E-learning literacy: Difference between revisions

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E-learning programs often fail in one way or another to meet expectations. One of the reasons could be the lack of what we could call e-learning literacy. Another reason, is that e-learning often is used as an opportunity for changing learning goals, for example put more emphasis on "deep learning", which asks more from learners.
E-learning programs often fail in one way or another to meet expectations. One of the reasons could be the lack of what we could call e-learning literacy. Another reason, is that e-learning often is used as an opportunity for changing learning goals, for example put more emphasis on "deep learning", which asks more from learners.


E-learning literacy, also known as ''online learning skills'' or ''e-learning skills'', ''e-learner competency'', ''e-learning readiness, ''distance learner competence'', ''blended learner competence'', etc., refers to skills that are necessary to participate in partial or full online learning programs and classes.  Hong and Jung (2010) <ref name="hong2010"> Seongyoun Hong and Insung Jung (2011), The distance learner competencies: a three-phased empirical approach,  Educational Technology Research and Development, February 2011, Volume 59, Issue 1, pp 21-42</ref> define distance  learner  competencies’  {{quotation|as  knowledge, skills  and attitudes that enable a person to be a successful distance learner [...] A successful distance learner is operationally defined as a distance learner who has completed distance courses at least three semesters, with above average grades}}. This definition also could be used to defined competency for blended learning.
E-learning literacy, also known as ''online learning skills'' or ''e-learning skills'', ''e-learner competency'', ''e-learning readiness, ''distance learner competence'', ''blended learner competence'', etc., refers to skills that are necessary to participate in partial or full online learning programs and classes.  Hong and Jung (2010) <ref name="hong2010"> Seongyoun Hong and Insung Jung (2011), The distance learner competencies: a three-phased empirical approach,  Educational Technology Research and Development, February 2011, Volume 59, Issue 1, pp 21-42, http://link.springer.com/article/10.1007/s11423-010-9164-3 </ref> define distance  learner  competencies’  {{quotation|as  knowledge, skills  and attitudes that enable a person to be a successful distance learner [...] A successful distance learner is operationally defined as a distance learner who has completed distance courses at least three semesters, with above average grades}}. This definition also could be used to defined competency for blended learning.


