"This book helps institutions and key stakeholders understand the diverse issues surrounding e-learning and virtual campus initiatives and the conditions necessary to achieve greater success and sustainability"--Provided by publisher.
| Foreword |
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xvii | |
| Preface |
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xix | |
| Acknowledgment |
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xxv | |
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Section I Advancing E-Learning and Virtual Campus Policies |
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The E-Learning Phenomenon: A New University Paradigm? |
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1 | (21) |
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Linking Self-Directed Lifelong Learning and E-Learning: Priorities for Institutions of Higher Education |
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22 | (16) |
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The Online Seminar as Enacted Practice |
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38 | (17) |
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Is E-Learning Used for Enhancing Administration or Learning? On the Implications of Organisational Culture |
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55 | (10) |
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Advancing E-Learning Policy and Practice: Influences on Academics' Adoption, Integration and Development of Multimodal E-Learning Courses |
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65 | (16) |
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Flying under the Radar: The Importance of Small Scale E-Learning Innovation within Large-Scale Institutional E-Learning Implementation |
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81 | (14) |
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Matching Technology, Organisation and Pedagogy in E-Learning: Looking for the Appropriate Balance Leading to Sustainability and Effectiveness |
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95 | (20) |
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E-Learning and Virtual Campus Development: From Innovation to Sustainability |
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115 | (12) |
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Section II Virtual Campus Best Practice Experiences |
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An Analysis of European Megaproviders of E-Learning: Recommendations for Robustness and Sustainability |
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127 | (20) |
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Guiding Principles for Identifying and Promoting Best Practice in Virtual Campuses |
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147 | (16) |
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Reviewing Traces of Virtual Campuses: From a Fully Online Virtual Campus to a Blended Model |
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163 | (16) |
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Virtual Campus Development on the Basis of Subsidiarity: The EVS Approach |
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179 | (19) |
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From Virtual Mobility to Virtual Erasmus: Offering Students Courses and Services without Boundaries |
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198 | (17) |
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Blending Virtual Campuses Managing Differences through Web 2.0 Experiences in Transnational Cooperation Projects |
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215 | (20) |
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Network Organisation to Improve Virtual Campus Management: Key Factors from a French Experience |
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235 | (19) |
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Developing and Managing an Effective Virtual Campus: The eLab Experience in the Swiss Higher Education Context |
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254 | (15) |
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A Business Model for the Exchange of E-Learning Courses in an International Network |
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269 | (20) |
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| Compilation of References |
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289 | (26) |
| About the Contributors |
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315 | (10) |
| Index |
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325 | |
Mark Stansfield (PhD) is a Senior Lecturer in the School of Computing at the University of the West of Scotland. He has published numerous papers in areas relating to e-learning, games based e-learning and virtual campuses. Mark Stansfield also serves on the editorial boards of several international journals that include the International Journal of Information Management, Journal of Information Systems Education, ALT-J and the Journal of IT Education, as well as being an Editor of the Interdisciplinary Journal of E-Learning and Learning Objects. He is Project Coordinator and Principal Investigator of the European Commission co-financed project �Promoting Best Practice in Virtual Campuses (PBP-VC)�. Thomas Connolly is a Professor and Chair of the ICT in Education Research Group at the University of the West of Scotland and is Director of the Scottish Centre for Enabling Technologies and Director for the Centre of Excellence in Games-based Learning. His specialisms are online learning, games-based learning and database systems. He has published papers in a number of international journals as well as authoring the highly acclaimed books �Database Systems: A Practical Approach to Design, Implementation, and Management�, �Database Solutions� and �Business Database Systems�, all published by Addison Wesley Longman. Professor Connolly also serves on the editorial boards of many international journals, as well as managing several large-scale externally funded research projects.
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