BEYOND COLLABORATIVE LEARNING

Communal construction of knowledge in an online environment

John Cuthell

MirandaNet Academy www.mirandanet.ac.uk

Keywords: e-facilitation, Communal constructivism, E-learning, Online communities.

Abstract: The drive for e-learning as a cost-effective and flexible channel for distance and life-long learning has

focused on the benefits of a just-in-time delivery of content to the learner. The assumption is that knowledge

is inseparable from, and follows, content. An obvious and important aspect of e-learning has been the need

for online tutors to deploy a range of Soft Skills to support learners. E-learning relies on e-tutoring: the

concept of e-tutoring embodies mentoring, coaching and facilitating techniques. In an online environment in

which student discussion forums constitute one of the tools for knowledge construction the role of the

facilitator assumes greater importance that of mentor, moderator or coach. The ability to facilitate a

discussion or a debate becomes central to the construction of new knowledge for the participants (Holmes et

al, 2001) In spring and early summer 2004 a group of teachers from diverse backgrounds engaged in an

intensive course in e-facilitation techniques. This paper describes how they learned and were taught, and

evaluates the ways in which an online collaborative environment enabled the development of the basic skills

required for e-facilitation. The paper then assesses the effectiveness of individuals as both contributors and

e-facilitators in a range of online educational forums. It examines the contribution seach made, and details

the e-facilitation techniques deployed in various forums. Outcomes are measured against the input that

individuals made. The ways in which the participants were able to construct new knowledge in the online

communal context are detailed. These are compared with some other models of learning in an online

environment: Cuthell (2001); (Salmon (2002). Finally, the paper evaluates the ways in which e-facilitation

enables individuals to construct new knowledge, both with and for others. An interesting consequence of

participating in a course of this nature is that perceptions of teaching, learning and knowledge change. Do

these perceptions follow through into the daily praxis of the teachers? The implications for teaching and

learning in a range of educational environments are identified.

1 LEARNING AS A

PARTICIPATORY ACTIVITY

1.1 Developing e-facilitators

In spring and early summer 2004 a group of teachers

from diverse backgrounds engaged in an intensive

course in e-facilitation techniques. This paper adopts

an ethnographic perspective to describe how they

learned and were taught, and evaluates the ways in

which an online collaborative environment enabled

the development of the basic skills required for e-

facilitation.

The project had been initiated by Select

Education, an agency specialising in solutions for

the teaching workforce. The main focus of their

work is to recruit and provide supply (relief)

teachers to schools with manpower shortages. The

role of a supply teacher is complex, and yet many of

the support mechanisms available to full-time

teachers are not available for temporary staff. This is

particularly so in the case of professional

development: the majority of supply teachers do not

enjoy the same entitlement to professional

development as those teachers employed in schools.

To this end Select Education formed a partnership

with MirandaNet (http://www.mirandanet.ac.uk), a

fellowship, founded in 1992, to span national,

cultural, commercial and political divides and

provide an innovative and inclusive forum for

professionals. The aim of the project was two-fold:

first, to provide a professional development

opportunity for their teachers, and second, to then

use the expertise gained to staff online professional

development forums on the Select Education

website.

The eight teachers had been awarded

529

Cuthell J. (2005).

BEYOND COLLABORATIVE LEARNING - Communal construction of knowledge in an online environment.

In Proceedings of the First International Conference on Web Information Systems and Technologies, pages 529-536

DOI: 10.5220/0001230005290536

 SciTePress

scholarships by Select Education. MirandaNet

provided a blended learning course consisting of a

face-to-face component, an online discussion forum,

an e-journal for the submission of coursework and

case studies, and access to a range of educational

discussion forums. The learning environment,

therefore, provided both theory and practice: student

assignment tasks were designed to demonstrate both

knowledge and performative evidence.

The students, from Bulgaria, the Caribbean,

Nigeria, the United Kingdom, Russia and

Zimbabwe, had all worked as supply teachers in the

United Kingdom. Two had PhDs, four were working

towards, or had, Masters-level qualifications and

two had Graduate qualifications. Although most had

good ICT skills none had worked as an e-facilitator.

1.2 The learning process

The course was entitled ‘The role of the moderator

in ecommunities’ and consisted of three workshops

at approximately monthly intervals. Each workshop

consisted of input, discussion and application and

generated an assignment task that incorporated

critical elements of theory and practice. The final

assignment ran for almost two months: students had

to present a project on e-learning.

