E-learning theory and practice / (Record no. 1145)

MARC details
000 -LEADER
fixed length control field 03941nam a22003017a 4500
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20221119022547.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 210524b ||||| |||| 00| 0 eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9781849204712 (paperback)
040 ## - CATALOGING SOURCE
Language of cataloging English.
Transcribing agency CvSU-CCAT Campus Library.
Description conventions rda.
Original cataloging agency CvSU-CCAT Campus Library.
050 ## - LIBRARY OF CONGRESS CALL NUMBER
Classification number CIR LB 1044.87
Item number H39 2011
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Haythornthwaite, Caroline A., author.
9 (RLIN) 3490
245 ## - TITLE STATEMENT
Title E-learning theory and practice /
Statement of responsibility, etc. Caroline Haythornthwaite and Richard Andrews.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Los Angeles :
Name of publisher, distributor, etc. Sage,
Date of publication, distribution, etc. c2011.
300 ## - PHYSICAL DESCRIPTION
Extent x, 262 pages :
Other physical details illustrations ;
Dimensions 25 cm
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note Includes bibliographical references (p. [227]-254) and index.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note Acknowledgements Introduction: New Learning Practices What's New in Learning? What is Driving New Conditions for Learning? Chapter Outline Looking Forward Further Reading The New Media Introduction Features of Computer-Mediated Communication Conclusion Further Reading Theories of Learning Introduction Transformation, Framing and Emergence Challenges for Assessment Toward E-Learning Theory Texts Conclusion Further Reading Theorizing Online Learning Introduction Existing Theoretical Positions Further Theories Interim Summary Does E-Learning Require a New Theory of Learning? Three Questions Answered Further Thoughts Conclusion Further Reading New Literacies, New Discourses in E-learning From New Literacies to New Discourses Exploring Modes From 'Literacy' to 'Discourse' The Implications of a 'Discourse' View of E-Learning A Reciprocal, Co-Evolutionary Model of Literacy Development and Learning Developing a New 'Language' for E-Learning Conclusion Further Reading Participatory Cultures Introduction Technologies of Participation Brief History of IT Development Participatory Media Educational Spaces: 1.0 and 2.0 Changes in Authority and Contribution Conclusion Further Reading Learning Communities Introduction Defining and Locating Community Why Collaboration and Community? The Concept of Community Creating an E-learning Community Promoting a Community Conclusion Further Reading Socio technical Perspectives Introduction Reviewing Social Processes and Technology Managing the Social and Technical Mix in E-learning Balancing the Social and Technical Conclusion Further Reading E-learning Ecologies Introduction The Ecology of the E-learning Environment Personal Ecologies Conclusion Further Reading Ubiquitous Learning, Ubiquitous Learners Introduction Becoming an Ubiquitous E-learner Who Is A Ubiquitous E-learner? What Does a Ubiquitous Learner Learn? The Ubiquitous Learner and the Economics of Attention Conclusion Further Reading E-inclusion and Exclusion Introduction Digital Divide Digital Spectrum Conclusion Further Reading Cross-Cultural Issues Introduction Issues Arising From Cultural Diversity E-learning Across the Globe Potential Problems with Cross-Cultural Approaches to E-Learning Further Reading Researching E-Learning Introduction Getting Started in E-Learning Research E-learning Research Dimensions Research about and for E-learning New Forms of Research Formats in the Digital Age Becoming an E-Researcher Future Research From Research About E-Learning to Research For E-Learning Conclusions Further Reading References
520 ## - SUMMARY, ETC.
Summary, etc. In 'E-learning Theory and Practice', the authors set out different perspectives on e-learning. The book deals with the social implications of e-learning, its transformative effects, and the social and technical interplay that supports and directs e-learning
546 ## - LANGUAGE NOTE
Language note English text.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Internet in education.
9 (RLIN) 3491
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Computer-assisted instruction.
9 (RLIN) 609
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Web-based instruction
General subdivision Social aspects.
9 (RLIN) 3492
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Internet
General subdivision Study and teaching.
9 (RLIN) 3493
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element E-Learning.
9 (RLIN) 3494
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Andrews, Richard, 1953 Apr. 1-, author.
9 (RLIN) 3495
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Book
Source of classification or shelving scheme Library of Congress Classification
Classification part LB 1044.87 H39 2011
Call number prefix CIR
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Collection code Home library Current library Shelving location Date acquired Source of acquisition Coded location qualifier Cost, normal purchase price Full call number Barcode Date last seen Copy number Price effective from Koha item type
    Library of Congress Classification     Book Cavite State University - CCAT Campus Cavite State University - CCAT Campus GCS 05/24/2021 Purchased GCS 3326.00 CIR LB 1044.87 H39 2011 R0011314 10/15/2025 1 05/24/2021 Book