E-learning literacy comprises several literacies, for example:
E-learning literacy comprises several literacies, for example:
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According to Hong and Jung (2010) <ref name="hong2010"/>,  
According to Hong and Jung (2010) <ref name="hong2010"/>,  
{{quotationbox| Numerous studies show that distance learners who complete their courses with above average grades have good self-management and interaction skills, greater prior experience of successful learning and a higher level of readiness for self-directed study (Coggins 1988; Dille and Mezack 1991; Garrison 1993; Bernt and Bugbee 1993; Golladay et al. 2000; Powell 2000; Li 2002; Schrum and Hong 2002; Williams 2003; Johnstone and Connick 2005; Moore and Kearsley 2005; Deka and McMurry 2006; Kerr et al. 2006; Dabbagh 2007). Coggins (1988), Dille and Mezack (1991) and Bernt and Bugbee (1993) concur that learning readiness, prior educational experience, locus of control and appropriate learning strategies positively correlate with success. Williams (2003) and Dabbagh (2007) also identify interpersonal and communication skills as important features of learners who persist and succeed in online study. All of these studies infer that learners need to develop certain competencies if they are to perform well in distance learning.}}
{{quotationbox| Numerous studies show that distance learners who complete their courses with above average grades have good self-management and interaction skills, greater prior experience of successful learning and a higher level of readiness for self-directed study (Coggins 1988 <ref>Coggins, C. C. (1988). Preferred learning styles and their impact on completion of external degree programs. American Journal of Distance Education, 2(1), 25–37 </ref>; Dille and Mezack 1991 <ref>Dille, B., & Mezack, M. (1991). Identifying predictors of high risk among community college telecourse students. American Journal of Distance Education, 5(1), 24–35. </ref>; Garrison 1993 <ref>Garrison, D. R. (1993). Dropout in adult education. In T. N. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed.). Oxford: Pergamon. </ref>; Bernt and Bugbee 1993; <ref>Bernt, F. M., & Bugbee, A. C. (1993). Study practices and attitudes related to academic success in a distance learning programme. Distance Education, 14(1), 97–112. </ref> Golladay et al. 2000; <ref>Golladay, R., Prybutok, V., & Huff, R. (2000). Critical success factors for the online learner. Journal of Computer Information Systems, 40(4), 69–71. </ref> Powell 2000 <ref>Powell, G. C. (2000). Are you ready for WBT? Resource document. http://it.coe.uga.edu/itforum/paper39/
paper39.html. Accessed October 1, 2009. </ref>; Li 2002 <ref>Li, H. (2002). Distance education: Pros, cons, and the future. WSCA annual conference. http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/19/cd/dc.pdf. Accessed October 1, 2009. </ref>; Schrum and Hong 2002 <ref>Schrum, L., & Hong, S. (2002). Dimension and strategies for online success: Voices from experienced
educators. Journal of Asynchronous Learning Networks, 6(1), 57–67. </ref>; Williams 2003; Johnstone and Connick 2005; Moore and Kearsley 2005; Deka and McMurry 2006; Kerr et al. 2006; Dabbagh 2007). Coggins (1988), Dille and Mezack (1991) and Bernt and Bugbee (1993) concur that learning readiness, prior educational experience, locus of control and appropriate learning strategies positively correlate with success. Williams (2003) and Dabbagh (2007) also identify interpersonal and communication skills as important features of learners who persist and succeed in online study. All of these studies infer that learners need to develop certain competencies if they are to perform well in distance learning.}}


Ho et al. (2010) <ref> Li‐An Ho, Tsung‐Hsien Kuo, Binshan Lin, (2010) "Influence of online learning skills in cyberspace", Internet Research, Vol. 20 Iss: 1, pp.55 http://dx.doi.org/10.1108/10662241011020833 </ref>, in a small literature review, identify several components of e-learner competency and also point out one also should consider ''e-learning readiness'' which refer to more general "prior" variables and are adopted from Watkins (2005) <ref>Watkins, R. (2005), “Preparing e‐learners for online success”, available at: http://www.astd.org/LC/2005/0905_watkins.htm (accessed 10 June 2009).  </ref> E-learning readiness includes: technology access, online skills and relationships, motivation to learn, internet forum skills, etc., i.e. a mix of [[digital literacy]] skills, available technology and motivational factors.
Ho et al. (2010) <ref> Li‐An Ho, Tsung‐Hsien Kuo, Binshan Lin, (2010) "Influence of online learning skills in cyberspace", Internet Research, Vol. 20 Iss: 1, pp.55 http://dx.doi.org/10.1108/10662241011020833 </ref>, in a small literature review, identify several components of e-learner competency and also point out one also should consider ''e-learning readiness'' which refer to more general "prior" variables and are adopted from Watkins (2005) <ref>Watkins, R. (2005), “Preparing e‐learners for online success”, available at: http://www.astd.org/LC/2005/0905_watkins.htm (accessed 10 June 2009).  </ref> E-learning readiness includes: technology access, online skills and relationships, motivation to learn, internet forum skills, etc., i.e. a mix of [[digital literacy]] skills, available technology and motivational factors.

Revision as of 13:13, 4 May 2016

Draft

Introduction

E-learning programs often fail in one way or another to meet expectations. One of the reasons could be the lack of what we could call e-learning literacy. Another reason, is that e-learning often is used as an opportunity for changing learning goals, for example put more emphasis on "deep learning", which asks more from learners.

