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 15 Issue 1 / Apr 2017  pp1‑103

Editor: Robert Ramberg

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Editorial for EJEL Volume 15 Issue 1  pp1‑2

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Motivational Gaps and Perceptual Bias of Initial Motivation Additional Indicators of Quality for e‑Learning Courses  pp3‑16

Rosário Cação

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Redefining Practice: Challenging Academic and Institutional Traditions With Clinical Distance Learning  pp17‑32

Laura E Delgaty

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An e‑Learning Team’s Life On and Offline: A Collaborative Self‑Ethnography in Postgraduate Education Development  pp33‑45

Alison Clapp

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This paper primarily discusses the methodology of a case study into interactions and working practices of an e‑learning team, on and offline. Although several ethnographies have been published on online learning, there are apparently none involving communities developing courses. This is a unique insight, bringing a new view of course and staff development. The e‑learning team develops courses in the Faculty of Medical Sciences Graduate School in a UK higher education institution. Interactions occur online and offline, the team’s workplace ‘setting’. The ethnography is to inform future staff development by analysing interaction outside the team with the subject specialists, generally time‑poor clinicians and research scientists who have varied experience of e‑learning, but are required to provide course content and to teach their subjects in online distance learning courses. Records kept by team members were enlarged upon via weekly interviews and collated by a team member who developed a narrative, subsequently coded into content themes. The main themes were technology, pedagogy and communication. Conversation analysis provided theories on methods useful in staff development for later action research. Consideration was also given to issues of power within the interactional relationships. The paper discusses challenges and strengths of this collaborative self‑ethnography as a research methodology in this e‑learning setting. It was concluded that collaborative self‑ethnography is a highly suitable research methodology for this type of study. 


Keywords: E-Learning team, online distance learning, ethnography, staff development, pedagogy, technology, communication, power, Foucault


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Mobile Eye Tracking Methodology in Informal E‑Learning in Social Groups in Technology‑Enhanced Science Centres  pp46‑58

Rikke Magnussen, Maria Zachariassen, Nikita Kharlamov, Birger Larsen

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Moving Outside the Box: Researching e‑Learning in Disruptive Times  pp59‑69

Paula Charbonneau-Gowdy

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Workshops as a Research Methodology  pp70‑81

Rikke Ørngreen, Karin Levinsen

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Identifying Consistent Variables in a Heterogeneous Data Set: Evaluation of a Web‑Based Pre‑Course in Mathematics  pp82‑93

Katja Derr

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The E‑Learning Setting Circle: First Steps Toward Theory Development in E‑Learning Research  pp94‑104

Marco Rüth, Kai Kaspar

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