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Engaging Learning Models with Information and Communication Technologies in Advancing Electronic Learning

Engaging Learning Models with Information and Communication Technologies in Advancing Electronic Learning

Jen-Her Wu, Robert D. Tennyson, Tzyh-Lih Hsia
Copyright: © 2011 |Pages: 17
ISBN13: 9781615206230|ISBN10: 161520623X|EISBN13: 9781615206247
DOI: 10.4018/978-1-61520-623-0.ch015
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MLA

Wu, Jen-Her, et al. "Engaging Learning Models with Information and Communication Technologies in Advancing Electronic Learning." Electronic Globalized Business and Sustainable Development Through IT Management: Strategies and Perspectives, edited by Patricia Ordóñez de Pablos, et al., IGI Global, 2011, pp. 205-221. https://doi.org/10.4018/978-1-61520-623-0.ch015

APA

Wu, J., Tennyson, R. D., & Hsia, T. (2011). Engaging Learning Models with Information and Communication Technologies in Advancing Electronic Learning. In P. Ordóñez de Pablos, M. Lytras, W. Karwowski, & R. Lee (Eds.), Electronic Globalized Business and Sustainable Development Through IT Management: Strategies and Perspectives (pp. 205-221). IGI Global. https://doi.org/10.4018/978-1-61520-623-0.ch015

Chicago

Wu, Jen-Her, Robert D. Tennyson, and Tzyh-Lih Hsia. "Engaging Learning Models with Information and Communication Technologies in Advancing Electronic Learning." In Electronic Globalized Business and Sustainable Development Through IT Management: Strategies and Perspectives, edited by Patricia Ordóñez de Pablos, et al., 205-221. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61520-623-0.ch015

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Abstract

Emerging information and communication technologies and learning models have triggered a new wave of educational innovation: electronic learning (E-learning). This study employs a hypercube innovation model to analyze the differences in technology and learning models in conventional (face-to-face) classroom learning and E-learning environments. The results of the analyses indicate that the innovation from traditional classroom learning to E-learning is radical for both the learner and instructor, leading to drastic changes in the technology and learning model. For education institutions, the technology is a fundamental change, while the learning model is reinforced. From the dynamic capability perspectives, a set of core capabilities needed for successfully exploiting E-learning is identified. These results provide insight for learners, instructors, and education institutions for enhancing their understanding of E-learning innovation and provide guidelines to help E-learning stakeholders adapt from conventional classrooms to E-learning environments.

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