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dc.contributor.authorSandtrø, Tengel Aas
dc.date.accessioned2013-02-06T09:27:20Z
dc.date.available2013-02-06T09:27:20Z
dc.date.issued2012
dc.identifier.citationSandtrø, T.Aa. (2012). How the domestication process of a VLE came to closure. Online Educational Research Journal, 3(7)en_US
dc.identifier.issn2044-0294
dc.identifier.otherFRIDAID 936571
dc.identifier.urihttps://hdl.handle.net/10642/1348
dc.description.abstractThis text will present empirical experience from the implementation process of a virtual learning environment and suggest some analytical tools for further research. The implementation is analysed within the domestication theoretical framework. While domestication theory traditionally describe technology as double articulated, this study show how a virtual learning environment may be analysed as having three articulations. Finally, this paper will highlight how the process reached closure. The analysis is based on observation, and both formal colloquies and informal conversations with faculty at Oslo and Akershus University College. Data was collected from 2004 until 2007 and again from 2011 to 2012en_US
dc.language.isoengen_US
dc.publisherUniversity of Durhamen_US
dc.relation.ispartofseriesOnline Educational Research Journal;3(7)
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subjectPedagogyen_US
dc.subjectVirtual learning environmenten_US
dc.subjectVirtuelt læringsmiljøen_US
dc.titleHow the domestication process of a VLE came to closureen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.identifier.doihttp://www.oerj.org/View?action=viewPaper&paper=52


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