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Commenced in January 2007 Frequency: Monthly Edition: International Publications Count: 29830

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The Impact of e-Learning and e-Teaching
With the exponential progress of technological development comes a strong sense that events are moving too quickly for our schools and that teachers may be losing control of them in the process. This paper examines the impact of e-learning and e-teaching in universities, from both the student and teacher perspective. In particular, it is shown that e-teachers should focus not only on the technical capacities and functions of IT materials and activities, but must attempt to more fully understand how their e-learners perceive the learning environment. From the e-learner perspective, this paper indicates that simply having IT tools available does not automatically translate into all students becoming effective learners. More evidence-based evaluative research is needed to allow e-learning and e-teaching to reach full potential.
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[1] R. J. Blake. Brave New Digital Classroom: Technology and Foreign Language Learning. Washington, DC: Georgetown University Press, 2008, p. 59.
[2] M. Robyler and A. Doering. Integrating Technology into Teaching (5th Edn). Sydney: Allyn & Bacon, 2010.
[3] N. S. A. Silva, G. J. M. Costa, S. Rogerson and M. Prior. "Knowledge or content? The philosophical boundaries in e-learning pedagogical theories," in A. Mendez-Vilas Research, Reflections and Innovations in Integrating ICT in Education, p. 221, 2009.
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[5] S. Bennett, K. Maton and L. Kervin. "The ÔÇÿdigital natives- debate: A critical review of the evidence," British Journal of Educational Technology, vol. 39, no. 5, pp. 775-786, 2008.
[6] G. Kennedy, K. Krause, T. Judd, A. Churchwood and K. Gray. First year students' experience with technology: Are they really digital natives? Melbourne: Melbourne University, 2006.
[7] H. Green and C. Hannon. Their Space: Education for a digital generation. London: Demos, 2007.
[8] R. Benson and C. Brack. "Developing the scholarship of teaching: What is the role of e-teaching and learning?" Teaching in Higher Education, vol. 14, no. 1, pp. 71-80, 2009.
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[14] K. D. Strang. "How multicultural learning approach impacts grade for international university students in a business course," Asian English Foreign Language Journal Quarterly, vol. 11, no. 4, pp. 271-292, 2009.
[15] F. J. Coffield, D. V. Moseley, E. Hall and K. Ecclestone. Learning styles and pedagogy in post-16 learning: A systematic and critical review. London: Learning and Skills Research Centre, University of Newcastle upon Tyne, 2004.
[16] T. L. Russell. The no significant difference phenomenon as reported in 355 research reports, summaries and papers: A comparative research annotated bibliography on technology for distance education. Raleigh, NC: North Carolina State University, Office of Instructional Telecommunications, 2002.
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[22] Y-J Zhang. "A Teaching Case for a Distance Learning Course: Teaching Digital Image Processing," Journal Of Cases on Information Technology, vol. 9., no. 4, pp. 30-39, Oct.-Dec. 2007.
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[24] S. M. Naharro and M. A. Labarta. "E-Learning at the Ploytechnic University of Valencia: A Bet for Quality," Journal of Cases on Information Technology, vol. 9, no. 2, pp. 26-36, Apr-June, 2007.
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[34] S. Guri-Rosenblit. Digital technologies in higher education: Sweeping expectations and actual effects. New York: Nova Science, 2009.
[35] M. Castells. The Rise of the Network Society. Oxford: Blackwell, 1996.
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