The online discussion forums enabled the

students to explore the assignment topics and to

develop their understanding and application. The

intention was that the majority of the learning would

take place in the forums, and that students would

gain personal experience of the communal

construction of knowledge. This approach was a

novel one for many of the participants: they

expected to learn from being taught – by taking

notes, using text books and writing essays.

It was also an interesting comparison with the

ways in which they taught, and the expectations they

had of their pupils.

The first workshop was an introduction to online

communities and the MirandaNet Forum, in which

ecommunities were linked with professional

practice. Students built a skills list; identified their

competences and discussed how they would be

implemented. At this point there was a hands-on

introduction to the MirandaNet forum they would be

using for the course. Then followed the principles of

efacilitation, with an introduction the to 5-step

model (Salmon, 2002).

The students were then set their first task, which

had to be submitted within two weeks. “Devise a

Code of Conduct for participating in online

communities.” The requirement was to have at

least three posts in the Code of Conduct forum,

contributing their own ideas or commenting on their

colleagues’ ideas.

The first forum, Setting a Code of Conduct,

contained 47 posts. It closed at 10:37 on 03-05-04.

Towards the end of this period the students

contributed a number of observations about their

learning.

The second workshop was held four weeks after

the first. The focus was on working in online

communities and analysed online interactions. This

was applied to theories of learning, and the use of

the ejournal.

Task two required students to consider the skills

needed for participation in an online forum. They

were asked to consider technical, communication,

inter-personal and management skills among others.

Once again students had two weeks to complete the

task. All had to have at least three posts in the ‘What

skills are needed for participation in an online

forum?’ strand, again contributing their own ideas or

commenting on their colleagues’ ideas. The second

task generated 44 posts in the thread.

This to a certain extent overlapped with the

second in terms of timing. Students were asked to

investigate a range of online educational forums and

use their postings to exchange information about the

online forums that they found. They had to

participate in at least three, evaluate the ways in

which they work, record their contributions and

comment on them.

There were 61 contributions to this thread.

The final task related to the workshops re-

examined the relationship between theory and

practice. “Use Salmon’s 5-Step theory to evaluate

your progress and learning on this course. How

effective was it for you? How did it relate to your

own learning style? How does it relate to the ways

in which children and young people learn?”

Salmon’s 5-Step theory – Access & motivation;

Online socialization; Information exchange;

Knowledge construction; Development – posits a

progression from one stage to another throughout the

learning process of an online course. All course

participants should have reached Step 4 –

Knowledge Construction, and the completion of the

assignment should have enabled them to reach Step

5: Development.

This learning critique generated 47 posts, all of

which were highly detailed and analytical. The ideas

generated by the students formed the basis of long

discussion in the third and final workshop, held in

mid-July. This examined the models of efacilitation

and lessons and examples from the forum and other

communities. Salmon’s 3 management issues: Time;

Emotion; Participation were examined in the light of

personal experience, as was the 5-step model.

WEBIST 2005 - E-LEARNING

530

2 CONSTRUCTING NEW

KNOWLEDGE

2.1 Participant experience

The students initially focused on the first two stages

of Salmon’s model: access and motivation; online

socialisation. It could be said that, by applying for

and being accepted on the course the first step had

been achieved, but in fact for some students

throughout the course this first step kept emerging as

a hurdle to be overcome. Socialisation was a

constant in each of the thread, and some of the

students set up their own threads to pursue this

element. The third of Salmon’s steps, information

exchange, was one of the components built in to

each of the activities – and this led to knowledge

construction. This was particularly apparent in the

fourth task. The final step that Salmon identified,

development, occurred at a number of stages in her

model, as students participated in online forums as

e-facilitators.

It was in the area of knowledge construction that

the development of the students was particularly

marked. The final two tasks, and the Learning

Critique in particular, led to the communal

construction of knowledge – and although this was

led by five of the group the other three participants

all contributed.

The first task was a relatively straightforward

one, in that students had to research codes of

conduct for online communities and devise one of

their own. Posting to the forum thread tended to

demonstrate what had been found. However,

towards the end on student commented:

I found your discussion points very helpful.

Thank you and thanks to our support network - I

have now happily completed my code of

conduct! Like you I am very busy and get tied

up, yet I have found that using this method of

support can speed things up!! I can't believe it.

