Includes bibliographical references (p. -) and indexes.
Foreword Professor Mark Warschauer, University of California, Irvine, USA-- Introduction Robin Goodfellow and Marie-Noelle Lamy (The Open University, UK)-- 1 When the Solution Becomes the Problem: Cultures and Individuals as Obstacles to Online Learning Charles Ess (Drury University, USA)-- 2 Identity, Gender, and Language in Synchronous Cybercultures: A Cross-Cultural Study Charlotte N. Gunawardena (University of New Mexico, USA)), Ahmed Idrissi Alami (Purdue University, USA), Gayathri Jayatilleke (Open University of Sri Lanka, Sri Lanka), and Fadwa Bouacharine(Al-Akhawayn, Morocco)-- 3 Entering the World of Online Foreign Language Education: Challenging and Developing Teacher Identities Robert O'Dowd (Universidad de Leon)-- 4 From Face-to-Face to Distance Learning: The Online Learner's Emerging Identity Christine Develotte (Institut National de Recherche Pedagogique, France)-- 5 Being and Learning in the Online Classroom: Linguistic Practices and Ritual Text Acts Leah P. Macfadyen (University of British Columbia, Canada)-- 6 Technology as a 'Cultural Player' in Online Learning Environments Anne Hewling (The Open University, UK)-- 7 Trouble and Autoethnography in Assessment Genre: A Case for Postnational Design in Online Internationalized Pedagogy Catherine Doherty (University of Quennsland, Australia)-- 8 New Learning Cultures: Identities, Media, and Networks Jay Lemke and Caspar van Helden (University of Michigan, USA)-- Conclusion Robin Goodfellow and Marie-Noelle Lamy (The Open University, UK)-- References-- Weblinks.
(source: Nielsen Book Data)
This monograph will enable researchers and practitioners to construct a wealth of new ideas about globalised virtual learning environments and in particular the implications for learners, teachers and institutions.With the growth of trans-national education online, more learners are experiencing learning environments characterised by cultural diversity. This timely book presents a view of recent thinking and practice related to globalised virtual learning environments, and suggests new ways of understanding the meanings that are created when learners, teachers, and institutions set out to create learning communities online. In doing so it will help to construct a new idea, that of the learning culture, which will be of particular relevance to researchers and practitioners in the rapidly expanding field of global online education. (source: Nielsen Book Data)