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dc.contributor.advisorSchwier, Richarden_US
dc.creatorKoroluk, Jaymieen_US
dc.date.accessioned2011-01-27T09:09:31Zen_US
dc.date.accessioned2013-01-04T04:24:45Z
dc.date.available2012-03-22T08:00:00Zen_US
dc.date.available2013-01-04T04:24:45Z
dc.date.created2011-01en_US
dc.date.issued2011-01en_US
dc.date.submittedJanuary 2011en_US
dc.identifier.urihttp://hdl.handle.net/10388/etd-01272011-090931en_US
dc.description.abstractThe intent of this research is to create a qualitative framework to guide perceptions and observations about informal self-directed learning in the arena of contemporary Web 2.0 e-learning. Drawing influence from the studies on self-directed learning conducted by Allen Tough and his associates, the writings on educational connoisseurship and criticism by Elliot Eisner, as well as research and literature about contemporary e-learning contexts, this exploratory study is comprised of a hermeneutic analysis that seeks to discover themes, patterns and points of intersection in these three areas. The analysis presents the application of the resulting framework to three illustrative scenarios, constructed from ideas and themes drawn from the major elements of the study, and discusses the findings revealed by the investigation. The study concludes with reflection and recommendations for application and further research.en_US
dc.language.isoen_USen_US
dc.subjectinformal learningen_US
dc.subjectself-directed learningen_US
dc.subjecteducational connoisseurshipen_US
dc.subjectweb 2.0en_US
dc.titleAn ecology of e-learning: a framework to guide the study of informal self-directed learning in web 2.0 environmentsen_US
thesis.degree.departmentCurriculum Studiesen_US
thesis.degree.disciplineCurriculum Studiesen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Education (M.Ed.)en_US
dc.type.materialtexten_US
dc.type.genreThesisen_US


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