The SAGE Handbook of E-learning Research

˹
Richard Andrews, Caroline Haythornthwaite
SAGE, 10 .. 2007 - 560 ˹
'I would like to enthusiastically recommend The SAGE Handbook of E-Learning Research. An international set of authors have produced a highly readable handbook that covers topics in E-learning research, theory, policy, language and literacy, and design issues. The work draws on multiple perspectives ranging from early work in asynchronous learning networks to community organization in e-learning. This is a large and much needed work that organizes and illuminates issues in E-learning in a way that readers will be able to take away practical advice for their own use. I am quite pleased to see this handbook that provides a very useful organization of knowledge for our field' - John Bourne, Ph.D Professor and Executive Director, The Sloan Consortium (www.sloan-c.org)

'This book is an important contribution to the development of E-learning because its account of the research always begins with the context of learning from which the exploitation of technology can be viewed. The authors help us understand that technology affords new kinds of relationship between the learner and what is learned, and how it is learned. With this rich understanding, the book is able to build the wide-ranging research foundation on which the field can move forward' - Diana Laurillard, Institute of Education, University of London

'A comprehensive and compelling resource that provides a global perspective on a development that is transforming higher education' - David Pilsbury, Chief Executive, Worldwide Universities Network

'Unlike many how-to books on the topic...this work focuses on research for educators and others interested in how technology enhances or diminishes learning. Highly Recommended' - Choice Magazine

This handbook provides a state-of-the-art, in-depth account of research in the rapidly expanding field of E-learning. The first of its kind, it provides reviews of over 20 areas in E-learning research by experts in the field, and provides a critical account of the best work to date. The contributors cover the basics of the discipline, as well as new theoretical perspectives. Areas of research covered by the Handbook include:

- Contexts for researching e-learning

- Theory and policy

- Language and literacy

- Design issues

- History of the field

The editors' introduction and many of the chapters show how multiple aspects of E-learning interact. The introduction also provides a new model for researching the field.

This book is relevant for everyone in higher education, from undergraduate to faculty, as well as university administrators involved in providing E-learning. It will provide a research background for higher education, including universities, training colleges, and community colleges. It will also be relevant to those involved in any research and developmental aspect of E-learning - corporate trainers and those involved in online programs at secondary school or in virtual high schools.

Whether you are a lecturer, researcher or programme designer, this is an essential read.

Richard Andrews is Professor in English at the Institute of Education, University of London and Visiting Professor at New York University's Steinhardt School of Education, Culture and Human Development.

Caroline Haythornthwaite is Associate Professor at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign.

 

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1 Introduction to Elearning Research
1
PART I Contexts for Researching Elearning
53
2 Development and Philosophy of the Field of Asynchronous Learning Networks
55
3 On Computers and Writing
73
4 Digital Divide and Elearning
97
5 Learning and Lessons from the World of Games and Play
119
6 Learning Sciences Theories and Methods for Elearning Researchers
139
PART II Theory
157
13 An International Comparison of the Relationship between Policy and Practice in Elearning
286
14 Communityembedded Learning
311
15 The Challenges of Gender Age and Personality in Elearning
328
PART IV Language and Literacy
347
16 Bilingualism and Elearning
349
17 Second Language Learning and Online Communication
371
18 Literacy Learning and Technology Studies
394
The Case of ComputerAssisted Language Learning
416

7 From Distance Education to Elearning
159
8 Elearning and the Reshaping of Rhetorical Space
179
9 Researching the Cognitive Cultures of Elearning
202
10 A Theory of Learning for the Mobile Age
221
11 Computer Supported Collaborative Learning
248
PART III Policy
267
12 Policy and Elearning
269
PART V Design Issues
437
20 New Conceptions for Community Design
439
21 Researching the Impact of Online Professional Development for Teachers
466
22 Exploring Elearning Community in a Global Postgraduate Programme
487
23 The Place of Digital Video in the Curriculum
504
Index
524
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I focus on research in the fields of language education, argumentation, writing development, multimodality, rhetoric and e-learning. With colleagues I designed the MA in English Education.

Areas of Research
Computer-mediated communication (CMC) and the Internet; information exchange via CMC; online communities; e-learning; social network analysis; collaboration; social informatics; community informatics

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