The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Issue
Volume 11 Issue 3, ECEL 2012 / Aug 2013  pp168‑272

Editor: Hans Beldhuis, Koos Winnips

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Editorial for ECEL 2012 Special Issue of EJEL  pp168‑168

Hans Beldhuis, Koos Winnips

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Experiences with use of Various Pedagogical Methods Utilizing a Student Response System – Motivation and Learning Outcome  pp169‑181

Ketil Arnesen, Guri Sivertsen Korpås, Jon Eirik Hennissen, John Birger Stav

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A Semantic Rule‑based Framework for Efficient Retrieval of Educational Materials  pp182‑192

Maryam Tayefeh Mahmoudi Fattaneh Taghiyareh, Kambiz Badie

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"Digital Futures in Teacher Education": Exploring Open Approaches towards Digital Literacy  pp193‑206

Anna Gruszczynska, Guy Merchant, Richard Pountney

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Student experiences and perceptions of digital literacy skills development: engaging learners by design?  pp207‑225

Marion Hall, Ingrid Nix, Kirsty Baker

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Media Use in Higher Education from a Cross‑National Perspective  pp226‑238

Michael Grosch

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“What my Guidance Councillor Should Have Told me”: The Importance of Universal Access and Exposure to Executive‑Level Advice  pp239‑252

Catherine Elliott, Joanne Leck, Brittany Rockwell, Michael Luthy

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Learning Within a Connectivist Educational Collective Blog Model: A Case Study of UK Higher Education  pp253‑262

Elaine Garcia, Mel Brown, Ibrahim Elbeltagi

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Abstract: The use Web 2.0 technologies and specifically blogs has become increasingly prevalent within the Higher Education (HE) sector within recent years as educators begin to maximise the opportunities such tools can provide for teaching and learning and to experiment with their usage in a wide range of context. The use of such technologies has been shown to promote learning (Garcia, Brown & Elbeltagi, 2012) however currently the manner in which these tools can be best used to promote teaching and learning is not entirely clear. It is within this context that Connectivism, a learning theory for the digital age (Siemens, 2004) has been developed as a theory which aims to provide a model through which teaching and learning using digital technologies can be better understood and managed. Connectivism is however as yet still a relatively new learning theory and not without criticism. Therefore this theory must be considered more fully before it can be accepted fully as a learning theory for the digital age. Within this research a case study of collective blog usage by students studying at an HE institution within the United Kingdom is utilised in order to explore the extent to which Connectivism can be considered to provide a sound theoretical model in which to base future teaching and learning activities of this sort. The views of academic staff and students are utilised in order to explore the extent to which the model of Connectivist learning can be applied to this case and demonstrate the complexities of considering teaching and learning in this way. The results of this study would suggest that Connectivism as a learning theory for the digital age is worthy of consideration and a number of elements of the theory can be seen within the activities undertaken however these are not seen universally across all groups involved within this project.  


Keywords: Keywords: blogs, connectivism, higher education, teaching, learning, Web 2.0, case study


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Employing Online S‑P Diagnostic Table for Qualitative Comments on Test Results  pp263‑271

Chien-hwa Wang, Cheng-ping Chen

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