The third edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore technological, pedagogical, and organizational implications. The third edition has been fully updated throughout and includes new material on learning technologies, MOOCs, blended learning, leadership, and the importance and role of social connections in thinking and learning, highlighting the transformative and disruptive impact that e-learning has recently had on education.
Author(s): D. Randy Garrison
Edition: 3
Publisher: Routledge
Year: 2016
Language: English
Pages: 220
City: London
Cover
Half title
Title Page
Copyright Page
Table of Contents
List of Illustrations
Preface to the Third Edition
Preface to the Second Edition
Preface to the First Edition
Acknowledgments
1 Introduction
E-Learning Described
A New Reality
Conclusion
Part I: The Conceptual Framework
2 Theoretical Foundations
Philosophical Perspective
Thinking and Learning Collaboratively
A Transactional View
Responsibility and Control
Theoretical Concepts
Approaches to Learning
Text-Based Communication
Conclusion
3 Community of Inquiry
A Theoretical Framework
The Community of Inquiry Framework
Social Presence
Cognitive Presence
Teaching Presence
Indicators
Theoretical Developments
A Theory?
Conclusion
4 Social Presence
Re-thinking Social Presence
Evidence and Insights
Categories of Social Presence
Affective Communication
Open Communication
Cohesive Responses
Practical Implications
Conclusion
5 Cognitive Presence
Critical Thinking
Practical Inquiry
Evidence and Insights
Shared Metacognition
Cognitive Presence Descriptors
Conclusion
6 Teaching Presence
Roles and Functions
Design and Organization
Facilitating Discourse
Direct Instruction
Evidence and Insights
Conclusion
Part II: Applying the CoI Framework
7 Learning Technologies
Historical Perspective
E-Learning Approaches
Web 2.0
Social Media
Mobile Learning
MOOCs
Learning and Technology
Conclusion
8 Blended Learning
Blended Learning Described
Scenarios
Online Blended Learning
Why Blended Learning?
Conclusion
9 Guidelines for Practice
Learning Activities
Teaching-Learning Guidelines
Design and Organization
Facilitating Discourse
Direct Instruction
Assessment
Conclusion
10 Assessment and Evaluation
Assessing Learning
Functions of Assessment
Assessing Participation
Assessment Activities
Course Evaluation
Conclusion
11 Organizational Issues
Strategic Innovation
Policy Development
Infrastructure
Leadership
Leading Collaboratively
Faculty Development
Conclusion
12 Future Directions
A Quick Look Back
Future Research
The CoI Framework
Social Presence
Cognitive Presence
Teaching Presence
Designing CoIs
K-12
Methodology
A Look Forward
Conclusion
About the Author
Appendix A: Community of Inquiry Survey Instrument
Appendix B: Shared Metacognition Questionnaire
References
Index
