A multidimensional approach to the sustainability of e-learning
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Published
Jan 1, 2007
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Abstract
Analysis of the key elements related to sustainability 'of a system of e-learning. We present a model that highlights the complex web of relationships between the dimensions that characterize it. E 'already' in the early stages of its planning and implementation.
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Articles - Special Issue
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References
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Euler D., Wilbers K. (2002), Selbstlernen mit neuen Medien didaktisch gestalten. In D. Euler, C. Metzger (eds), Hochschuldidaktische Schriften, capitolo 1, St.Gallen: Institut für Wirtschaftspädagogik (citazione tratta da Seufert e Euler, 2003).
Hense J., Mandl H., Kruppa K., Gräsel C. (2001), Concept, realisation, and evaluation of SEMIK, Proceedings of WCCE’01, 777-786.
Rogers E.M. (1995), Diffusion of innovations, 4th Edition. New York: Free Press.
Seufert S. (2003), Shaping Innovations: e-learning as a catalyst for a new culture in learning and teaching?, ICNEE 2003. http://www.scil.ch/docs/2003- 05-icnee-seufert-shapinginno vations.pdf
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Trentin G. (1997), Telematics and online teacher training: the Polaris project. International Journal of Computer Assisted Learning, 13(4), 261-270.
Trentin G. (2004), Towards a real sustainability of e-learning. Proceedings of E-learning & sustainability, Fondazione ENI Enrico Mattei, Giune 2004. http://www.altrascuola.it/article.p hp?sid=951.
Trentin G. (2005), From ‘formal’ to ‘informal’ e-Learning through knowledge management and sharing. Journal of e-Learning and Knowledge Society 1(2), 209-217.
Wiliam D., Black P. (1996), Meanings and consequences: a basis for distinguishing formative and summative functions of assessment? British Educational Research Journal 22(5), 537-548.
Barbian J. (2001), The future training room. Training, 38 (9), 40-45. Bass F.M. (1969), A new product growth model for consumer durables. Management Science, 15, 215-227.
Bates A. (2002), Managing technological change. Jossey-Bass Publishers, San Francisco.
Bloom B.S. (1971), Handbook on formative and summative evaluation of student learning, New York: McGraw-Hill.
Euler D., Wilbers K. (2002), Selbstlernen mit neuen Medien didaktisch gestalten. In D. Euler, C. Metzger (eds), Hochschuldidaktische Schriften, capitolo 1, St.Gallen: Institut für Wirtschaftspädagogik (citazione tratta da Seufert e Euler, 2003).
Hense J., Mandl H., Kruppa K., Gräsel C. (2001), Concept, realisation, and evaluation of SEMIK, Proceedings of WCCE’01, 777-786.
Rogers E.M. (1995), Diffusion of innovations, 4th Edition. New York: Free Press.
Seufert S. (2003), Shaping Innovations: e-learning as a catalyst for a new culture in learning and teaching?, ICNEE 2003. http://www.scil.ch/docs/2003- 05-icnee-seufert-shapinginno vations.pdf
Seufert S., Euler D. (2003), Sustainability of e-learning innovations: findings of expert interviews. http://www.scil.ch/publications/d ocs/2003-06-seufer t - e u l e r - sustainability-elearning.pdf
Trentin G. (1997), Telematics and online teacher training: the Polaris project. International Journal of Computer Assisted Learning, 13(4), 261-270.
Trentin G. (2004), Towards a real sustainability of e-learning. Proceedings of E-learning & sustainability, Fondazione ENI Enrico Mattei, Giune 2004. http://www.altrascuola.it/article.p hp?sid=951.
Trentin G. (2005), From ‘formal’ to ‘informal’ e-Learning through knowledge management and sharing. Journal of e-Learning and Knowledge Society 1(2), 209-217.
Wiliam D., Black P. (1996), Meanings and consequences: a basis for distinguishing formative and summative functions of assessment? British Educational Research Journal 22(5), 537-548.