(Ebook) Being an E-learner in Health and Social Care: A

Student's Guide by Santy Smith ISBN 9780203961759,

9780415401418, 0203961757, 0415401410 Pdf Download

https://ebooknice.com/product/being-an-e-learner-in-health-and-
social-care-a-student-s-guide-1721264

★★★★★
4.7 out of 5.0 (77 reviews )

DOWNLOAD PDF

ebooknice.com
 (Ebook) Being an E-learner in Health and Social Care: A
Student's Guide by Santy Smith ISBN 9780203961759,
9780415401418, 0203961757, 0415401410 Pdf Download

EBOOK

Available Formats

■ PDF eBook Study Guide Ebook

EXCLUSIVE 2025 EDUCATIONAL COLLECTION - LIMITED TIME

INSTANT DOWNLOAD VIEW LIBRARY

 We believe these products will be a great fit for you. Click
the link to download now, or visit ebooknice.com
to discover even more!

(Ebook) Biota Grow 2C gather 2C cook by Loucas, Jason; Viles,

James ISBN 9781459699816, 9781743365571, 9781925268492,
1459699815, 1743365578, 1925268497

https://ebooknice.com/product/biota-grow-2c-gather-2c-cook-6661374

(Ebook) Matematik 5000+ Kurs 2c Lärobok by Lena Alfredsson, Hans

Heikne, Sanna Bodemyr ISBN 9789127456600, 9127456609

https://ebooknice.com/product/matematik-5000-kurs-2c-larobok-23848312

(Ebook) SAT II Success MATH 1C and 2C 2002 (Peterson's SAT II

Success) by Peterson's ISBN 9780768906677, 0768906679

https://ebooknice.com/product/sat-ii-success-math-1c-and-2c-2002-peterson-
s-sat-ii-success-1722018

(Ebook) Master SAT II Math 1c and 2c 4th ed (Arco Master the SAT
Subject Test: Math Levels 1 & 2) by Arco ISBN 9780768923049,
0768923042

https://ebooknice.com/product/master-sat-ii-math-1c-and-2c-4th-ed-arco-
master-the-sat-subject-test-math-levels-1-2-2326094
(Ebook) Cambridge IGCSE and O Level History Workbook 2C - Depth
Study: the United States, 1919-41 2nd Edition by Benjamin
Harrison ISBN 9781398375147, 9781398375048, 1398375144,
1398375047
https://ebooknice.com/product/cambridge-igcse-and-o-level-history-
workbook-2c-depth-study-the-united-states-1919-41-2nd-edition-53538044

(Ebook) The Social-Emotional Learning Playbook: A Guide to

Student and Teacher Well-Being by Nancy Frey, Douglas Fisher,
Dominique B. Smith ISBN 9781071886762, 1071886762

https://ebooknice.com/product/the-social-emotional-learning-playbook-a-
guide-to-student-and-teacher-well-being-42996762

(Ebook) Critical Thinking in Health and Social Care by Stella

Jones-Devitt, Liz Smith ISBN 9781412920704, 1412920701

https://ebooknice.com/product/critical-thinking-in-health-and-social-
care-4587118

(Ebook) The Recipe for Student Well-Being: Five Key Ingredients

for Social, Behavioral, and Academic Success by Brian H.
Smith;Clayton R. Cook;Aria E. Fiat; ISBN 9781951075613,
1951075617
https://ebooknice.com/product/the-recipe-for-student-well-being-five-key-
ingredients-for-social-behavioral-and-academic-success-56796544

(Ebook) A Practical Guide to Care Planning in Health and Social

Care by Marjorie Lloyd ISBN 9780335237326, 9780335239917,
9780335237319, 9781283338424, 0335237320, 0335237312,
0335239919, 1283338424
https://ebooknice.com/product/a-practical-guide-to-care-planning-in-health-
and-social-care-2339996
1111
2 Being an E-learner in Health and
3
4 Social Care
5
6
7
8
9
1011
1
2
3111 E-learning is a new, exciting and increasingly popular way of learning for
4 health and social care professionals, both in the pre- and post-qualification
5 stages. However, many people are apprehensive about what it involves and
6 whether they will be able to study effectively in this way.
7 Being an E-learner in Health and Social Care is designed to help students
8 and their tutors to become acquainted with the issues and methods around
9 being an online learner in health and social care. It gives practical advice and
20111 provides guidance on developing skills and attitudes for successful online
1 learning within health and social care. Based on the authors’ experience of
2 teaching online, the book includes numerous tips and case studies. Topics
3 discussed include:
4
5 ● skills and responsibilities for successful online learning
6 ● the virtual learning environment and using online resources
7 ● clinical, professional and communication skills online
8 ● assessment and evaluation
9
30111 Being an E-learner in Health and Social Care is essential reading for all
1 students undertaking online courses or continuing professional development
2 in nursing, public health, social work, social care and health psychology.
3
4 Julie Santy is senior lecturer in flexible learning at the Faculty of Health and
35 Social Care, University of Hull, UK.
6
7 Liz Smith is lecturer in applied health studies at the Faculty of Health and
8 Social Care, University of Hull, UK.
9
40111
1
2
3
4
45111
1111
2 Being an E-learner in
3
4
5
Health and Social Care
6 A student’s guide
7
8
9
1011
1
2
3111 Julie Santy and Liz Smith
4
5
6
7
8
9
20111
1
2
3
4
5
6
7
8
9
30111
1
2
3
4
35
6
7
8
9
40111
1
2
3
4
45111
First published 2007 by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Avenue, New York, NY 10016
Routledge is an imprint of the Taylor & Francis Group, an informa
business
© 2007 Julie Santy and Liz Smith

This edition published in the Taylor & Francis e-Library, 2007.

