
Published online:
14 September 2011
Published in print:
01 August 2007
Online ISBN:
9789882206861
Print ISBN:
9789622098671
Contents
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Introduction Introduction
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The Rationale for e-Learning The Rationale for e-Learning
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Our Changing World Our Changing World
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The changing nature of society The changing nature of society
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The changing nature of education The changing nature of education
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The changing nature of technology The changing nature of technology
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Complexity and Interconnections Complexity and Interconnections
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Policy Directives Policy Directives
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Policy directives in China Policy directives in China
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Case Study: The DEfT eChina-UK Project Case Study: The DEfT eChina-UK Project
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Overarching findings Overarching findings
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Conclusion Conclusion
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Chapter
15 Complexity and Interconnection: Steering e-Learning Developments from Commodification towards ‘Co-modification’
Get access
Pages
233–248
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Published:August 2007
Cite
Conole, Gráinne, and Martin Dyke, 'Complexity and Interconnection: Steering e-Learning Developments from Commodification towards ‘Co-modification’', in Helen Spencer-Oatey (ed.), e-Learning Initiatives in China: Pedagogy, Policy and Culture (Hong Kong , 2007; online edn, Hong Kong Scholarship Online, 14 Sept. 2011), https://doi.org/10.5790/hongkong/9789622098671.003.0015, accessed 8 May 2025.
Abstract
This chapter examines ways to steer e-learning developments in China from commodification towards co-modification. It provides a critique of the context within which e-learning occurs and considers how this shapes and directs practice. It identifies the three main shifts occurring in education which need to be taken into account in e-learning development. These include a shift from passive to more interactive engagement, from a focus on individual learners to more socially situative learning, and from a focus on information to communication.
Keywords:
e-learning, China, co-modification, education, situative learning, information, communication
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