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Wolverhampton Intellectual Repository and E-Theses > Institute for Learning Enhancement (formerly CELT) > Institute for Learning Enhancement (ILE) > Management of e-learners: some implications for practitioners

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/3977
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Title: Management of e-learners: some implications for practitioners
Authors: Singh, Gurmak
Citation: CELT Learning and Teaching Projects 2001/02
Publisher: University of Wolverhampton
Issue Date: 2002
URI: http://hdl.handle.net/2436/3977
Additional Links: http://www.wlv.ac.uk/celt
Abstract: Information technologies have played a leading role in supporting many recent changes in teaching and learning approaches in Higher Education. Contemporary innovation finds information technology (IT) at the heart of Higher Education transformation. The opportunities afforded by these learning technologies are well documented in popular academic literature. They point to new applications of the latest communication technologies. However, they also bring with them a host of new questions and challenges. The management of e-learners is likely to be part of a more far-reaching organisational change. Where learning technologies are introduced, a layer of technical complexity is added. The redesign of business processes and structures is far from simple ‘technical’ matter. It involves significant social redesign. The extent to which enabling technology has driven the shift towards learner-centred learning in all educational contexts is a matter of debate. As the century turns, establishing the acceptance, let alone the effectiveness and quality of technology-mediated learning, is still seriously problematic (Salmon, 1999). However, the suitability of information and communication technology (ICT) as a means of encouraging self-directed learning is not in doubt, nor that the role of the tutor is changing to ‘guide on the side’: a facilitator not transmitter, of information (Marchmont, 2000). This paper reports findings of a single case study at Wolverhampton Business School. Qualitative data was collected through structured and unstructured interviews with learners and tutors on Business Administration Award. A total of 20 learners and 5 tutors form the basis of the findings.
Type: Book chapter
Language: en
Description: Report of a CELT project on supporting students through innovation and research
Keywords: Teaching methods
E-learning
Higher education
Undergraduate students
Business School
Self-directed learning
WOLF
Wolverhampton Online Learning Framework
Student centered learning
ISBN: 0954211618
Appears in Collections: Institute for Learning Enhancement (ILE)
Management Research Centre

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