E-learning literacy, also known as online learning skills or e-learning skills, e-learner competency, e-learning readiness, distance learner competence, blended learner competence, etc., refers to skills that are necessary to participate in partial or full online learning programs and classes. Hong and Jung (2010) [1] define distance learner competencies’ “as knowledge, skills and attitudes that enable a person to be a successful distance learner [...] A successful distance learner is operationally defined as a distance learner who has completed distance courses at least three semesters, with above average grades”. This definition also could be used to defined competency for blended learning.

E-learning literacy comprises several literacies, for example:

According to Hong and Jung (2010) [1],

Numerous studies show that distance learners who complete their courses with above average grades have good self-management and interaction skills, greater prior experience of successful learning and a higher level of readiness for self-directed study (Coggins 1988 [2]; Dille and Mezack 1991 [3]; Garrison 1993 [4]; Bernt and Bugbee 1993; [5] Golladay et al. 2000; [6] Powell 2000 [7]; Li 2002 [8]; Schrum and Hong 2002 [9]; Williams 2003; Johnstone and Connick 2005; Moore and Kearsley 2005; Deka and McMurry 2006; Kerr et al. 2006; Dabbagh 2007). Coggins (1988), Dille and Mezack (1991) and Bernt and Bugbee (1993) concur that learning readiness, prior educational experience, locus of control and appropriate learning strategies positively correlate with success. Williams (2003) and Dabbagh (2007) also identify interpersonal and communication skills as important features of learners who persist and succeed in online study. All of these studies infer that learners need to develop certain competencies if they are to perform well in distance learning.

Ho et al. (2010) [10], in a small literature review, identify several components of e-learner competency and also point out one also should consider e-learning readiness which refer to more general "prior" variables and are adopted from Watkins (2005) [11] E-learning readiness includes: technology access, online skills and relationships, motivation to learn, internet forum skills, etc., i.e. a mix of digital literacy skills, available technology and motivational factors.

Ho et al (1010) adopt the Birch (2010) [12] model which consists of three factors: “

  1. Self‐direction competency: refers to e‐learners' ability in self‐advocacy, self‐sufficiency, self‐confidence.
  2. Meta‐cognitive competency: refers to e‐learners' higher‐order thinking involving active control over the cognitive processes engaged in learning and self‐evaluation process.
  3. Collaborative competency: refers to the skills needed when participating in synchronous or asynchronous online learning activities, which includes chat sessions, email exchanges, discussion threads, instant message and virtual classrooms.”


When students become responsible for designing their individual learning processes, e-learning literacy has to be considered an umbrella term, as it requires the capability to identify and organize information by means of information and communication technologies for learning purposes (cf. Di Sessa, 2001). As such, it comprises information and digital media literacy. Information and communication technologies are assumed to support learners of different types and teachers hereby (Tham & Werner, 2005). Learning literacy, and to be educated about learning (cf. Souto-Manning & Swick, 2006), are deceptively simple phrases as they imply an established and manageable set of (meta-cognitive) skills. If such skills are acquired it would make one knowledgeable about learning and guiding learning processes. [[..]] When the focus is on e-learning, additional skills are needed to operate instruments or tools. This skill set includes creating, finding, selecting, filtering, marking, managing, and transferring information for online reading, documenting, and communicating with peers online, along with those skills needed to navigate network spaces.

(Stary and Weichhart, 2012:196[13]).

Summarized the authors suggest that:

  • People who are to be responsible for their own learning do need ICT, media and learning literacy.
  • E-learning requires extra skills such as online information and communication skills.

Alexander (2001) [14] summarize a few variables that can influence the student's experience of e-learning. Some of these can be called e-learning skills, for example:

  • Time available to devote to the course (e.g. Weller and Mason, 2000 [15]). Time is the "new distance", i.e. if students cannot manage time, they will give up.
  • Familiarity with new pedagogical designs. This implies that “students need to be briefed on the views of learning which underpin particular learning strategies, and encouraged to be reflective about their own learning.”
  • Group work skills. Since few students have experience of group work, teachers “should undertake preparatory work for the activity, and opportunities should be provided for support of the activities and de‐briefing of the experience.”