Usually a task like this would take me ages,

whereas with group support I have completed it

to my satisfaction! Now I feel motivated,

perhaps I should consult the model and discover

what is happening? (SG)

Another student wrote:

I think number 5, 'working towards an

environment where all users feel comfortable' is

perhaps, the whole reason for creating a code of

conduct. Do this make sense? Yes or no? What

do others think? (SW)

The thread for the second task was set up by one

of the students:

Hi everybody, As I can see many of us have

already finished the final copy of the Code of

Conduct, so I decided to start with Task 2. I am

not sure that I have the right to start a new topic,

probably John should start it in a due course (if

so , I am sorry) but I would like to share my

ideas with you and need a proper place in the

forum to do it. I’ve done some research and

some thinking and worked out some points just

for the beginning of our discussion on the skills

for participation in on-line forum. (AP)

From this point onwards a group identity

formed, and the interactions between students

became more cohesive.

Thanks A and S for your interesting and very

valid points:

a) deciding to accept that many of the skills

overlap in terms of category

b) further developments in ideas re: time

management

And for your positive feedback.

I am returning to my writing for the moment but

will be in touch soon. Just out of interest, where

do you think we are now, in terms of Salmon's

five Steps? Or is this question not relevant?

What has happened to E? Has he gone away?

(SW)

Another student replied:

I am going to think about where we might be on

the steps during my day. We have socialised to

an extent and we are now starting to exchange

ideas and information which helps the group

develop and moves us on...but are we inclusive?

- A few days without hearing from a member

seems an age, yes, I am too wondering where E

is and hope he is OK. I know he has studies and

as you know this is the time of year when

assignments start to pile up. (SC)

At which point he returned.

Sorry for my unduly unexpected absence . I must

confess that I am in workup to the neck. But I

am determined to emerge triumphantly singing

and dancing and clapping my hands. Thanks for

your concerns while I was away.

BEYOND COLLABORATIVE LEARNING - Communal construction of knowledge in an online environment

531

I have perused the postings on task #2 and must

admit that you have all made tremendous

contributions. The kind of work I am seeing

here indicates an unparallel commitment to

hardwork and enthusiasm. Being so late in

contributing to this task. I feel indeed privileged

to read your postings. (CHEERS GUYS)

I really don't know where to start but just to say

this forum is in league with Valerie Burr's

principles of social construction. interpersonal

communication, social interaction etc. will elab.

on this later Thanks again guys (ER)

Towards the thread a number of messages

devolved into the Step 2 Socialisation mode: the sun

was shining and people were keen to enjoy it whilst

it lasted.

Postscript from S, having started my last post

with "Me too!": Reading in the sun, (not the

newspaper - !) this afternoon, I found that it was

a sort of taboo in Netspeak to say "Me too!"

unless you are also offering something else of

your own as well. I think I did... but would like

to add that I am finding that what we have been

discovering through our experiential process is

coming up and being confirmed in the literature

...such as the co-incidence above! (SC)

The thread related to the third task witnessed a

shift in contributors, as individuals began to take

charge of their own learning.

“I've been investigating BECTA and

experiencing the truth of needing to be familiar

with the software of the online forum. Also,

adapting to the ethos of the forum- The initial

messages I've come across at BECTA seem open

and friendly. Some of the participants here seem

to know each other already. At the moment I'm

just a 'lurker' at BECTA, as I try to navigate my

way through the software to get to the

discussions and then participate. I will get back

to this thread when I've investigated further.”

(SW)

“ I am looking forward to the discussion here,

everyone...”

“has any one of you worked out how to register

onto the Select Behaviour Management thread?

...I've tried but to no avail. Any advice, please?”

(SC)

“Once you've registered with the Select forum,

all the threads should be available. Or so it

seemed to me. Will investigate further and get

back to you on this one.” (SW)

“I've just registered with Select Management

Behaviour thread. Actually it's a very interesting

topic for discussion. It seems that teachers are

eager to share their experience regarding

classroom behaviour management. I've already

expressed my point of view there and am

looking forward to reading your opinions.” (AP)

“have successfully registered with both the

Select Education and the G.T.C. discussion

forums and the process reminded me of some of

the skills required for on-line participation. My

user name for both forums is "Dunamis". K (and

everyone else) read my response to your

contribution to the Select Education forum. I

shall come back later to share some views.” (BS)

