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dc.contributor.authorFinger, Glennen_US
dc.contributor.authorSun, Pei Chenen_US
dc.contributor.authorJamieson-Proctor, Rominaen_US
dc.contributor.editorTerry T. Kidd & Jared Keengween_US
dc.date.accessioned2017-04-24T10:04:47Z
dc.date.available2017-04-24T10:04:47Z
dc.date.issued2010en_US
dc.date.modified2010-08-20T06:28:33Z
dc.identifier.isbn9781605668284en_US
dc.identifier.urihttp://hdl.handle.net/10072/33630
dc.description.abstractThe potential for online education for adult learning have been well argued, and in recent times there have been eLearning initiatives to realise the potential offered by online education. Adult learning institutions, particularly Universities, have adopted and introduced infrastructure to support Learning Management Systems (LMS), Local Area Networks (LAN), Learning Management Content Systems (LMCS), and Virtual Learning Environments (VLE). Following discussion of those eLearning environments, this chapter will suggest that the limitations of those digital systems is leading to the next phase with the development of digital ecosystems conceptualised as learning platforms which keeps learning central, enables interoperability, and forms a base for building upon through use of new technologies and increased capabilities of educators to use information and communication technologies (ICT) for curriculum, pedagogy and assessment (Ingvarson & Gaffney, 2008). Digital ecosystems enable the integration of student administration, LAN (requiring teacher and student logins and passwords), VLE, content repository, community links, utilise Web 2.0 (social networking) technologies, and can have the adult learner as the central focus of the design of the platform and its functionalities. Subsequently, the chapter draws upon the findings of a research project (Sun, Tsai, Finger, Chen, & Yeh, 2007) which identified the critical functionalities for eLearner satisfaction to provide suggestions that the architecture and design of an eLearning system should be informed by the adult learners' perceived usefulness of the system (Pitnuch & Lee, 2006). More recently, the presentation of face to face teaching and online learning as alternatives has been superseded by conceptualisations of blended learning. Through presenting these learning environments in terms of their possibilities and limitations, and the emergence of blended learning, implications for adult learning will be synthesised.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherInformation Science Referenceen_US
dc.publisher.placeUnited Statesen_US
dc.publisher.urihttp://old.igi-global.com/reference/en_AU
dc.relation.ispartofbooktitleAdult Learning in the Digital Age: Perspectives on Online Technologies and Outcomesen_US
dc.relation.ispartofchapter1en_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom1en_US
dc.relation.ispartofpageto12en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducational Technology and Computingen_US
dc.subject.fieldofresearchcode130306en_US
dc.titleEmerging Frontiers of Learning Online: Digital Ecosystems, Blended Learning and Implications for Adult Learningen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2010
gro.hasfulltextNo Full Text


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