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Campo DC | Valor | Lengua/Idioma |
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dc.contributor.author | Sangrà, Albert | - |
dc.contributor.author | Vlachopoulos, Dimitrios | - |
dc.contributor.author | Cabrera, Nati | - |
dc.contributor.other | Universitat Oberta de Catalunya. Estudis de Psicologia i Ciències de l'Educació | - |
dc.date.accessioned | 2023-06-13T07:34:22Z | - |
dc.date.available | 2023-06-13T07:34:22Z | - |
dc.date.issued | 2012-04 | - |
dc.identifier.citation | Sangrà, A., Vlachopoulos, D. & Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. International Review of Research in Open and Distributed Learning, 13(2), 145-159. | - |
dc.identifier.issn | 1492-3831MIAR | - |
dc.identifier.uri | http://hdl.handle.net/10609/147908 | - |
dc.description.abstract | Building an Inclusive Definition of E-Learning:An Approach to the Conceptual Framework AbstractE-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In ad-dition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e-learning are conditioned by particular professional approaches and interests.An international project, based on the participation of experts around the world, was un-dertaken to agree on a definition of e-learning. To this end, two main research activities were carried out. First, an extensive review was conducted of the literature on the concept of e-learning, drawing from peer-reviewed journals, specialised web pages, and books. Sec-ond, a Delphi survey was sent out to gather the opinions of recognised experts in the field of education and technology regarding the concept of e-learning with a view to reaching a final consensus. This paper presents the outcomes of the project, which has resulted in an inclusive defini-tion of e-learning subject to a high degree of consensus that will provide a useful conceptual framework to further identify the different models in which e-learning is developed and practiced. | en |
dc.format.mimetype | application/pdf | ca |
dc.language.iso | eng | ca |
dc.publisher | Athabasca University | ca |
dc.relation.ispartof | The International Review of Research in Open and Distributed Learning,2012, 13(2), | - |
dc.relation.ispartofseries | 13;2 | - |
dc.relation.uri | https://doi.org/10.19173/irrodl.v13i2.1161 | - |
dc.rights | CC BY | - |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | - |
dc.subject | e-learning | en |
dc.subject | definition | en |
dc.subject | distance education | en |
dc.subject | technology-enhanced education | en |
dc.subject | aprendizaje electrónico | es |
dc.subject | definición | es |
dc.subject | educación a distancia | es |
dc.subject | educación mejorada con tecnología | es |
dc.subject | aprenentatge electrònic | ca |
dc.subject | definició | ca |
dc.subject | educació a distància | ca |
dc.subject | educació millorada per la tecnologia | ca |
dc.title | Building an Inclusive Definition of E-Learning:An Approach to the Conceptual Framework | ca |
dc.type | info:eu-repo/semantics/article | ca |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
dc.identifier.doi | https://doi.org/10.19173/irrodl.v13i2.1161 | - |
dc.gir.id | AR/0000003058 | - |
dc.type.version | info:eu-repo/semantics/publishedVersion | - |
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Sangra.pdf | 651,42 kB | Adobe PDF | Visualizar/Abrir |
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