Running head: WEBLIOGRAPHY #1

Webliography #1 Joseph C. Greene Liberty University

WEBLIOGRAPHY #1 Summary Garrison (2011) updates his previous work concerning e-Learning and its place in the

overall world of education. The first two chapters introduce background and general e-Learning framework information. Chapter three establishes the idea of communities of inquiry upon which much of the rest of the book is built. The fourth through sixth chapters deal with aspects of communities of inquiry, specifically social presence, cognitive presence and teaching presence and their role is forming these communities. Starting in chapter seven the focus switches to application of the above framework and beliefs, through chapter eleven, with a focus on the future of e-Learning closing out the book in chapter 12. Chapter seven focuses on specific instructional technologies. Chapter eight discusses the benefits of blended learning environments. The ninth chapter gives guidelines for actual e-Learning situations in practice. In chapter ten, the tricky subject of assessment in nontraditional environments is covered with a small portion devoted to evaluating e-Learning courses. Chapter eleven deals with macro level organizational issues of design and leadership. This webliography will focus on chapter seven as the latter article webliographies focus specifically on mobile learning. Critique One of the few quibbles with this work is the seeming need to review historical and foundational issues in every chapter. Much of this information is either a context situated rehashing of the early chapters or so miniscule that it could be pointed out in the run of the text without distraction. Another, somewhat more serious, issue is that the author seems to contradict himself in the same section at times.

WEBLIOGRAPHY #1 Garrison (2011) does a decent job of recounting the perspectives and technologies that have been pervasive in e-Learning from the beginning. The author does a good job of establishing the differences in the current e-Learning environment that are leading to genuine improvements in the way that learning occurs.

The specific topics chosen, while being only a few, are pertinent to current thinking in the field. Web 2.0 is correctly identified as the primary driving force behind allowing a richer experience and opening the door to greater potential for higher order learning in non-traditional settings. One does wonder why HTML5 was not even broached in the discussion. Social media is soundly dismissed as anything more than a secondary issue. This seems premature as possibilities such as informal polling for research ideas arent even discussed. Another fairly obvious possibility is the use of something such as Twitter to disseminate reminders about class assignments, due dates, etc. To relegate social media to merely improving students feeling about class presence is to miss a significant portion of its potential entirely. Mobile learning is treated unevenly as Garrison (2011) seems to both dismiss its viability because it would require a shift in course design and suggest that mobile learning should cause educators to rethink the value of face-to-face education. One tremendous oversight in the mobile learning discussion is the possibility of watching video for classes which this user does frequently. The viewing of podcasts, instructional videos, and other media content seems to be the primary function of mobile devices, especially tablet computers. The discussion about the role of technology was welcome and engaging. Disputing prior claims about technology only being a vehicle, and serving no role in the quality of learning, is necessary as genuine new delivery methods appear that take advantage of the full spectrum of

WEBLIOGRAPHY #1 audio and visual delivery possibilities. Even suggesting that technology influences learning is a bold assertion. Finally, the authors conclusion is well thought out and shows a healthy approach to

using technology. First, the author suggests that e-Learning is not about technology but that it is driven by technology. As such, technology is a catalyst for improving the learning experience. Second, the author proposes that technology be used to enhance pedagogy instead of constantly adjusting pedagogy for whatever technological advance is new and favored. Both ideas suggest a wise approach to understanding and assimilating technology in an attempt to use it to its fullest potential. References Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice (2nd ed.). New York: Routledge.