1st Edition

International Handbook of E-Learning Volume 2 Implementation and Case Studies

Edited By Mohamed Ally, Badrul H. Khan Copyright 2015
    386 Pages
    by Routledge

    386 Pages
    by Routledge

    The International Handbook of e-Learning, Volume 2 provides a comprehensive compendium of implementation and practice in all aspects of e-learning, one of the most significant ongoing global developments in the entire field of education. Covering the integration, challenges, implications, and context-appropriate use of open education networks, blended learning, mobile technologies, social media, and other platforms in a variety of unique international settings, these thirty contributions illustrate the wide-ranging applications and solutions made possible by this rapidly growing new paradigm. Case studies are driven by empirical research and attention to cultural specificity, while future research needs are discussed in relation to both confirmed practice and recent changes in the field. The book will be of interest to anyone seeking to create and sustain meaningful, supportive learning environments within today’s anytime, anywhere framework, from teachers, administrators, and policy makers to corporate and government trainers.




    About the Editors

    Contributing Authors

    Chapter 1: Opening Digital Learning for Deeper Inquiry, Jon Mason and Hitendra Pillay

    Chapter 2: Using Social Media in the Online Classroom, Lisa Marie Blaschke and Jane Brindley

    Chapter 3: The integration of educational technology in education and in the workplace: An organizational perspective, Claude Martel

    Chapter 4: Mobile learning in higher education: Current status and future possibilities, Yasemin Gulbahar, Carolyne Jacobs, and König Andreas

    Chapter 5: Media-Based Learning Methodology: Stories, Games, and Emotions, Prof. Dr. habil. Hans W. Giessen

    Chapter 6: A Case of Distance Education through Social Network Sites, Giovanni Farias

    Chapter 7: Multimedia production projects: relevant issues and possible models for mobile learning, Izabel de Moraes Sarmento Rego, Joni de Almeida Amorim, and Per M. Gustavsson

    Chapter 8: Learners of Digital Era (LoDE): What’s true, and what’s just hype about the so-called digital natives, Emanuele Rapetti and Lorenzo Cantoni

    Chapter 9: Blended Learning in Higher Education, Fayiz M. Aldhafeeri

    Chapter 10: ePortfolio Development and the Potential Relationship to Learning Theories, Anthony Ralston

    Chapter 11: Development of a context appropriate E-learning site, Tanim Ashraf, Shekh Mohammad Mahbubul Kadir, and Sanjib Saha

    Chapter 12: Education’s Second Life: Virtual Learning in Higher Education, Shelagh McGarth and Carlo M. Trentadue

    Chapter 13: Lifelong Learners and Teachers’ Time Management Competency in E-learning, M. Romero and E. Barberà

    Chapter 14: Library Support for Online Learners, Katherine M. Tyler

    Chapter 15: 2D and 3D virtual environments: communication potentialities for E-learning education, Tatiana Stofella Sodré Rossini and Edméa Oliveira dos Santos

    Chapter 16: Open and Virtual Universities Worldwide, Susan Bainbridge and Mohamed Ally

    Chapter 17: E-learning and mobile learning development in the State of Qatar, Martha Robinson, Mohamed Ally, and Mohammed Samaka

    Chapter 18: Implementing Mobile Learning Devices into Tertiary Classrooms: A UAE Case Study, Troy Priest and Kevin Schoepp

    Chapter 19: E-learning Implementation at an Open University: The case of Universitas Terbuka (The Indonesia Open University), Dewi Padmo and Sri Harijati

    Chapter 20: Maximizing Study Hours with Cloud and Mobile Based E-learning: A case study at a full-online university in Japan, Hiroshi Kawahara, Miwako Nogimori, and Sayaka Matsumoto

    Chapter 21: E learning in India, Ramesh C. Sharma and Sanjaya Mishra

    Chapter 22: Using mobile phones for teacher professional development in Bangladesh: Views of secondary school teachers and teacher facilitators, Robina Shaheen and Ashok Paul Kumar

    Chapter 23: Managing the change during E-learning integration in Higher Education: A case study from Saudi Arabia, Khalid Alshahrani and Len Cairns

    Chapter 24: Issues and Implications of Integrating E-learning at Arab Universities, Ali Al-Musawi and Mary Lane-Kelso

    Chapter 25: E-learning for Continuing and Professional Development, Angela Kwan and Mary Wilson

    Chapter 26: Using the Unified Theory of Acceptance and Use of Technology and Dewey’s Theory of Experience to Interpret Faculty Experience of E-learning at One School of Public Health, Terry Kidd and Jean Madsen

    Chapter 27: A Blended Learning Approach to Team-Oriented Work in Large Classes: A Facebook Case Study, Salys Sultan

    Chapter 28: Mobile Learning BYOD implementation in an Intensive English Program, Rasha Alokaily

    Chapter 29: Blended Learning and Teaching - a Panacea for Students with Learning Disabilities, Edith Gotesman

    Chapter 30: Supporting student engagement in E-learning in a resource constrained institution: experiences from Makerere university, Michael Walimbwa



    Dr. Mohamed Ally is Professor in the Centre for Distance Education and Researcher in the Technology Enhanced Knowledge Research Institute (TEKRI) at Athabasca University, Canada. He previously served as Director of the Centre of Distance Education at Athabasca University, Canada’s Open University. He is Past-President of the International Federation of Training and Development Organizations (IFTDO) and a Founding Director of the International Association of Mobile Learning (IamLearn).

    Dr. Badrul Khan is the founder of McWeadon Education, a professional development institution. He previously served as Founding Director of the Educational Technology Leadership (ETL) graduate cohort program at The George Washington University, Founding Director of the Educational Technology (ET) graduate program at the University of Texas, Brownsville, and Instructional Designer and Evaluation Specialist in the School of Medicine at Indiana University, Indianapolis. Professor Khan has the credit of first coining the phrase Web-based instruction and popularizing the concept through his bestselling 1997 book Web-Based Instruction, which paved the way for the new field of e-learning.