and technologies in online pedagogy. The business model approach to online learning being embraced by many institutions may actually work against faculty who want to utilize Web 2.0 technologies to create e-learning 2.0 experiences for their students. Faculty and administrators need to recognize that differences in perspectives may significantly impact future directions of online courses and programs.
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Introduction

Online learning is changing the postsecondary landscape (Cox, 2005). The 2008 Horizon Report, a collaboration between the New Media Consortium and the EDUCAUSE Learning Initiative, identified several ways that technology is impacting higher education including the growing use of Web 2.0 and social networking, the evolution of how we collaborate and communicate, access and portability of content, and the continual widening of the gap between students and faculty regarding their perceptions of technology. These trends also portend some of the challenges that exist with regard to e-learning and specifically to the incorporation of Web 2.0 technologies into online instruction.

Online learning by itself has proven to be a significant force in the reform of higher education as a result of increased access to courses and degree programs to students anytime/anywhere (Beldarrain, 2006). This rapid growth is challenging traditional instruction in higher education with the movement from teaching-centered to learning-centered and synchronous to asynchronous (Hartman, Dziuban, & Moskal, 2007). Course instructors must assume a different, broader role as the model of instructor as the center of the classroom is no longer effective in all situations (Grush, 2008; Levy, 2003).

As e-learning continues to expand and evolve, new challenges emerge at the institutional level regarding implementation of Web 2.0 tools and technologies in online pedagogy. One such challenge is the growth of the business model of online learning which emphasizes control and efficiency, with less value placed on the innovation, creativity, and sense of community that comes with the use of Web 2.0 technologies. This chapter explores our belief that the growth of the business model of online learning may hinder or prevent the widespread development of E-Learning 2.0 communities.

The objectives of this chapter include the following:

  • Briefly define the potential of Web 2.0 technologies to create E-Learning 2.0 communities of practice;

  • Summarize key factors related to the business model with regard to online learning in higher education;

  • Describe and discuss the disconnect between the “business model” approach and the use of Web 2.0 technologies within the online learning enterprise; and

  • Suggest a series of action steps for faculty and university administrators to ensure that campus online learning initiatives avoid “swapp[ing] the little red schoolhouses for the little online boxes we call course management systems” (Gary Brown, as quoted in Grush, 2008, p. 20).

Background

Definition of Terms Used

The literature related to online learning frequently uses terms such as online learning, distance learning, and e-learning synonymously. For the purposes of this chapter, we are defining online learning as the widely used model that centers around the use of a course management system for synchronous and asynchronous communication between faculty and students. In the context of this chapter distance learning refers to the broader historical span of the field, dating back to correspondence courses and interactive television courses. We use the term e-learning 2.0 to indicate a newer model of online learning that incorporates the use of learner-centered Web 2.0 tools and technologies (blogs, wikis, social networking, folksonomies, etc.) as additions to or replacements for course management systems. Finally, the discussion presented in this chapter focuses on learning delivered entirely online, not on the use of online tools to support face-to-face instruction or on blended classes which substitute online technologies for parts of a face-to-face course.

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Complete Chapter List

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Table of Contents
Foreword
George Siemens
Chapter 1
Stephen Downes
The purpose of this chapter is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning... Sample PDF
Learning Networks and Connective Knowledge
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Chapter 2
Ann Dutton Ewbank, Adam G. Kay, Teresa S. Foulger, Heather L. Carter
This chapter reviews the capabilities of social networking tools and links those capabilities to recent legal and ethical controversies involving... Sample PDF
Conceptualizing Codes of Conduct in Social Networking Communities
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Chapter 3
Judi Repman, Cordelia Zinskie, Elizabeth Downs
As online learning continues to expand and evolve, new challenges emerge regarding the implementation of Web 2.0 tools and technologies in online... Sample PDF
Fulfilling the Promise: Addressing Institutional Factors that Impede the Implementation of E-Learning 2.0
$30.00
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Chapter 4
Robert Z. Zheng
The growth of online resources and the advancement of Web 2.0 technology are changing the instructional landscape and have significantly impacted... Sample PDF
Designing Dynamic Learning Environment for Web 2.0 Application
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Chapter 5
Marshall G. Jones, Stephen W. Harmon
This chapter deals centrally with one emerging aspect of Web 2.0 for education, that of the increasing demand for real time and near real-time... Sample PDF
Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE)
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Chapter 6
Daniel W. Surry, David C. Ensminger
Higher education is changing in important and profound ways. New technologies are enabling universities to reach new students and create innovative... Sample PDF
University 2.0: Human, Social, and Societal Issues
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Chapter 7
Jay Alden
The emergence of Web 2.0 technologies with its emphasis on social networking has presented an opportunity for academic institutions to take... Sample PDF
Use of Wikis to Support Collaboration among Online Students
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Chapter 8
Curtis J. Bonk, Mimi Miyoung Lee, Nari Kim, Meng-Fen Grace Lin
A Wikibook is a transformative and disruptive technology that is finding increasing use in schools and higher education institutions. This new form... Sample PDF
Wikibook Transformations and Disruptions: Looking Back Twenty Years to Today
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Chapter 9
Chareen Snelson
The recent explosive growth of Web-based video has expanded the repository of free content that can be tapped into for e-learning. Millions of video... Sample PDF
Web-Based Video for e-Learning: Tapping into the YouTubeTM Phenomenon
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Chapter 10
Deborah Everhart, Kaye Shelton
Collaborative research teaches students critical knowledge management skills, whether they are undergraduates learning the basics of Web research or... Sample PDF
From Information Literacy to Scholarly Identity: Effective Pedagogical Strategies for Social Bookmarking
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Chapter 11
Morris S.Y. Jong, Junjie Shang, Fong-Lok Lee, Jimmy H.M. Lee
VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower computer game-based learning.... Sample PDF
VISOLE: A Constructivist Pedagogical Approach to Game-Based Learning
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Chapter 12
Patricia Edwards, Mercedes Rico, Eva Dominguez, J. Enrique Agudo
Web 2.0 technologies are described as new and emerging for all fields of knowledge, including academia. Innovative e-learning formats like on-demand... Sample PDF
Second Language E-Learning and Professional Training with Second Life®
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Chapter 13
Hyung Sung Park, Young Kyun Baek
The purpose of this chapter is to offer practical ideas and cases for educational use of the Second Life® virtual world with Web 2.0 based... Sample PDF
Empirical Evidence and Practical Cases for Using Virtual Worlds in Educational Contexts
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Chapter 14
Sharon Stoerger
Schools based in the United States are trapped in a Henry Ford factory model of education that is focused on high-stakes testing. This model was... Sample PDF
A Pedagogical Odyssey in Three-Dimensional Virtual Worlds: The SECOND LIFE® Model
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Chapter 15
Youmei Liu, Shawn McCombs
E-Learning has undergone an amazing metamorphosis: it has changed from the delivery of individualized, static curricular information to the... Sample PDF
Podcasting: A Flexible E-Learning Tool
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Chapter 16
Steve Chi-Yin Yuen, Harrison Hao Yang
This chapter provides an overview and development of sense of community and social networking; discusses the potential uses of social networking in... Sample PDF
Using Social Networking to Enhance Sense of Community in E-Learning Courses
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