By Jan Herrington; Thomas C Reeves; Ron Oliver
'A consultant to actual e-Learning' presents the instruments to use e-learning rules throughout a variety of disciplines, with sensible information on layout, improvement, implementation and overview. It comprises case reviews and develops the conceptual framework for real studying initiatives in on-line environments. desk OF CONTENTS -- what's actual e-learning? -- real e-learning initiatives -- what's no longer real e-learning? -- How learn does real e-learning have to be? -- genuine e-learning and the conative studying area -- Designing and generating genuine e-learning classes -- review of actual e-learning -- comparing actual e-learning classes -- gaining knowledge of genuine e-learning
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Additional info for A guide to authentic E-learning
Hummel rejected the idea that the program was “true” situated learning by virtue of the fact that it was computer-based: “Instructional designers who apply situated learning theory by implementation in electronic media should realize that they take an important step away from this theory . . courseware becomes the learning environment and not the authentic situation” (p. 15). Similarly, Tripp (1993) contended that computer-based simulations were not suﬃcient, and reiterated that “true expertise is learned by being exposed to experts” (p.
In discussing instruction which puts forward a single, “correct” interpretation, Spiro, Feltovich, Jacobson, and Coulson (1991b) contend that “single perspectives are not false, they are inadequate” (p. 22). For example, Klein and Hoﬀman (1993) point out that experience per se does not equal expertise. They cite their own earlier research on ﬁreﬁghters where rural volunteer ﬁreﬁghters with 10 years’ experience were not as expert as those who had spent one year in a “decaying inner city” (p. 205).
Honebein, et al. noted that: When the project was complete, the students had learned not only about fractions but also about software design and instructional design . . and were so absorbed by the challenges . . they practically “forgot” that they were also learning about fractions. (p. 95) Spiro et al. (1987) strongly criticised the tendency to oversimplify in learning environments. They accused such practice as motivated by convenience rather than eﬀectiveness of the learning design: Simpliﬁcation of complex subject matter makes it easier for teachers to teach, for students to take notes and prepare for their tests, for test-givers to construct and grade tests, and for authors to write texts.