Components

Main components for learners

E-learning literacy or competency is probably composed of the following large categories:

  • Digital literacy, that can be further decomposed into computer literacy (ICT literacy), network literacy, social media literacy and Information literacy: Find, sort and use information
  • Metacognitive literacy, in particular Self-directed learning: Set goals, plan and implement learning activities, time management
  • Communication and collaboration literacy: working in groups, asking help from tutors, contribute to a larger community, etc.
  • Extra skills related to specific e-learning procedures and culture: Use an e-learning environment, understand how to interact, understand one's role in a scenario, etc.

In a three-phased empirical study, Hong and Jung (2010) [1] identified the following distance learning skills which probably are relevant for most if not all e-learning variants:

Clusters Competencies
Study vision
1. Goal - Develop study goals in accordance with own life plan
2. Motivation - Motivate oneself consistently to complete tasks
3. Determination - Determine to succeed in learning with all the supports available
Cognitive and meta-cognitive skills
4. Metacognition - Regulate own learning processes and methods appropriately
5. Cognition - Make optimal use of learning strategies for effective study
6. Application - Apply previous knowledge and experience to solving problems in progress
Interaction abilities
7. Collaboration - Develop collaborative relationships with instructors and peers to improve learning
8. Networking - Formulate formal and informal communication network with instructors and peers
9. Initiation - Initiate collaborative knowledge building by leading various learning community activities
Identity as learner
10. Enjoyment - Enjoy learning itself
11. Role recognition - Recognize one’s role as a student
12. Self belief - Believe in one’s ability to successfully complete the study
Management skills
13. Resources - Manage available resources including time, information and media/technology effectively
14. Behaviors- Manage own behaviors/habits to concentrate on learning
15. Schedule - Manage schedule to meet all course requirements and deadlines

In their discussion, the authors also point out that “technology-related skills are not included in the competency list except the competency to manage available resources including time, information and media/technology effectively.This highlights the importance of selecting and using media and technology appropriately. But other specific technology-related skills do not appear to be critical to the successful distance learner. This finding counters previous studies rating the importance of technology competency.” The authors explains this by a growing digital literacy in the population and we would add that (traditional structured) distance teaching does not require an enormous amount of more advanced Internet skills. The same also can be said for Interaction abilities which in their study is weakly correlated with the other scales.

By e-learning course component

E-learning skills also can be tied to various course components, e.g.

  • Using courseware
  • Engaging in learning activities (tasks)
  • Communication between learners and learners and learners and tutors (in particular "non-scripted one")
  • Understanding course-level outcomes
  • Understanding expectations (in particular, deliverables, i.e. evaluated student productions)
  • Finding and using extra contents
  • Time management (in particular, deliverables)
  • Dealing with student assessment and course evaluation

Variants of e-learning

According to the e-learning type, literacy requirements are different, e.g. Jara and Fitri (2007) [16] identify the following types and subtypes:

  • Blended:
    • B1: Online admin support: Core teaching is face to face, organization + materials put online
    • B2: Follow-up: Core activities are face-to-face, but additional online activities are provided
    • B3: Parallel, Some activities face-to-face, others online
    • B4: Face-to-face events: Core activities are online, but some are face-to-face.
  • Distance:
    • D1: Distance online support: print-based courseware + online tutoring
    • D2: Online resource based: online activities organised around resources
    • D3: Online discussion based: online activities organised around discussions
    • D4: MOOCS (our addition, a variant of D1): Videos + peer-tutored activities

We hypothesize that the B4 and D1, D4 variants require higher self-direction skills. B2/3 and D2/3 require higher communication and social media skills.

