A framework for designing higher education e-learning environments

Reushle, Shirley (2006) A framework for designing higher education e-learning environments. In: 2006 World Conference on E-Learning in Corporate, Government, Healthcare & Higher Education (E-Learn 2006), 13-17 Oct 2006, Honolulu, Hawaii.

Abstract

This paper describes a framework for the design of higher education learning and teaching (e-learning) environments. The framework has emerged from the author’s doctoral research. The author, located at a regional, Australian university, collaborated with teachers from a polytechnic in Singapore to build the professional capacity of the group in the area of e-learning. The exploration of themes evident in the literature assisted in the creation of the design framework. Findings from the study which led to the design of the framework are briefly discussed and the principles and practices, which define that framework, are outlined. Implications for educators and educational institutions are discussed. It is an unrealistic expectation that a proposed framework is relevant to users in all educational environments, but it is anticipated that the framework could be applied to a wide variety of e-learning settings.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to published version due to publisher copyright policy.
Depositing User: Dr Shirley Reushle
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Oct 2007 00:37
Last Modified: 02 Jul 2013 22:36
Uncontrolled Keywords: e-learning, design framework, professional development
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130103 Higher Education
URI: http://eprints.usq.edu.au/id/eprint/1226

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