Though discussion of the teacher factor in ICT-enabled science learning abounds in the literature, the investigation of Teacher Enactments (TEs) of ICT-facilitated lessons through exploring teaching practices is still under-explored and under-recognized. Current studies are still lacking in evidence-based findings of TEs based on the investigation…

This paper builds on a case study on e-learning in Sri Lanka with focus on students underlying beliefs about how one learns. E-learning programs are most often set up with the assumption that students should think, act and learn independently and with underlying values of constructivism and learner-centred learning. For students used to…

In today's competitive global economy characterized by knowledge acquisition, the concept of knowledge management has become increasingly prevalent in academic and business practices. Knowledge creation is an important factor and remains a source of competitive advantage over knowledge management. Information technology facilitates knowledge…

A rubric is a descriptive measurement for defining what a learner should know and can do. This document was created to define the knowledge and ability of every student in how they: construct meaning from information; create a quality product; learn independently; participate as a group member; and use information and information technologies…

This paper discusses three issues facing institutions that produce distance instruction. The first section covers the retraining of students; the new cohort of distance students must be trained to be comfortable with technology, with mediated interaction, and with the new paradigm of student-centered learning. The retraining of faculty is…

The development of key competencies through higher education is of increasing interest in government, industry, and academics. The contributors to this collection of research analyses and case studies focus on the competencies associated with self-motivated autonomous lifelong learning. Examining a variety of issues from a British perspective, the…

Trends in pedagogy and in technology are converging to make distance learning environments of the 21st century. Trends in pedagogy have encouraged the movement away from the learner as a passive recipient of information and toward a more active model of learning. Earlier generations of distance learning media and methods were ill-suited to the…