There is currently a technological revolution taking place in higher education. The growth of e-learning is being described as explosive, unprecedented, and above all, disruptive. This timely and comprehensive book provides a coherent framework for understanding e-learning in higher education.
The authors draw on their extensive research in the area to explore the technological, pedagogical and organisational implications of e-learning, and more importantly, they provide practical models for educators to use to realise the full potential of e-learning. A unique feature of the book is that the authors focus less on the ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective.
This book will be invaluable for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e-learning in their institutions. It will also appeal to anyone with an interest in the impact of e-learning on higher education and society.
'I strongly recommend this book to anyone who is considering introducing e-learning into higher education - whether teacher, educational developer, policy-maker or researcher … The book makes a significant contribution to the argument that e-learning provides the opporunity to embrace dialogic and constructivist approaches to teaching and learning in higher education' - Innovations in Education and Teaching International
'this book offers an intellectually robust analysis of what the role of the teacher can and should be in development and maintenance of a successful 'learning' centred, supportive critical communities of inquirers; and for this the book is to be highly recommended both to the readers engaged in e-learning and to the wider educational community.' - Escalate
' an outstanding discussion of the fundamentals of e-learning in the 21st century. The book is everything the authors promise basic, useful and a valuable reference guide.' - Teachers College Record
'this book is perhaps most useful as supplementary reading for those wishing to further their understanding of collaborative e-learning pedagogy.' - Robert Ward, LTSN-ICS website
'I intend to use Garrison and Anderson's work. As E-Learning Development Manager in my institution, and still teaching on undergraduate social science and postgraduate education programmes, it will be valuable on several fronts- attempting to bring about strategic change, working with staff groups on e-learning development and interacting with students.' - Bob Rotherham, Nottingham Trent University, in LATISS 1, 2004