Welcome to the InfoSci Platform
Embedding E-Learning in Further Education

Embedding E-Learning in Further Education

Louise Adele Jakobsen
Copyright: © 2009 |Pages: 21
ISBN13: 9781599048147|ISBN10: 1599048140|ISBN13 Softcover: 9781616925949|EISBN13: 9781599048178
DOI: 10.4018/978-1-59904-814-7.ch006
Cite Chapter Cite Chapter

MLA

Jakobsen, Louise Adele. "Embedding E-Learning in Further Education." Applied E-Learning and E-Teaching in Higher Education, edited by Roisin Donnelly and Fiona McSweeney, IGI Global, 2009, pp. 110-130. https://doi.org/10.4018/978-1-59904-814-7.ch006

APA

Jakobsen, L. A. (2009). Embedding E-Learning in Further Education. In R. Donnelly & F. McSweeney (Eds.), Applied E-Learning and E-Teaching in Higher Education (pp. 110-130). IGI Global. https://doi.org/10.4018/978-1-59904-814-7.ch006

Chicago

Jakobsen, Louise Adele. "Embedding E-Learning in Further Education." In Applied E-Learning and E-Teaching in Higher Education, edited by Roisin Donnelly and Fiona McSweeney, 110-130. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-59904-814-7.ch006

Export Reference

Mendeley
Favorite

Abstract

This chapter, written from experience in implementing e-learning in further education through various roles, identifies key issues relating to embedding technologies into educational practices. From the concept that the increased expectation for technology to be used is a natural evolution, it identifies key advantages for learners and the learning process in terms of personalisation, differentiation, and interactivity. The importance of taking time to design effective resources, which include higher and deeper levels of feedback, is identified as a motivating factor, especially for independent study. The theme running throughout is the issue of developing staff skills and confidence. Ensuring training opportunities are flexible and manageable is identified as important to successful implementation. The advantages and disadvantages of face-to-face, online, cascaded, structured–play, and observational training and support techniques are highlighted alongside the introduction of a new five-step model to support gradual implementation of virtual learning environments into teaching and learning.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.