An ecology of e-learning: a framework to guide the study of informal self-directed learning in web 2.0 environments
The 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.
informal learning, self-directed learning, educational connoisseurship, web 2.0
Master of Education (M.Ed.)