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 18 Issue 1 / Jan 2020  pp1‑115

Editor: Rikke Ørngreen, Heinrich Söbke

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Enthusiastic Academic and Support Service Staff as an Agent for Change: A Case Study Based on a Project in African Higher Education Institutes  pp1‑12

Ari Haaranen, Jarmo Saarti

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Designing Questions for Research Design and Design Research in e‑Learning  pp13‑24

Johannes C. Cronje

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Medical Student Perceptions of Integration of a Customized Cloud Based Learning Operating System into Problem Based Learning Tutorials  pp25‑39

Rima Abdul Razzak, Zuheir Hasan, Arpan Stephen

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A Comparison Between Virtual Patient and Peer‑Assisted Learning in Teaching Basic Medical Knowledge and Skills  pp40‑56

Lukas Seifert, Arda Manap, Jasmina Sterz, Ferdinand Gerlach, Robert Sader

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Contextualisation of the Information Literacy Environment in the South African Education Sector  pp57‑68

Oluwole O. Durodolu, Samuel Maredi Mojapelo

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Codifying Game‑Based Learning: Development and Application of LEAGUÊ Framework for Learning Games  pp69‑87

Rabail Tahir, Alf Inge Wang

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When is Open and Online Learning Relevant for Curriculum Change in Higher Education? Digital and Network Society Perspective  pp88‑101

Airina Volungevičienė, Margarita Teresevičienė, Ulf-Daniel Ehlers

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Digital and network society learning happens in new, timeless and borderless spaces. Such society members are always connected and online, sharing and co‑creating knowledge, and their learning needs serve as the biggest driving forces for higher education curriculum change. Open online learning methodology seems to be the best‑suited way to implement this change, in order to meet the needs of digital and network society. This research aims to investigate why and when open online learning is relevant for digital and network society and how open online learning supports curriculum change in higher education to meet the learning needs of digital and network society members. Theoretical research findings are discussed to: a) define the characteristics of digital and networked society, b) identify emerging ways of learning of a digital and networked society, and explain why open online learning is best suited for their needs, c) discuss the gap between the new ways of learning and higher education curricula and how open online learning is relevant for its change. Empirical research is based on global experts’ semi‑structured interviews. The results of the research demonstrate that open online learning should serve as a solution for curriculum change in higher education to respond to digital and network society learning needs. Higher education curricula should change to ensure better flexibility, recognition of non‑formal learning in formal curricula, better collaboration and exchange of people with diverse cultural and social experiences. Assessment and recognition of prior learning in the formal curricula of universities could be one of realistic scenarios for faster adaptation and introduction of more diversified learning paths. The research findings support the need to change the pedagogical approach from teacher‑centred into a learner ‑ centred, small‑group orientated, multi‑dimensional model of teaching, which raise further challenges and research dilemmas for academic community, in order to integrate important elements of change into university practices. 


Keywords: digital and network society (DNS), open online learning (OOL), higher education (HE) curriculum.


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Business Model of Learning Platforms in Sharing Economy  pp102‑113

Eduardo Cornejo-Velazquez et al

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Editorial for EJEL Volume 18 Issue 1  pp114‑115

Heinrich Söbke, Maria Cubric.

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