Using Email to Enable E[superscript 3] (Effective, Efficient, and Engaging) Learning
ARTICLE
ChanMin Kim
Distance Education Volume 29, Number 2, ISSN 0158-7919
Abstract
This article argues that technology that supports both noncognitive and cognitive aspects can make learning more effective, efficient, and engaging (e[superscript 3]-learning). The technology of interest in this article is email. The investigation focuses on characteristics of email that are likely to enable e[superscript 3]-learning. In addition, in order to optimize the use of email for the support of e[superscript 3]-learning, this article proposes a conceptual framework grounded in research that can guide the systematic design and development process in terms of (a) diagnosing learners' needs, (b) constructing appropriate email, and (c) renewing email. Further research is also discussed, especially with regard to automated systems for email use. The article concludes with the notion that email messages in support of e[superscript 3]-learning may prove to be a transformative technology in distance education. (Contains 1 figure.)
Citation
Kim, C. (2008). Using Email to Enable E[superscript 3] (Effective, Efficient, and Engaging) Learning. Distance Education, 29(2), 187-198. Retrieved August 8, 2024 from https://www.learntechlib.org/p/103133/.
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Cited By
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Fostering Interaction to Enhance Learning in Online Learning Environments
Jared Keengwe & Gary Schnellert, University of North Dakota, United States
International Journal of Information and Communication Technology Education Vol. 8, No. 3 (July 2012) pp. 28–35
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ARCS-V Motivational Design Approach, Interaction, and e3-learning: Rethinking Motivation for Distance Education
Hasan Ucar, Bilecik Seyh Edebali University, Turkey; Alper Tolga Kumtepe, Anadolu University, Turkey
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 413–418
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