“One observation I have made from some of the

forums I have participated in is that they have

numerous topics under discussion at any one

time, with the result that most of them are under

subscribed. The most popular topics have no

more than three people exchanging views among

themselves, while some are reduced to an

exchange of views between two people. The

least popular do not receive any postings at all.|

(BS)

“But there is also the fact that we all met before

in real life before exchanging information in the

MirandaNet forum. Even as I read your postings

I am able to picture you physically and almost

hear your voice. Other forums do not have this

facility, though I noticed at the BECTA forum

that some contributors were able to insert photos

of themselves alongside their postings.” (SC)

“ I liked your observation B, that some

discussion forums are just two or three people

exchanging view amongst themselves. The fact

that some of the discussions are undersubscribed

is as interesting as the ones which are popular,

because these are clear indications of the

interests of the users of the forum.” (SC)

“So, S and E, how do we encourage lurkers? I

do not have all the answers but people seem

most encouraged to respond to messages which

are relevant to their lives and opened ended. Like

K, I think that we should constantly seek to

develop as efacilitators and that observing

experienced helps in this. I noticed at the Select

forum that when people posted messages and

WEBIST 2005 - E-LEARNING

532

had no response to their message (often because

it was vague, appeared poorly presented or a

closed message rather than a question) then an

administrator of the site uses a humorous

message and emoticons to call for responses to

the original message.” (SC)

This shift in learning became even more marked

in the final task. Although the associated thread

contained fewer postings than others, the

contributions were much more detailed, thoughtful

and inter-wove ideas to achieve their conclusions

(Holmes, 2001). At this stage the Five Steps

intertwined and became the learning process.

“I feel that in any subject (but especially in the

online environment) knowledge is more often

ever changing and the boundaries constantly

shifting. For example, I thought that the

discussions at MirandaNet were all open (at the

time of writing they seemed to be...) I would

even have gone so far as to say that this was a

significant difference between MirandaNet and

other online educational forums. Yet, threads are

closed here and my own knowledge of online

educational forums is constantly changing.”

(SW)

This reflection focuses on the ways in which

assumptions are revised in the light of experience,

and feedback both from the system and peers

(Cuthell, 2002).

“Although I have seen some practical

implications, I have found that model too

simplistic to be applied to so complex process as

“learning”, because first of all ‘online learning’

is ‘learning’ and secondly ‘online’.” (KT)

“I have also observed what everyone seems to

have observed. I am referring to the following

statement: " In summary the five-stage model

provides an example of how participants can

benefit from increasing skill and comfort in

working, networking and learning on line, and

what e-moderators need to do at each stage to

help them to achieve this success." (KT)

When we began participating in several

discussion forums I found it difficult to switch

from one forum to another because of the

different formats employed by the different

forums, which I found confusing. I am sure you

have all noticed that they even use different

terminology. For example, whereas the

MirandaNet forum gives you a personalised

message saying "Reply To This Message", with

the box for your message provided, another

forum gives you a tab saying "Add A Reply",

which you click on, then the message box

appears and you type your message. After typing

your message, in the MirandaNet forum you

click on "Post" to send your message, but in the

other forum you click on another "Add A Reply"

to send your message. There are many other little

differences like these that were a nightmare to

me. I survived by using trial-and-error tactics,

but on one occasion it backfired because a

message I intended to post to the forum was

converted into a personal message for the

Editor!“ (BS)

In many classrooms errors, mistakes and failures

are things to be avoided or, at worst, suffered in

silence. Here, however, B reflects on all of the

mistakes and failures and uses them as the basis of

his own learning. Other students shared this.

“Thanks for your comments. I guess that the

exercise in participating in other forums was

geared to get us used to working with different

forms. I found that some were quite confusing to

access, often because there was so much material

in them.” (SW)

This reflection leads to a comparison of ways in

which learning takes place. At this point E is able to

refer to his own struggles and reflect on the ways in

which failure can either enhance, or inhibit, learning.

“It's interesting to see how we have all adapted

to the skills and gained confidence. It seemed

like a daunting task at first but I think that

throwing us in there on the first day and

successfully logging us in so we could interact

between us was a well structured part of the

process. Imagine if we had been given a lecture

on it and sent off to try it for ourselves. Like

kids, we need to experience to understand. Hope

you're well, hello to everyone.” (SC)

“Adults tend to be less prepared to be engaged in

failure. Children with their 'don't care attitudes'

are strategically placed to take advantage of

learning in the information age? Is this a fear

statement to be making at this point? What do

you think? What is paramount though is that

perfectionists would have a real difficult time

coping, based on the fact that they are more

concerned with getting things right, preferably at

their first attempt.” (ER)

S tried to conceptualise the learning process that

she has experiences in diagrammatic terms and

relate it to the 5-step model – and then realises that

the process is, in fact, an existential one.

