Print 
PDF
Garrison, D. R. (2011). E–Learning in the 21st century: A framework for research and practice (2nd Edition). London: Routledge/Falmer.
The goal of the 2nd edition of E-learning in the 20th Century is to provide an update based on a decade of research since the first publication of the Community of Inquiry framework (Garrison, Anderson & Archer, 2000). The 1st edition essentially compiled the original set of articles authored by the principle researchers. In the 2nd edition, chapters one, four and twelve have been completely rewritten, a new chapter has been added (chapter 8) and the remaining chapters have undergone significant revision to incorporate the considerable research of an e-learning community of inquiry since the first publication. The revisions provide new perspectives and understanding that enhance considerably the Community of Inquiry framework as a theoretical and practical guide.
This book is an inquiry into e-learning in higher education. By inquiry we mean the process of transforming an “indeterminate situation” into one that is unified and coherent – to paraphrase Dewey (1938, p. 117). The primary product of this inquiry has been the Community of Inquiry theoretical framework. The framework has also provided guidance in the subsequent inquiry into e-learning. While this may sound like a closed loop, true inquiry is open to new evidence and insights; and there have been many insights over the years that we will explore in this new edition.
E–Learning in the 21st century: A framework for research and practice (1st ed)
Garrison, D. R., & Anderson, T. (2003). E–Learning in the 21st century: A framework for research and practice. London: Routledge/Falmer.
There is currently a technological revolution taking place in higher education. The growth of e–learning is being described as explosive, unprecedented, and above all, disruptive. This timely and comprehensive book provides a coherent framework for understanding e–learning in higher education.
The authors draw on their extensive research in the area to explore the technological, pedagogical and organizational implications of e–learning, and more importantly, they provide practical models for educators to use to realize the full potential of e–learning. A unique feature of the book is that the authors focus less on the specifics of the ever–evolving technologies and more on the search for an understanding of these technologies from an educational perspective.
This book will be invaluable for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e–learning in their institutions. It will also appeal to anyone with an interest in the impact of e–learning on higher education and society.
D. R. Garrison is the Director of the Learning Commons and Professor in the Faculty of Education at the University of Calgary, Canada. He was formerly a Professor and Dean at the Faculty of Extension at the University of Alberta. Dr Garrison’s areas of research relate to the teaching and learning transaction in the context of adult, distance and higher education.
Terry Anderson is Professor and Research Chair in Distance Education at Athabasca University, Canada. He was the former Director of the Academic Technologies for Learning at the University of Alberta. Terry has 15 years of experience related to distance education as a teacher, researcher and administrator, including employment as Director of Contact North in Northern Ontario.
