E-Learning in Higher Inclusive Education: Needs, Opportunities and Limitations

Autor/inn/en	Meskhi, Besarion; Ponomareva, Svetlana; Ugnich, Ekaterina
Titel	E-Learning in Higher Inclusive Education: Needs, Opportunities and Limitations
Quelle	In: International Journal of Educational Management, 33 (2019) 3, S.424-437 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-09-2018-0282
Schlagwörter	Foreign Countries; Electronic Learning; Higher Education; Inclusion; Instructional Effectiveness; Efficiency; Web 2.0 Technologies; Educational Benefits; Disabilities; Russia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inklusion; Unterrichtserfolg; Effectiveness; Effektivität; Wirkungsgrad; Bildungsertrag; Handicap; Behinderung; Russland
Abstract	Purpose: The purpose of this paper is to study the limitations, opportunities and conditions for the development of e-learning in the inclusive education system in the universities. Design/methodology/approach: The paper reviews the literature dedicated to e-learning, its application and adaptation in higher inclusive education. Systemic and social approaches were applied to the perception of higher inclusive education for the purposes of this study. The principles of evolutionary economics and institutional theory were used for determining the possibility of using e-learning in higher inclusive education. The findings are confirmed by an empirical study of the integration of e-learning into the higher inclusive education system by the example of Russia. Findings: It has been shown that the development of e-learning in the national higher education system and its perception by the higher inclusive education system depends on the level of development of social and information interrelation in the society. In addition, e-learning can only be used in higher inclusive education when it is interrelated with traditional learning. The efficiency of e-learning in higher inclusive education depends on the systemic institutional environment which was formed both at the level of the state and at the level of a particular university. In this case, the institutional environment should be focused not only on the development of e-learning and inclusive education, but also on their collaboration. Practical implications: The results of the study, which identified special aspects, opportunities and limitations of e-learning in higher inclusive education, can be applied to improve its effectiveness both at the level of individual universities and at the level of formation of national strategies for the development of higher education. Originality/value: Given the growing relevance of higher inclusive education in the contemporary world and the limited number of studies of adaptation and the use of e-learning in it, the results obtained can contribute to the implementation of strategic planning of this direction at the national and local levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01