Policy Formulation and Networks of Practice in European eLearning: The Emergence of a European E-Learning Area

Autor/in	Salajan, Florin D.
Titel	Policy Formulation and Networks of Practice in European eLearning: The Emergence of a European E-Learning Area
Quelle	In: European Journal of Education, 48 (2013) 2, S.292-310 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12031
Schlagwörter	Electronic Learning; Foreign Countries; Educational Policy; Lifelong Learning; Guidelines; Educational Innovation; Questionnaires; Administrator Attitudes; Educational Research; Networks; Information Technology; Educational Legislation; Consortia; Program Descriptions; Educational Practices; Cooperation; Educational Administration; Educational Finance + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Life-long learning; Lebenslanges Lernen; Richtlinien; Instructional innovation; Bildungsinnovation; Fragebogen; Bildungsforschung; Pädagogische Forschung; Informationstechnologie; Bildungsrecht; Schulgesetz; Vereinigung; Bildungspraxis; Co-operation; Kooperation; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsfonds
Abstract	This article discusses the emergence of a European E-Learning Area (EELA) as a consequence of three factors that can be observed in the e-learning developments over the past decade. The first factor consists of the carving of a policy sector in e-learning via formal instruments such as the eLearning Programme, the Lifelong Learning Programme and an array of other e-learning policy stipulations embedded in larger policy instruments at European level (e.g. Framework Programme). The second factor is represented by the mainstreaming of e-learning activities, both through formal and informal measures across multiple domains. Finally, the proliferation and consolidation of interlinked networks of practice as incubators of e-learning innovation and sharing of expertise act as the third factor in the shaping of EELA. The conceptualisation of EELA is substantiated through an analysis of the European e-learning policy documentation and the findings of a questionnaire distributed to the coordinators of projects under the eLearning Programme. In light of the findings, theoretical and practical implications for EELA as a nascent policy domain are explored and offered as a basis for further debate on this theme. (Contains 4 notes and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10