Strategies to ease the e-learning literacy burden

There exist many strategies to ease the burden, i.e. the various literacy requirements. For example:

  • Organize an e-learning class like a traditional class. An example are MOOCs that use regular schedules, video lectures, light-weight assignments, etc. However, this strategy does have its drawbacks, i.e. it keeps the typical learner passive.
  • Include contents (courseware) that is didactically structured.
  • Tutoring (including coaching, counseling, feedback, help, etc.)
  • Encourage creation of an online community and improve feeling of social presence. Alternatively or also encourage students to create their own.
  • Reduce initial anxiety and inhibitions, e.g. though some "icebreaking activity".
  • Avoid negative incients ([17]
  • Support communication and "modeling" with/from other students.
  • Integrate emotional factors
  • ...

However, decreasing cognitive load of tasks is not always appropriate, since increasing e-learning skills (and more generally digital literacy my be a course-level outcome. Higher-level learning requires a construction effort from the learner, a process that can be enhanced through various types of cooperative, collaborative and collective learning activities. There may be a contraction between "easing" the task and learning goals in higher education. “Bereiter and Scardamalia (2003)[18] point out that if we want students to acquire the skills needed to function in knowledge-based, innovation-driven organizations, we should place them in an environment where those skills are required in order for them to be part of what is going on.” (cited by [19])

Klein et al. (1998:2) [20] define the interesting concept of cognitive demands analysis': “Whereas cognitive task analysis attempts to identify the cognitive skills an individual uses or needs to perform a task proficiently (Klein, 1995; Means & Gott, 1988; Roth & Mumaw, 1995), a cognitive demands analysis seeks to describe the types of cognitive learning expected of the individual by the technology”. This does not just include contents but also the “types of activities and instructional opportunities in which students are expected to engage”. The authors identify five families of cognitive learning: content understanding, collaboration, communication, problem solving, and metacognition.

What competences do course designers and teachers need ?

Qualifications of teachers and designers engaged in e-learning are often defined in a normative ways, e.g. through associations or study goals. There also exist empirical studies that analyse job interviews or expert's opinions on the subject.

Multimedia competences required from educational technologists

Albert D. Ritzhaupt et al. [21], based on prior work [22], conducted a study to identify multimedia competencies required for educational technologists. Although the study did focus on "multimedia", other items "came up".

After a literature review that was conducted “to examine types the types of knowledge, skills, and abilities recommended by the experts in the field (Alessi and Trollip 2001; Mayer 2001; Moallem 1995; Tennyson 2001; Kenny et al. 2005; Sumuer et al. 2006; Ritzhaupt et al. 2010; Sugar et al. 2009, 2012; Daniels et al. 2012; Wakefield et al. 2012)” (p.19), the authors analyzed 205 job announcements. This led to a list of 85 key multimedia competencies grouped into knowledge, skills and abilities. These competences then then were measured with the multimedia competency survey (ETMCS) addressed to educational technologists. Each item was rated with a five point scale: Not important at all (1); Important to a small extent (2); to some extent (3); to a moderate extent (4); and to a great extent (5).

For each knowlede, skills and abilities item set, exploratory factor analyses allowed to identify important underlying constructs. Below, we summarize these factors:

Educational technologist multimedia competency survey (ETMCS), Ritzhaupt and Martin (2014)
Factor label Rating mean SD % of variance
Knowledge: theories and methods of instruction have the highest ratings. Educational authoring and utility software, and programming and scripting languages have the lowest. However, in terms of variance explained, educational authoring and utility software comes first.
1. Educational authoring and utility software 2.90 0.89 39.265
2. Graphics, web, audio and video software 3.71 0.88 7.224
3. Theories and methods of instruction 3.89 0.78 5.777
4. Programming and scripting languages 3.02 0.95 4.033
5. Office production software 3.52 0.88 2.526
6. Course management software 3.85 0.90 2.455
7. Accessibility and copyrights 3.55 0.99 1.942
8. Computer hardware and networks 3.23 1.00 1.862
Skills: Soft skills have the highest rating, and multimedia production skills the lowest.
1. Multimedia production skills 3.29 0.90 41.16
2. Soft skills 4.48 0.67 15.20
3. Managerial and technical skills 3.63 0.83 5.89
4. Supporting skills 3.81 0.85 5.09
Abilities: The ability of a professional to Work in a team-oriented environment was rated highest.
1. Work in a team-oriented environment 4.54 0.70 46.94
2. Conduct an instructional design process 4.32 0.74 9.76
3. Teaching, multitasking, and prioritization 3.83 0.84 6.54
4. Work with technology and assessment 4.21 0.76 5.33

Can e-learning literacy be taught ?

