Introduction to an Integrated e-learning

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Jochems, W., van Merriënboer, J., & Koper, R. (Eds.) (2004). Integrated E-Learning: implications for pedagogy, technology and organization. London, UK: RoutledgeFalmer.
An introduction to integrated e-learning.
The webpage of the book is here
Ideas and Quotes:

• New educational methods are being introduced to support complex learning and the development of professional competencies. Thse also stress the collaborative construction of knowledge trhough active learning (“social constructivism”) and the importance of higher-order skills such as problem solving, learning strategies and self-regulation. (1)
• See Goodyear 1998 for JIT
• An integrated approach has to fulfil three critical conditions for innovation: First, consider pedagogical, technical and organizational aspects; Second consider to mix web-based instruction with face-to-face instruction; and third integrated e-learning should always be student-centred. (Cf. P2).
• Complex learning: Complex learning reflects the view that another type of skills, sometimes referred to as “21st century skills”, is needed for the society of tomorrow. Key concepts in complex learning are coordination of constituent skills; the integration of skills knowledge and attitudes into professional competencies and the differentiation of various types of competencies. P3
• General problem solving, critical thinking, and metacognitive skills such as learning to learn, self-regulation and self-assessment ate becoming more and more important. P3
• The three basic elements of education, presentation, practice and testing. P3
• Flexible Learning: Flexibility is a fertile concept with many relevant aspects, but for flexible learning there are two prevailing perspectives: flexibility with regard to time and place, and flexibility with regard to student needs. P4
• Dual Learning: Complex learning and flexible learning meet in the field of dual learning. On the one hand dual learning stresses the importance of realistic learning tasks… On the other hand, improved flexibility may help to close the gap between formal education and professional practice, and strengthen the transfer of acquired competencies from schools to the workplace. P4
• Integrated e-learning: This book follows the definition of Kirschner and Paas (2001:350) that e-learning is learning (and this the creation of learning and learning arrangements) where the Internet plays an important role in the delivery, support, administration and assessment of learning. P5
• Integrated e-learning therefore typically tries to combine elements from face-to-face teaching, distance education and training on the job. P5
• Three viewpoints: technology, pedagogy, and organization
• The complete educational system should be considered at least from the three view points mentioned. P7
• …The introduction of e-learning is not considered merely as an addition to instruction, but as an innovation and integral part of the educational system. P7

Further reading

• Laurillard, 1993 Rethinking University Teaching: A framework for the effective use of educational technology. Routledge, London.
• Wagner, 1999 Beyond distance education: distributed learning systems, in Handbook of Human Performance Technology, ed H.D. Stolovich and E. J Keeper, p626-48, Jossey-Bass Pfeiffer, San Francisco CA.
• Kirschner and Paas (2001:350). Web-enhanced higher education: a Tower of Babel, Computers in Human behaviour, 17 pp 347-53
• Goodyear (1998). New Technology in Higher Education: Understanding the innovation process, invited keynote paper presented at the International Conference on Integrating Information and Communication Technology in Higher Education (BITE), March 1998, Maastricht, Netherlands.

Alberto Ramirez Martinell