Psychology for the Classroom ─ E-learning

Psychology for the Classroom: E-Learning is a lively and accessible introduction to the field of technology-supported teaching and learning and the educational psychology associated with those developments. Offering a substantial and useful analysis of e-learning, this practical book includes current research, offers a grounding in both theory and pedagogical application, and contains illustrative case studies designed to stimulate thinking about technology and education. The author places particular focus on the developing theory and practice of cybergogy as well as interpretations of conventional theories such as behaviourism, cognitivism and constructivism in the context of e-learning.

The book also explores how these developments provide new opportunities, contexts and environments for learning, including:



virtual learning environments;

social networking;

personalisation;

social justice;

cyber-bullying and e-safety;

blended learning;

avatars and virtual worlds;

cybergogy and new learning domains.

This unique text will appeal to all practising teachers and students alike and provides a valuable and practical guide to the theory and application of e-learning.

John Woollard is Lecturer in Information Technology Education in the School of Education at the University of Southampton. He has previously taught in both primary and secondary schools. He now researches teaching and learning with computers.

Introduction Towards a definition of e-learning Changing thinking; changing the ways of learning A brief history of technology-enabled learning Pedagogy, andragogy and cybergogy Mapping the psychology Research Online Learning – a meta-analysis of research Collaborative and social learning Using ICT to support teaching Technology mediated learning E-safety in e-learning; safe-working in the virtual world Theory Stages of cognitive development An educational software paradigm Stages of online interactivity Learning in cyberspace ID, Id, avatar and persona; the changing face of self Pedagogy Using learning technologies Belief Motivation Emotional engagement Immediacy Action engagement Cognitive engagement Creative and critical thinking Using virtual learning environments Social interaction Engagement Assessment Cybergogy – learning in virtual worlds Strategy Strategies of the technology-enabled teacher Computer mediated collaboration Sustained online learning Teaching in the virtual world Using authoring to increase learner engagement Professionals learning in the virtual world E-safety in learning and teaching References