E-learning literacy is firstly something that will be acquired through experience. Research shows that students with higher prior experience have higher continuency (e.g. Stoel and Lee (2003) [23] cited by Lin (2011) [17]). Generally speaking, the author ([17] also claims that user expertise of a product or system is positively related to the length of experience with that product or system and that user expertise tends to have a positive effect on user loyalty.

Can creating appropriate e-learning courses be taught to non-specialists ?

University professors

....

Training of other professionals

Sutton et al. (2005). [24] organized an introduction to creating e-learning modules for librarians, called e-FOLIO. They report that (a) an e-learning course where participants learn from ‘reflection on doing’ seems to contribute to a higher completion rate. and (b) course developers should consider the extra resilience of small groups over pairs.

Digital literacy statements and assessment tools

E-learning literacy statements

[... to be found ...]

Some institutions make digital literacy statements in an educational context (which does not cover the same semantic field). For example:

Example instruments (online)

A quick examination of online materials (below) shows that US and UK online institutions offer on their site a combination of checklists and online quizzes that allow interested persons to evaluate whether they should consider taking an online program or class.

  • University of Exeter: iTest (Quiz)

Links

General
Example pages addressing students
Example pages addressing teachers

Bibliography

Cited

  1. ↑ 1.0 1.1 1.2 Seongyoun Hong and Insung Jung (2011), The distance learner competencies: a three-phased empirical approach, Educational Technology Research and Development, February 2011, Volume 59, Issue 1, pp 21-42, http://link.springer.com/article/10.1007/s11423-010-9164-3
  2. ↑ Coggins, C. C. (1988). Preferred learning styles and their impact on completion of external degree programs. American Journal of Distance Education, 2(1), 25–37
  3. ↑ Dille, B., & Mezack, M. (1991). Identifying predictors of high risk among community college telecourse students. American Journal of Distance Education, 5(1), 24–35.
  4. ↑ Garrison, D. R. (1993). Dropout in adult education. In T. N. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed.). Oxford: Pergamon.
  5. ↑ Bernt, F. M., & Bugbee, A. C. (1993). Study practices and attitudes related to academic success in a distance learning programme. Distance Education, 14(1), 97–112.
  6. ↑ Golladay, R., Prybutok, V., & Huff, R. (2000). Critical success factors for the online learner. Journal of Computer Information Systems, 40(4), 69–71.
  7. ↑ Powell, G. C. (2000). Are you ready for WBT? Resource document. http://it.coe.uga.edu/itforum/paper39/ paper39.html. Accessed October 1, 2009.
  8. ↑ Li, H. (2002). Distance education: Pros, cons, and the future. WSCA annual conference. http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/19/cd/dc.pdf. Accessed October 1, 2009.
  9. ↑ Schrum, L., & Hong, S. (2002). Dimension and strategies for online success: Voices from experienced educators. Journal of Asynchronous Learning Networks, 6(1), 57–67.
  10. ↑ Li‐An Ho, Tsung‐Hsien Kuo, Binshan Lin, (2010) "Influence of online learning skills in cyberspace", Internet Research, Vol. 20 Iss: 1, pp.55 http://dx.doi.org/10.1108/10662241011020833
  11. ↑ Watkins, R. (2005), “Preparing e‐learners for online success”, available at: http://www.astd.org/LC/2005/0905_watkins.htm (accessed 10 June 2009).
