A Comparative Analysis of E-Learning Policy Formulation in the European Union and the United States: Discursive Convergence and Divergence

Erichsen, Elizabeth Roumell; Salajan, Florin D.

doi:10.1086/674095

Cited by 24 publications

(18 citation statements)

References 19 publications

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“…To avoid excessive repetition and redundancy, the terms employed in policy narratives are used to substitute for one another throughout this article. Echoing a conceptualisation of e‐learning as defined by ICT integration in education through mechanisms consisting of systems, processes and products (Roumell Erichsen & Salajan, ), the same understanding is extended to this transposable terminology here. Therefore, for clarity and disambiguation, terms such as ICT in education , ICT‐enabled learning , e‐learning , digital education , etc.…”

Section: Introductionmentioning

confidence: 99%

Building a policy space via mainstreaming ICT in European education: The European Digital Education Area (re)visited

Salajan

2019

Euro J of Education

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This article examines the ideational construction and definition of the European Digital Education Area (EDEA) as a policy space and mechanism for the mainstreaming of digital technologies in Europe's education and training systems. It revisits the foundational pillars on which it is premised, proposed in a previous iteration of the concept: formal legislation, mainstreaming of digital education actions and interlinked networks of practice. Employing a mixed methods approach, involving discourse analysis of key policy documents enacted over the past two decades, an online survey of ICT project coordinators under the Lifelong Learning Programme, and interviews with policy officers at the European Commission, the study reinforces the structure and utility of the EDEA for ICT diffusion in education. It argues for its formal acknowledgment as a political priority and key policy area enforceable through instruments similar to those existing under the Bologna Process for a coherent, concerted and strategic approach to digital education at EU level.

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Section: Introductionmentioning

confidence: 99%

Building a policy space via mainstreaming ICT in European education: The European Digital Education Area (re)visited

Salajan

2019

Euro J of Education

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“…In general, the above policies and action plans have shared the following characteristics (Bekele, 2018;Ehlers & Pawlowski, 2006;Roumell Erichsen & Salajan, 2013):…”

Section: Usamentioning

confidence: 99%

“…• Community colleges faced challenges in online enrolment and had to deal with negative feedback about online learning from both employers and students. Meanwhile, the for-profit private schools also have suffered enrolment downtrend due to the government's stricter policies (Roumell Erichsen & Salajan, 2013) The major hindrance to online education development in US universities has been the teachers' attitude. A survey in 2015 showed that only 17% of university leaders thought that the attitude of the teachers was not a problem for them.…”

Section: Usamentioning

confidence: 99%

International Experience and Trends in E-Learning Development in World Economy

Nguyen¹,

Nguyen²,

Huynh³

et al. 2020

RWE

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This paper describes and synthesizes the international experience with e-learning in order to draw lessons for its development in Vietnam’s higher education. The e-learning development policies of selected countries are analyzed to measure the success of such policies against their specific national context. This paper also discusses Vietnam’s experiences in terms of national policy goals, the scope and subject of the policies, the investment resources and their allocation, and their approach to e-learning and massive open online courses (MOOCs) in higher education in order to evaluate the effectiveness of the policies.

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“…Papers showcasing European projects are fairly frequent, some of which make specific reference to the impact of European e‐learning programmes (Ćukušić et al ., ; Granić, Mifsud & Ćukušić, ; Imbernón, Silva & Guzmán, ; Punie, ). Finally, limited research exists on comparative e‐learning policies between the EU and its most immediate competitor identified in European Commission documents, the US (Roumell Erichsen & Salajan, ; Waight, Willging & Wentling, ).…”

Section: E‐learning Policy Research Contextmentioning

confidence: 99%

Two Decades of E‐Learning Policy Evolution at EU Level: motivations, institutions and instruments

Salajan¹,

Roumell²

2015

Euro J of Education

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This article records and documents the historical development of e‐learning policies at EU level by conducting a discourse and content analysis of four key e‐learning policy documents drafted and implemented by the European Commission over the past 20 years: Learning in the Information Society: Action Plan for a European Education Initiative (1996), the eLearning Action Plan (2001), the eLearning Programme (2003) and the Lifelong Learning Programme (2006). The themes teased out from the analysis reveal a gradual consolidation of e‐learning policy at EU level, indicating the emergence of an increasingly coherent and formal approach to supporting e‐learning initiatives for the benefit of actors at Member State level. The forging of a ‘European dimension’ in e‐learning projects represents the hallmark of these EU policies, but it remains to be seen whether the EU institutions will continue to devote similar attention to and place particular focus on e‐learning as a distinct policy priority in the years to come.

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A Comparative Analysis of E-Learning Policy Formulation in the European Union and the United States: Discursive Convergence and Divergence

Cited by 24 publications

References 19 publications

Building a policy space via mainstreaming ICT in European education: The European Digital Education Area (re)visited

Building a policy space via mainstreaming ICT in European education: The European Digital Education Area (re)visited

International Experience and Trends in E-Learning Development in World Economy

Two Decades of E‐Learning Policy Evolution at EU Level: motivations, institutions and instruments

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