The use of web-based resources and internet communications for online teaching and learning is seen by many to provide a ‘flexible’ and ‘blended’ learning’ focus for extending on-campus learning as well as commercial training in terms of distance education methods (e.g. Daniel 1996; Rosenberg, 2001). This paper argues that various concepts of e-learning convergence between different modes and contexts need to be understood and explained in terms of a distinction between mere ‘add-on’ and more integrated models of learning with and through new Information and Communication Technologies (ICTs). In contrast to traditional ‘transmission’ models of teaching, learning technologies are often characterized as student-centered or constructivist in educational implication (Duffy & Cunningham, 1996) Yet, e-learning is often referred to as educational ‘delivery’ and thus more likely to be practiced in terms of a traditional ‘transmission’ view of learning. A distinction between mere ‘add-on’ and more integrated approaches to e-learning will be discussed here in relation to an Australian educational context which has a strong tradition of both distance education and has a strong tradition of both distance education and progressive models of student-centered learning. The two case studies will provide a focus for discussing the challenges and possibilities involved when attempting to develop both distance education and on-campus ‘online courses’ in a more integrated way. Copyright © 2002 Association for the Advancement of Computing in Education (AACE).
|Journal||International Journal on E-Learning|
|Publication status||Published - Jul 2002|