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RAPAD AddItIonAL reAdIngs Goodyear, P. (2002). Online learning and teaching in the arts and humanities: Reflecting on purposes and design. In E.A. Chambers & K. Lack (Eds.), Online conferencing in the arts and humanities (pp. 1-15). Milton Keynes: Institute of Educational Technology, Open University. Haag, S., Cummings, M., & McCubbery, D.J. (2004). Management information systems for the information age (4th ed.). Boston: McGraw- Hill. Riding R., & Rayner, S.G. (Eds.). International perspectives on individual differences: Cognitive styles (Vol. 1). Stamford: Ablex Publishing Corporation. Sternberg, R.J., & Zhang, L.F. (Eds.). (2001). Perspectives on thinking, learning and cognitive styles. Mahwah, NJ: Lawrence Erlbaum Associates. Tsoukas, H., & Mylonopoulos, N. (Eds.). Organizations as knowledge systems: Knowledge, learning, and dynamic capabilities. New York: Palgrave Macmillan. Wierstra, R.F.A., Kanselaar, G., Van Der Linden, J.L., Lodewijks, H.G.L.C., & Vermunt, J.D. (2003). The impact of the university context on European students’ learning approaches and learning environment preferences. Higher Education, 45, 503-523.

0 Chapter II A Heideggerian View on E-Learning Sergio Vasquez Bronfman ESCP-EAP (European School of Management), France ABstrAct This chapter introduces some ideas of the German philosopher Martin Heidegger and how they can be applied to e-learning design. It argues that heideggerian thinking (in particular the interpretation done by Hubert Dreyfus) can inspire innovations in e-learning design and implementation by putting practice at the center of knowledge creation, which in the case of professional and corporate education are real work situations. It also points out the limits of distance learning imposed by the nature of human beings. Furthermore, the author hope that Heidegger ideas will not only inform researchers of a better design for e-learning projects, but also illuminate practitioners on how to design e-learning courses aimed at bridging the gap between “knowing” and “doing.” IntroductIon In the field of professional, continuous, and corporate education (PCCE) 1 there is a recurrent complaint concerning the effectiveness of the educational process (Mintzberg, 1988, 1996, 2004; Schön, 1983). Effectiveness is “the ability of a system to produce what it must produce.” Therefore, in an effective PCCE system people should learn to do what they must do when working in their companies. Unfortunately this is not what one can observe; actual PCCE systems produce people who get a lot of knowledge but who are unable to put it into practice. One of the main reasons for this knowing-doing gap (Pfeffer & Sutton, 2000) is what I call infocentrism, which is a wrong interpretation of what learning is. Infocentrism says that learning is a kind of information system: knowledge is transmitted to learners through lectures and/or accessed through readings, learners must retain this knowledge, and finally professors organize Copyright © 2008, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited.

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E-Mentoring Kasprisin, C. A., Singl
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E-Mentoring Ensher, E. A., Heun, C.
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Chapter V Training Teachers for E-L
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The Role of Institutional Factors i
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E-Learning Value and Student Experi
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Integrating Technology and Research
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Integrating Technology and Research
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Integrating Technology and Research
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Integrating Technology and Research
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Chapter IX AI Techniques for Monito
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Chapter X Knowledge Discovery from
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Knowledge Discovery from E-Learning
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Knowledge Discovery from E-Learning
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Knowledge Discovery from E-Learning
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Knowledge Discovery from E-Learning
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Knowledge Discovery from E-Learning
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Knowledge Discovery from E-Learning
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Knowledge Discovery from E-Learning
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Knowledge Discovery from E-Learning
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Knowledge Discovery from E-Learning
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Knowledge Discovery from E-Learning
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Knowledge Discovery from E-Learning
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Knowledge Discovery from E-Learning
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Chapter XI Swarm-Based Techniques i
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Swarm-Based Techniques in E-Learnin
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Swarm-Based Techniques in E-Learnin
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Swarm-Based Techniques in E-Learnin
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Swarm-Based Techniques in E-Learnin
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Swarm-Based Techniques in E-Learnin
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Swarm-Based Techniques in E-Learnin
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Chapter XII E-Learning 2.0: The Lea
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E-Learning 2.0 Table 1. Different s
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E-Learning 2.0 Figure 1. Difference
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E-Learning 2.0 where the blog is al
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E-Learning 2.0 process. Along this
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E-Learning 2.0 forth, and, of cours
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E-Learning 2.0 Finally, it is impor
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E-Learning 2.0 never be a hotchpotc
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E-Learning 2.0 McPherson, K. (2006)
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E-Learning 2.0 Rosen, A. (2006). Te
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Telematic Environments and Competit
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Open Source LMS Customization Intro
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Formative Online Assessment in E-Le
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0 Chapter XVII Designing an Online
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Designing an Online Assessment in E
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Chapter XIX E-QUAL: A Proposal to M
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E-QUAL is proposed to evaluate the
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E-QUAL provide competent, service-o
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E-QUAL 2004; Scalan, 2003) and qual
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E-QUAL Future trends The future of
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E-QUAL SMEs: An analysis of e-learn
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E-QUAL Meyer, K. A. (2002). Quality
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Compilation of References Argyris,
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Compilation of References Biggs, J.
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Compilation of References Yu, F. Y.
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About the Contributors Juan Pablo d
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About the Contributors part: “An
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About the Contributors María D. R-
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About the Contributors Applications
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Index e-learning tools, automated p
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Socrates 55 Sophists 55 student-foc

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