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An E-Portfolio Scheme of Flexible Online Learning

An E-Portfolio Scheme of Flexible Online Learning

Kam Hou Vat
Copyright: © 2009 |Pages: 9
ISBN13: 9781605661988|ISBN10: 1605661988|EISBN13: 9781605661995
DOI: 10.4018/978-1-60566-198-8.ch132
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MLA

Vat, Kam Hou. "An E-Portfolio Scheme of Flexible Online Learning." Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., IGI Global, 2009, pp. 941-949. https://doi.org/10.4018/978-1-60566-198-8.ch132

APA

Vat, K. H. (2009). An E-Portfolio Scheme of Flexible Online Learning. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 941-949). IGI Global. https://doi.org/10.4018/978-1-60566-198-8.ch132

Chicago

Vat, Kam Hou. "An E-Portfolio Scheme of Flexible Online Learning." In Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., 941-949. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-198-8.ch132

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Abstract

The potentialities of the information (or Internet) age have somehow exceeded many of our current calculations in education (Brown, 2000; Cornford & Pollock, 2003; Duke, 2002). Imagine a student attending a class waiting to be taught mostly in lectures or direct training from the instructor. The same student as a learner has at hand many an on-demand (or just-in-time) ubiquitous high-quality learning environments with learner-friendly support, such as the Wikipedia (http://en.wikipedia. org). Today’s numerous virtual communities, including the WELL project (http://www.well.com) or the Blacksburg community networks (http://www.bev.net), have demonstrated to our inquiring students the possibility of fostering their own learning initiatives, with the comfort of an electronic personalized space in the form of customizable information system (IS) support (Vat, 2005) guarded by privately assigned identifier and password, to experience and make sense of their worlds of learning. The message to the education community is clear: we need to inject more flexibility (Khan, 2007a) in support of learning; namely, learners now must be empowered with more say in what they learn, when they learn, and where and how they learn.

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