Overview: Andrews,R (2001). Does eLearning require a new Theory ofLearning? Part 2

This blog is a continuation of the previous blog. I am going to focus on the key concepts of eLearning theory as introduced in Andrews paper and hopefully provide an answer to the subject topic. He regards eLearning as the re conceptualization of learning that makes use of not only instructor led pedagogy but all the flexibility that asynchronous multi party contribution can bring ( Andrews & Haythornthwaite, 2007). The paper describes eLearning as being made possible when the available resources for learning are transformed by the learner with the added dimension of peer as well as teacher discussion asynchronously as well as synchronously. This indicates that for eLearning to take place effectively all resources must be in place and fully functional and the teachers and students should be in a position to effectively manipulate  the technology in order that the learner can transform these resources to suit competency.

eLearning is different from conventional face to face learning in four ways, the digitization of text makes for easier transduction , the availability of an extended community of learners, the learner has more agency and more resources at his disposal  and the affordance of asynchronicity makes for a potentially more dynamic relationship between the individual learner and his interaction with the wider community. In my opinion eLearning far outweighs face to face only delivery if we consider the four comparison facts highlighted in the paper.

Castells (2001) suggests that the internet has enabled a new system of social relationships based on th individual. The individual is able to both define and be defined by the social networks he plays a part in. E- learning is decribed in the paper as having the ability to create a web of networked communities that in themselves are generative of learning, but in combination and association provide a richer more extensive opportunity for learning.

The author of the paper argues that eLearning is relatively undeveloped and the lack of development is due to the general conclusion that there is no need for that theory because existing and new learning theory can account for eLearning because it represents merely another site for learning.

Conclusion
Having looked at the paper in detail, i reckon it is vital to identify a separate theory of eLearning simply because it is still undeveloped.

I will be looking at the transduction process for learning in the next blog.

Reference

Andrews,R. (2011)

 www.j-e-r-o.com/indwx.php/jero/article/view/84