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 4 Issue 1 / Mar 2006  pp1‑111

Editor: Shirley Williams

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Customer‑Driven Development for Rapid Production of Assessment Learning Objects  pp1‑6

Andrew Adams, Shirley Williams

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MyGfL: A Lifelong Learning Platform for Malaysian Society  pp7‑14

Zailan Arabee Abdul Salam, Azmi Mansur

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Providing Fine‑grained Feedback Within an On‑line Learning System — Identifying the Workers from the Lurkers and the Shirkers  pp15‑26

Colin Egan, Amanda Jefferies, Jason Johal

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Delivering What Students say They Want On‑Line: Towards Academic Participation in the Enfranchisement of e‑Learners?  pp27‑34

Richard Hall

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Sustainable e‑Learning holds the promise of enabling higher education to meet the needs of a large and diverse market. Central to this is the response of academic staff teams in meeting the needs of individual learners, in order to enfranchise them within an evolving, enabling learning context. Enfranchisement is underpinned by the management of learner‑expectations in the value‑added nature of the on‑line learning experience. However, learner‑ enfranchisement demands that on‑line interaction is both accepted by academic teams and educationally liberating. Liberation requires meaningful existence, and hence active participation, within a 'supercomplex' world, in which both individual identities and the ability to manage information are tested. This paper assesses ways in which learner‑enfranchisement can be encouraged by academic teams. It pivots around the outcomes from student evaluations of a strategic e‑Learning implementation in one UK higher education institution. The conclusions that it draws focus upon strategies for adding pedagogic value, increasing academic participation and developing e‑Learning sustainability in order to enfranchise e‑learners. The argument highlights ways in which academic teams can move from a battery‑intensive approach to e‑Learning towards one that is more free‑ranging. It highlights how academic staff can increase the sustainable, inclusive value of the learning experience at a minimised cost. From this basis, it is argued that any extant disenfranchisement in the delivery of e‑Learning can begin to be addressed by increased team‑work. A by‑product for those teams is that in the very process of engaging their students, there is more hope that they will in‑turn become empowered within their own use of e‑Learning. 


Keywords: Academic participation Learner-enfranchisement Teamwork Sustainability


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Outline and Evaluation of a Joint European and Canadian Virtual Mobility: e‑Learning Project  pp35‑42

Alan Hilliard

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Collaborative On‑Line Teaching: The Inevitable Path to Deep Learning and Knowledge Sharing?  pp43‑50

Karin Tweddell Levinsen

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Implementing Courseware to Support Learning Through Real‑World Erroneous Examples: Students' Perceptions of Tertiary Courseware and Obstacles to Implementing Effective Delivery Through VLE  pp51‑59

Rachada Monthienvichienchai, Erica Melis

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Topic Maps e‑Learning Portal Development  pp60‑67

Kamila Olsevicova

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Encouraging Student Participation in an On‑line Course Using 'Pull' Initiatives Paul  pp68‑79

Peachey Paul

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Providing 'Quality Care' to International Students Through On‑line Communication  pp80‑87

Chris Perry

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Using Software Testing Techniques for Efficient Handling of Programming Exercises in an e‑Learning Platform  pp88‑95

Joachim Schwieren, Gottfried Vossen, Peter Westerkamp

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ICT and Schools: Identification of Factors Influencing the use of new Media in Vocational Training Schools  pp96‑103

Alexandra Totter, Daniela Stütz, Gudela Grote

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Using an Online Games‑Based Learning Approach to Teach Database Design Concepts  pp104‑111

Thomas M Connolly, Mark Stansfield, Evelyn McLellan

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