In E-learning Theory and Practice the authors set out different perspectives on e-learning. The book deals with the social implications of e-learning, its transformative effects, and the social and technical interplay that supports and directs e-learning.

The authors present new perspectives on the subject by:

Exploring the way teaching and learning are changing with the presence of the Internet and participatory media

Providing a theoretical grounding in new learning practices from education, communication and information science

Addressing e-learning in terms of existing learning theories, emerging online learning theories, new literacies, social networks, social worlds, community and virtual communities, and online resources

Emphasizing the impact of everyday electronic practices on learning, literacy and the classroom, locally and globally.

This book is for everyone involved in e-learning. Teachers and educators will gain an understanding of new learning practices, and learners will gain a sense of their new role as active participants in classroom and lifelong learning. Graduate students and researchers will gain insight into the direction of research in this new and exciting area of education and the Internet.

Chapter 1: The New Media

Chapter 2: Theories of Learning

Chapter 3: Theorizing Online Learning

Chapter 4: New Literacies, New Discourses in E-Learning

Chapter 5: Participatory Cultures

Chapter 6: Learning Communities

Chapter 7: Sociotechnical Perspectives

Chapter 8: E-Learning Ecologies

Chapter 9: Ubiquitous Learning, Ubiquitous Learners

Chapter 10: E-Inclusion and Exclusion

Chapter 11: Cross-Cultural Issues

Chapter 12: Researching E-Learning

Caroline Haythornthwaite is a professor emerita at Syracuse University School of Information Studies. She served as the School's director of the Library Science graduate program from July 2017 to June 2019.She previously served as Director and Professor at the Library, Archival and Information Studies, School of SLAIS, at The iSchool at The University of British Columbia (UBC). Her research areas explore the way interaction, via computer media, supports and affects work, learning, and social interaction, primarily from a social-network-analysis perspective.

Richard Andrews has held professorships at the Universities of Hull, York, UCL Institute of Education and the University of East Anglia. e is a Fellow of the Royal Society of Arts and an elected Fellow of the Academy of Social Sciences. He is a member of the All Souls Group (Oxford) on education policy and an associate of the Centre for Science and Policy at the University of Cambridge. His main research interests are in argumentation in schools and higher education; poetics and contemporary rhetoric; and research methods in digital education.

Cite: Haythornthwaite, C., & Andrews, R. (2011). E-learning theory and practice. Sage Publications