Two perspectives on e-learning design: A synopsis of a U.S. and a European analysis
Stefanie Hillen, Department od Education and Humanities University of Agder, Norway ; Melodee Landis, University of Nebraska Omaha College of Education
IRRODL Volume 15, Number 4, ISSN 1492-3831 Publisher: Athabasca University Press
This article seeks to examine e-learning design arising from two educational traditions: the United States of America and Europe. The research question is: Broadly, what kinds of pedagogy, instructional design models, or didactical models are established and proposed for e-learning design on the two continents? Two researchers examined multiple articles and texts in an effort to discern the prominent approaches in their respective regions. The analysis is tripartite: First, the educational philosophies, which have guided e-learning design on each continent, will be presented; second, specific theories about learning influencing e-learning design will be discussed; and finally, e-learning design, which arises from innovative instructional strategies, will be investigated. The resulting analysis brings to the surface not only how the values that underpin e-learning development in each region differ but also how specific perspectives influence the respective fields. The researchers acknowledge these differences but also remark on the historic and contemporary symbiosis that has endured even in this relatively new field of e-learning.
Hillen, S. & Landis, M. (2014). Two perspectives on e-learning design: A synopsis of a U.S. and a European analysis. The International Review of Research in Open and Distributed Learning, 15(4),. Athabasca University Press.
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References