LINGUIST List 31.1669
Mon May 18 2020
FYI: E-learning in Higher Education
Editor for this issue: Sarah Robinson <srobinsonlinguistlist.org>
Akila Sellami Baklouti <akila.sellami
E-learning in Higher Education E-mail this message to a friend
E-learning designates the association of online technologies with learning and education (Garrison and Anderson, 2003). Using Web as a communication channel, the field of distant education connects geographically distant learners with their teachers and learning resources (Kudu and Dey, 2018). E-learning has many advantages for both learners and professionals (Bates, 2005) who can benefit from online training and courses available to non-experts and life-long learners. It has gained importance as a model of learning and teaching at universities seeking to meet international standards and to improve their rankings (Keengwe and Agamba, 2015).
Because of the novel Covid-19 in 2020, in-person classes were cancelled and universities worldwide became keenly aware of distant learning as an instructional option. Virtual instruction has been suggested as an alternative instructional model for most universities and less so for primary and secondary schools.
The debate over the adoption of E-learning as an alternative instructional model to face-to-face teaching has forced universities to rethink the issues that can emerge while designing and/or implementing online courses. Orchestrating an innovative online learning approach, as a result, requires longitudinal research studies and identification of the anchoring problems. Additionally, using E-learning to cope with the ever-changing world of information and communication technologies and respond to the needs of geographically distant students necessitates the collaboration of teachers, learners, and stakeholders to co-formulate the problems and co- explore the outcomes and consequences.
In light of this debate, contributions in this edited book can tackle the following topics/issues:
-The challenges and opportunities provided by E-learning in the context of higher education.
-The efficiency and applicability of E-learning across different disciplines and in teaching humanities and languages in particular.
-The impact of E-learning on course design, curriculum design, and teachers’ methodological choices.
-The compatibility/relationship between E-learning methods and face-to-face teaching.
-Cyber security and copyright.
-Assessment of students’ learning: feasibility and challenges in terms of methods, invigilation, and grading.
-Post-evaluation of online courses: tools, analysis and interpretation.
-The social and affective impact of E-learning on students.
-The effect of E-learning on the relationship between teachers and students.
-Students’ perceptions of E-learning and their own learning needs.
-Virtual exchanges as other forms of e-learning connecting geographically and culturally distant groups of students.
Authors are requested to submit their contributions either in French or English and choose one of the following formats:
- Research Articles focusing on the development of theoretical and methodological concepts, case studies, evaluation of platforms, and description and evaluation of teaching practices.
- Narratives and reports on teaching experiences: description and evaluation of tasks that include diverse forms of support and guidance to students in their learning process.
- Proposals should not exceed 500 words and should include a bibliography and a bio-bibliography of no more than 150 words
Nadia ABID, University of Sfax, Tunisia
Asma MOALLA, University of Sfax, Tunisia
Deadline for abstract submission: June, 15, 2020:
Notification of acceptance/rejection: June, 30, 2020
Deadline for full manuscript submission: September, 30, 2020
Review reports submitted by the scientific committee: January, 2021
Deadline for final revisions: March, 30, 2021
Book submission for publisher: May, 2021
Linguistic Field(s): Applied Linguistics
Page Updated: 18-May-2020