BEYOND COLLABORATIVE LEARNING - Communal construction of knowledge in an online environment

533

“When I first saw the model I thought it was

simplistic but now we have experienced the

process of learning for ourselves I think it is very

relevant to online learning. The fact that the

technical skills and access run alongside the

stages of development make it practical as well

as theoretical. I'm not sure how one could design

a diagram which shows a kind of developmental

movement up and down the steps - a circle

doesn't seem quite right either. I'm coming down

in favour of accepting it the way it is.” (SC)

The discussion then focuses on the nature of the

learning community, and whether face-to-face

meetings are necessarily an integral part of the

process.

“The whole point of online forums is that

participants can communicate and discuss their

common interests asynchronystically and with

no geographical boundaries (apart from places

where there is no signal etc.) I think maybe

Salmon's comments about face-to-face meetings

mean to state that they are not essential or

necessary. As we know from our international

forum searching and participating, of course,

they are not essential at all. That the face to face

meetings we have experienced have enhanced

our functioning as a group is a positive bonus,

and it was possible because we are a small and

mainly fairly localised and focused group.” (SC)

From this point onwards the students move to a

more abstract, theoretical level.

“The following shows how I am going to

approach Salmon’s model analysis. There are

various moderation models being presented to

assist teachers to understand the fundamental

concepts of e-facilitation. Some of the more

notable are: Salmon's Five Stage Moderation

Model; Collison, Elbaum, Haavind and Tinker's

Facilitation model; Paulsen's Function model;

Hootstein's 'Four Pairs of Shoes' Model. Each

model presents the concepts of learning and

facilitation interactions in a different way and

provides useful techniques, and each has made a

contribution to the computer-mediated

communication.

As participants in the current on-line course we

have been required to master certain technical

skills, learning facilitation skills and e-

moderating skills. As Salmon’s model calls at

each stage for different e-moderating skills

requiring participants to master certain technical

skills and steps learners through a logical process

of induction before developing deeper level

interactions, it would be interesting to analyse

how this model has worked for our on-line

community.” (KT)

The online discussion became more detailed,

with students commenting and reflecting on their

peer group’s contributions. The varied background

of the students provided a wide range of references.

“I felt too that most of the skills we developed in

the first two stages carried us through into the

subsequent ones. I became quite interested in

Vygotsky's scaffolded learning process,

especially since it seems to be mentioned in

every teaching practice assignment on integrated

projects I marked! I see that we, too, have been

taught as a group, learnt from each other and

gradually been encouraged to work more

independently so I do this as a useful school

teaching model as well. What I thought was

simplistic at first has proved to be quite complex

and well structured.” (SW)

“Thank your also for your plan of analysis of

Salmon's model in application to our process of

learning. I am doing practically the same at the

moment, doing the analysis step by step

observing the stages of the model and our

experience of e-learning. But the thing is I don't

quite understand the second part. I am not sure

whether we should describe all the ways in

which children or young people learn or we

should describe how Salmon's model works in

application to their learning. May be you or

others see it more clearly.” (AP)

The final stage is one in which the students are

able to provide the theoretical framework for their

own learning.

“K, I like your model very much. Your analysis

of task 4 contains very good arguments but I

have a bit different point of view. You wrote, "If

we look at our Task 1, 2, 3 and the way we built

our knowledge we can provide many examples

showing that we successfully moved through

Stage 3. (I am going to describe some examples

taken from our on-line forum contributions to

confirm this)" and you also consider our project

and work on case-studies to be stage 5. I think

that doing the tasks and the project we have gone

each time through stages 3,4,5 gradually. To my

mind, this scheme of implementing the activities

(Salmon's model) has been repeated with doing

all the tasks but each time on a new higher level

of understanding and performing as we have

been gaining the experience of this learning

strategy and the knowledge of the subject and it

WEBIST 2005 - E-LEARNING

534

has added a higher quality to our work. All the

time we were provided with the learning

resources. Our e-moderator supported us on

each stage of learning, providing the information

and assessing our work. It seems to me that the

realisation of the model in our course appeared

to work as a spiral where the technical support

and e-moderating work as a background and

motivation and online socialisation go through

all the process, all the stages along with the

growth of interactivity of participants.” (AP)

By this point all of the students were able to

produce assignments that included all of the points

that would enable them to fully understand and

implement the e-facilitation process. Their

subsequent performance in the online forums was

grounded in this experience.

