The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
For general enquiries email
Click here to see other Scholarly Electronic Journals published by API
For a range of research text books on this and complimentary topics visit the Academic Bookshop

Information about the current European Conference on e-Learning is available here

For infomation on the European Conference on Games Based Learning clickhere

SCImago Journal & Country Rank
Journal Issue
Volume 7 Issue 3, Special ICEL 2009 Issue / Dec 2009  pp191‑316

Editor: Florin Salajan, Avi Hyman

Download PDF (free)

Investigating a Nigerian XXL‑Cohort Wiki‑Learning Experience: Observation, Feedback and Reflection  pp191‑202

Peter Aborisade

Look inside Download PDF (free)

Weblogs in Higher Education — why do Students (not) Blog?  pp203‑214

Monika Andergassen, Reinhold Behringer, Janet Finlay, Andrea Gorra, David Moore

Look inside Download PDF (free)

GEARS a 3D Virtual Learning Environment and Virtual Social and Educational World Used in Online Secondary Schools  pp215‑224

Jonathan Barkand, Joseph Kush

Look inside Download PDF (free)

Moving From Analogue to High Definition e‑Tools to Support Empowering Social Learning Approaches  pp225‑238

Paula Charbonneau-Gowdyand, Ivana Cechova

Look inside Download PDF (free)


Traditional educational and training settings have dictated that the act of learning is an activity that is motivated by learners, directed by a teacher expert and based on information transfer and data manipulation. In this scenario, it has been assumed that learners more or less acquire knowledge or develop sets of skills as a result of such activity. With this model in place, learning ends when the training activities cease — and implies that repeated doses of similar training are required over time. Various computer technologies, as they have been generally integrated into educational settings, have taken on the role as tools to support such a model. In some cases they are used to replace the teacher in these contexts although not without serious implications for learners and their learning it has been argued. During the last three decades, a growing movement in educational research, based on the theoretical support of Leon Vygtosky and Mikhail Bakhtin, is advocating that the traditional conceptualization of the learning process is misconceived. From the perspective of this movement, learning is understood as a life‑long, social act of constructing knowledge in a dialogic activity with others. Within this model, social interaction is the precursor to higher order thinking rather than the reverse. The challenging question emerging for many educators is how new technologies can support knowledge and skill building in social constructivist‑based learning settings. And a corollary to this question arises: Depending on the particular technology chosen, what are the implications for learning and identity construction? In this paper, we describe the Language Learning Through Conferencing project (LLTC) in which an affordable video‑based web conferencing technology and desktop computers were used to conduct language learning sessions via the Internet. The project description, project content, and the experiences that took place over a sustained period, as well as the potential future for this approach to distance learning in a variety of fields are presented. The aim of the Language Learning Through Conferencing project (LLTC) has been to exploit a particular Web 2.0 technology to connect language learners internationally between Canada and new democracies in Central and Eastern Europe and more recently in the public sector in Canada. More specifically, the project was a means to respond to learners who faced challenges in finding opportunities for language learning both in Europe and in Canada. Outcomes from ongoing qualitative and quantitative findings gathered by the respective authors are indicating that these dialogic opportunities are also having a powerful influence on learners' professional, linguistic and personal identities as well as their views of technology and learning. 


Keywords: Video-based web conferencing, guided social learning, learner agency, identity and knowledge construction


Share |
Efficacy of Teaching Clinical Clerks and Residents how to Fill out the Form 1 of the Mental Health Act Using an e‑Learning Module  pp239‑246

Sarah Garside, Anthony Levinson, Sophie Kuziora, Michael Bay, Geoffrey

Look inside Download PDF (free)

Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course  pp247‑256

Jennifer George-Palilonis, Vincent Filak

Look inside Download PDF (free)

Podcasting to Support Students Using a Business Simulation  pp257‑264

Andrea Gorra, Janet Finlay

Look inside Download PDF (free)

e‑Modeling — Helping Learners to Develop Sound e‑Learning Behaviours  pp265‑272

Susan Greener

Look inside Download PDF (free)

Measuring the Effectiveness of Educational Technology: what are we Attempting to Measure?  pp273‑280

Jodie Jenkinson

Look inside Download PDF (free)

Eating Your Lectures and Having Them too: is Online Lecture Availability Especially Helpful in "Skills‑Based" Courses?  pp281‑288

Steve Joordens, Ada Le, Raymond Grinnell, Sophie Chrysostomou

Look inside Download PDF (free)

When Knowing More Means Knowing Less: Understanding the Impact of Computer Experience on e‑Learning and e‑Learning Outcomes  pp289‑300

Lena Paulo Kushnir

Look inside Download PDF (free)

A Novel Interactive Online Module in a Traditional Curriculum through a Blended Learning Approach  pp301‑308

Leslie Laing Gibbard, Florin Salajan

Look inside Download PDF (free)

Development of the Novel e‑Learning System, "SPES NOVA" (Scalable Personality‑Adapted Education System with Networking of Views and Activities)  pp309‑316

Ken Takeuchi, Manabu Murakami, Atsushi Kato, Ryuichi Akiyama, Hirotaka Honda, Hajime Nozawa, Ki-ichiro Sato

Look inside Download PDF (free)