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Figures ix Figures Figure 2.1 e-Learning Systems in China 21 Figure 2.2 Numbers/Predicted Numbers of Chinese e-Learners and 27 Annual Growth Rate of Chinese e-Learners Figure 3.1 Printed-textbook-transfer Design 42 Figure 3.2 Audio-supplement Design 42 Figure 3.3 Video-supplement Design 43 Figure 3.4 Classroom-teacher-model Design 44 Figure 3.5 Multimedia-rich Design 44 Figure 3.6 Learning-process-model Design 45 Figure 3.7 Teacher-led, Printed-textbook-based Classroom Learning 49 Eco-Environment Figure 3.8 Reconstruction of the Learner’s Eco-Environment and 49 Learning Process Figure 3.9 The Triple Components of the Learning-process-model Design 53 Figure 3.10 Graphic Presentation of the Learning-process-model Courseware 54 Developed in the eChina-UK Project Figure 4.1 Extract from a Pre-Unit Quiz 67 Figure 4.2 Extract from Feedback on a Pre-Unit Quiz 67 x Figures Figure 4.3 Extract from the New Curriculum Unit 68 Figure 4.4 Component Features of the University of Nottingham’s Workspace 69 Figure 4.5 Extract from the New Curriculum Unit 70 Figure 5.1 Screenshot from the ‘Choose a Panda’ Task 87 Figure 5.2 Screenshot from the ‘Self-Disclosure Card Game’ 90 Figure 6.1 Flexible Entry Points in CUTE 1 102 Figure 6.2 Various Types of Support for Learning in CUTE 1 103 Figure 7.1 A Development Model for an e-Educator Training Curriculum: 116 The Five Domains Figure 7.2 Model of a Human Activity System 117 Figure 8.1 System Architecture Adopted 132 Figure 8.2 Lifebuoy Support in CUTE 1 137 Figure 9.1 Three Screen Shots from the ‘Problems Choices’Activity 148 Figure 9.2 The Workspace: The ‘Reflective Journal’ View 152 Figure 9.3 The Workspace: The ‘Selecting Peer Reviewers’ View 152 Figure 10.1 Best Practices in the Life Cycle of an International Team 160 Figure 11.1 Action Learning and Research: A Cycle 182 Figure 13.1 Schema for Addressing IPR Issues 219 Figure 15.1 Key Factors Shaping Society at Four Broad Levels 240 Figure 15.2 Drivers, Policy, Practice and Impact in e-Learning 248 ...

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