Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/18609
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections
Title: Addressing the eLearning contradiction
Authors: MacDonald, Colla J
Stodel, Emma
Thompson, Terrie Lynn
Muirhead, William
Hinton, Chris
Contact Email: terrielynn.thompson@stir.ac.uk
Editors: Rogers, PL
Berg, GA
Boettcher, JV
Howard, C
Justice, L
Schenk, KD
Citation: MacDonald CJ, Stodel E, Thompson TL, Muirhead W & Hinton C (2009) Addressing the eLearning contradiction. In: Rogers PL, Berg GA, Boettcher JV, Howard C, Justice L, Schenk KD (ed.). Encyclopedia of distance learning, Volume 1, 2nd ed, Hershey, PA: Information Science Reference, pp. 33-39.
Issue Date: 2009
Publisher: Information Science Reference
Abstract: In 1997, Drucker suggested that due to the availability of the Internet for delivering university courses and programs, traditional higher education was in deep crisis. He claimed that university buildings were about to become "hopelessly unsuited and totally unneeded" (Drucker, 1997, p. 127). Yet in spite of this, and the technological advances that support the design, development, and delivery of alternative pedagogical approaches, many universities and university professors have resisted integrating educational technology into their teaching practices. A look at today's university campuses, over a decade after Drucker's prediction that university buildings are "totally unneeded," suggests that the "brick and mortar growth" within universities is thriving. Part of what has prevented the proliferation of e-learning and other educational technologies is resistance on the part of teachers and professors to adopt it.
Rights: The publisher has not yet responded to our queries therefore this work cannot be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Type: Part of book or chapter of book
URI: http://hdl.handle.net/1893/18609
URL: http://www.igi-global.com/chapter/addressing-learning-contradiction/11732
Affiliation: University of Ottawa
University of Ottawa
Education
University of Ontario Institute of Technology
University of Ontario Institute of Technology

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