3 E-FACILITATION AND THE

CONSTRUCTION OF

KNOWLEDGE

The aim of the course was to develop the eight

supply teachers to become e-facilitators in the online

forums of Select Education, and to provide support

for supply teachers. This provided both the focus of

the course, and the rationale for the approach. In that

sense the students expected to be able to contribute

to the building of a knowledge resource that could

be considered an artefact of distributed cognition

(Cuthell, 2002). The process of e-facilitation, with

students acting as e-facilitators at the same time as

being facilitated by others, enabled all the

individuals to construct new knowledge, both with

and for others.

An interesting consequence of participating in a

course of this nature is that perceptions of teaching,

learning and knowledge change. The vexed question

is whether these perceptions can follow through into

the daily praxis of the teachers (Cuthell, 1999a). The

implications for teaching and learning in a range of

educational environments were identified and

explored by some of the participants.

What was significant was that most of the

students saw the process as being rooted in an online

environment: the supposition was that the learners

needed to be relatively mature and self-motivated.

Even though all of the participants reflected on the

ways in which their own learning had been grounded

in the process – of socialisation, information

exchange, application to tasks and the final

communal construction of knowledge, none of the

students was able to visualise how the model could

be translated into the classroom. The presupposition

was that the vehicle for learning had to be the online

environment. The existential experience remained

personal (Cuthell, 1999b).

Having said that, however, a constant theme

running through the discussions was that of the ways

in which children and young people learned. In that

sense, then, the experiential learning of the e-

facilitators generated insights into the learning of

young people.

The final insight was the way in which the

course participants matched the outcomes of

Salmon’s 5 Steps.

Salmon’s 5-Step theory

Access & motivation 100%

Online socialization 100%

Information exchange 100%

Knowledge construction 75%

Development 50%

Whereas all participants were motivated and

worked out how to access the various environments

and programs that the course required, all socialized

and exchanged information, only 75% of

participants were able to construct knowledge for

themselves from the forum discussions and the

materials their colleagues had found. Only half the

group were then able to take that socially

constructed knowledge and apply it to a context that

related to the ways in which young people learned in

school. It may well be that, whilst all learners can

engage in the first three stages of this model, fewer

are able to construct new knowledge, and fewer still

to apply it.

But that, of course, is an issue for the whole of

society, not simply for those of us engaged in web-

based communities such as MirandaNet.

REFERENCES

Holmes, B., Tangney, B., FitzGibbon, A., Savage, T. and

Meehan, S (2001) ‘Communal constructivism:

students constructing learning for as well as with

others’, Proceedings of SITE 2001, Norfolk, VA:

AACE. pp 3114-3119

Cuthell, J. (1999a) ‘How do you learn? An 11-18

developmental perspective’, ELSIN 4 European

Learning Styles Information Network Conference,

University of Central Lancashire, Preston, UK

http://www.elsinnet.org.uk/1999/a-cuth.htm.

Cuthell, J. P. (1999b) ‘The House that Strauss Built. D.I.Y.

in Cyberspace: Bejeaned Student Bricoleurs.’

Computer Education. Issue 91 Computer Education

Group pp. 19-21

Cuthell, J. P. (2001) Virtual Learning Ashgate Aldershot

Cuthell, J.P. (2002) ‘A community of learners distributed

cognition’, in Karasavvidis, I. (Ed.): Journal of

BEYOND COLLABORATIVE LEARNING - Communal construction of knowledge in an online environment

535

Interactive Learning Research. Association for the

Advancement of Computing, in Education, Norfolk,

VA. pp. 167-186

Cuthell, J. P., Preston, C. (2005)‘Teaching in ICT-rich

environments – using e-learning to create a the

knowledge base for 21

century teachers’, in Leask,

M. & Paschler, N. ‘Learning to teach using ICT in the

Secondary School, 2

Edition’. London Routledge

Salmon, G. (2002). ‘E-tivities: the key to active online

learning.’ London Kogan Page ISBN 0 7494 3686

WEBIST 2005 - E-LEARNING

536