  12. ↑ Birch, D. (2001), “E‐learner competencies”, available at: http://brightways.net/Articles/wp01_elc.pdf (accessed 21 June 2009).
  13. ↑ Stary, C., & Weichhart, G. (2012). An e-learning approach to informed problem solving. Knowledge Management & E-Learning: An International Journal (KM&EL), 4(2), 195-216. http://www.kmel-journal.org/ojs/index.php/online-publication/article/viewArticle/184
  14. ↑ Shirley Alexander (2001), E‐learning developments and experiences, Education + Training 2001 43:4/5 , 240-248
  15. ↑ Weller M.J. and Mason, R.D. (2000), “Evaluating an open university Web course: issues and innovations”, in Asensio, M., Foster, J., Hodgson, V. and McConnell, D. (Eds), Proceedings of Networked Learning 2000, Lancaster, April, available: http://www‐tec.open. ac.uk/tel/people/weller/martin/lancs.html
  16. ↑ Jara, M., & Mohamad, F. (2007). Pedagogical templates for e-learning, London Knowledge Lab, Institute of Education. http://eprints.ioe.ac.uk/960/1/Jara2007Pedagogical.pdf
  17. ↑ 17.0 17.1 17.2 Kan-Min Lin, e-Learning continuance intention: Moderating effects of user e-learning experience, Computers & Education, Volume 56, Issue 2, February 2011, Pages 515-526, ISSN 0360-1315, http://dx.doi.org/10.1016/j.compedu.2010.09.017. (http://www.sciencedirect.com/science/article/pii/S0360131510002800)
  18. ↑ Bereiter, C. and Scardamalia, M. 2003. “Learning to work creatively with knowledge”. In Powerful learning environments: Unravelling basic components and dimensions, Edited by: De Corte, E., Verschaffel, L., Entwistle, N. and van Merriënboer, J. 55–68. Oxford: Elsevier Science Ltd.
  19. ↑ Terje Väljataga , Mart Laanpere (2010), Learner control and personal learning environment: a challenge for instructional design, Interactive Learning Environments, Vol. 18, Iss. 3, 2010
  20. ↑ Klein, Davina C. D.; Harold F. O’Neil, Jr. and Eva L. Baker, A Cognitive Demands Analysis of Innovative Technologies, CSE Technical Report 454, National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/UCLA, PDF (Retrieved March 2016).
  21. ↑ Ritzhaupt, A. D., & Martin, F. (2014). Development and validation of the educational technologist multimedia competency survey. Educational Technology Research and Development, 62(1), 13-33.
  22. ↑ Ritzhaupt, Albert, Florence Martin, and Katharine Daniels. "Multimedia competencies for an educational technologist: A survey of professionals and job announcement analysis." Journal of Educational Multimedia and Hypermedia 19.4 (2010): 421-449.
  23. ↑ L. Stoel, K.H. Lee, Modeling the effect of experience on student acceptance of Web-based courseware, Internet Research, 13 (5) (2003), pp. 364–374
  24. ↑ Sutton, A., Booth, A., Ayiku, L. and O’Rourke, A. (2005), e-FOLIO: using e-learning to learn about e-learning. Health Information & Libraries Journal, 22: 84–88. doi: 10.1111/j.1470-3327.2005.00606.x, http://onlinelibrary.wiley.com/doi/10.1111/j.1470-3327.2005.00606.x/full

Other

  • Badrul H. Khan and Mohamed Ally, International Handbook of E-Learning Volume 1: Theoretical Perspectives and Research, Routledge International, ar 24, 2015
  • Belshaw, Doug (2011). What is 'digital literacy'? Ed.D thesis, Department of Education at

Durham University Word, PDF

  • Oliver, Ron, and Jan Herrington. Teaching and learning online: A beginner's guide to e-learning and e-teaching in higher education. Edith Cowan University. Centre for Research in Information Technology and Communications, 2001.
  • Piskurich, G. M. (Ed.). (2004). Preparing learners for e-learning. John Wiley & Sons.
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