“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”

All rights reserved. No part of this book may be reprinted or

reproduced or utilized in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record for this book has been requested.

ISBN 0-203-96175-7 Master e-book ISBN

ISBN10: 0–415–40141–0 (hbk)

ISBN10: 0–415–40142–9 (pbk)
ISBN10: 0–203–96175–7 (ebk)

ISBN13: 978–0–415–40141–8 (hbk)

ISBN13: 978–0–415–40142–5 (pbk)
ISBN13: 978–0–203–96175–9 (ebk)
1111
2 Contents
3
4
5
6
7
8
9
1011
1
2
3111 List of illustrations vi
4
5
Introduction 1
6
7
1 E-learning in health and social care 5
8
9
2 Skills for successful online learning 19
20111
1
3 The role of the student in online learning 35
2
3
4 The role of the tutor in online learning 49
4
5
5 Using online study resources 63
6
7
6 The virtual learning environment 84
8
9
7 Learning objects 101
30111
1
8 Working in online communities 113
2
3
9 Professional issues in online learning 131
4
35
10 Clinical and communication skills and online learning 145
6
7
11 Assessment evaluation and research 161
8
9
40111 Appendix: Alphabetical list of websites and URLs
1 used in this book 171
2 Glossary 173
3 Index 181
4
45111
Illustrations

Figures
1.1 Front page of the moulage pages from www.trauma.org 10
3.1 Principles of online learning: Salmon’s five-stage module
of teaching and learning online 37
4.1 Example of a socialization posting 54
4.2 Example of a tutor’s online activity message 56
4.3 Example of a tutor’s facilitation message 57
6.1 A diagrammatic representation of a typical home page
for a course-site in a virtual learning environment 85
6.2 A diagrammatic representation of a typical discussion
forum in a virtual learning environment 88
6.3 A schematic representation of a typical tutor discussion
forum message in a virtual learning environment 88
6.4 A diagrammatic representation of Rosie Luke’s chat
window for an online tutorial 94
7.1 Home page of the New Molton virtual town at the
University of Wolverhampton 106
10.1 Example of a video clip supporting a CD-Rom package 147
10.2 Example of a patient-based scenario for discussion 148
10.3 Example of a student response to a case study discussion 149
10.4 Example of a progressing case scenario 150
10.5 Example of an online discussion scenario designed to
facilitate interprofessional collaborative communication
using a client scenario and online discussion 151
10.6 Example of an activity designed to facilitate discussion
and debate about practice 154
10.7 Example of an assessment skills based scenario 156

Tables
5.1 Examples of information gateways for health and social care
information 69
5.2 Health and social care databases and portals 78
1111
2 Introduction
3
4
5
6
7
8
9
1011
1
2
3111 Many programmes and courses in health and social care practice now
4 incorporate aspects of electronic learning (e-learning) to support study. This
5 mode of learning is new, interesting, rewarding, exciting and effective.
6 However, for those students embarking on e-learning for the first time it can
7 also be, to some degree, daunting and anxiety provoking, depending, of
8 course, on the student’s own circumstances and previous experiences. The
9 novelty of this method of learning is also a challenge for tutors and lecturers
20111 using e-learning for the first time.
1 You may be a qualified or beginner health or social care professional or a
2 teacher working with students of health and social care. The aim of this guide
3 is to help students and tutors for whom e-learning is a relatively new
4 experience to understand what is expected of them in this new situation, and
5 to get to grips with the learning methods, technology and terminology. It will
6 also act as a reference text once your e-learning experience is underway. All
7 you need to get going with e-learning is access to the Internet and some
8 enthusiasm for learning – and maybe a little help and support! You don’t
9 need to be a whiz with computers, just to have a desire to learn.
30111 The guide will assume no previous knowledge of e-learning or computer
1 and technical terminology, and it will explain how e-learning works, how to
2 make a start with the technology, what its advantages are, the role of the
3 student and the role of the tutor. It will also help you to prepare yourself for
4 e-learning by encouraging you to think about the issues that may hinder or
35 enhance your learning in this new situation.
6 Being an e-learner can be fun and very rewarding and it will enhance your
7 practice with patients and clients. Being an e-tutor is equally stimulating. You
8 may find that you don’t want to go back to more traditional approaches in
9 the future! It can, however, be quite daunting if you are learning to be an e-
40111 learner at the same time as trying to learn about the content of your course
1 and module. If we could give you only three pieces of advice they would be
2 these:
3
4 ● Seek help from your tutor right from day one – that’s what the tutor is
45111 there for and they would rather you let them know when you need help
2 Introduction
or support than find out that you are struggling when it is too late.
● Set time aside for e-learning – it’s certainly a flexible approach to learning
but it can’t be done in five minutes here and there. The biggest mistake
students make is to assume that their learning can just ‘fit in’ around
everything else in their lives.
● Make the most of the learning community with your fellow students – get
to know them and make an effort to allow them to get to know you.
Socialization in learning is vital and you will enjoy it so much more if you
get into the thick of it!

This book is based on our experiences of working with health and social care
students online. Although we have some experience of this, we do not consider
ourselves to be ‘technical’ experts, nor do we think we need to be. We feel that
we can offer you practical advice about how to make the best of e-learning
opportunities, even if you perceive yourself to be very much a novice
technically. The reason we can do this is because we understand how it feels
to be technically challenged.

How to use this book

This book has been designed with the student who is new to e-learning in
mind. For this reason we have tried to use as little jargon as possible. We have
also, however, recognized the need for you to know the meaning of some of
the common terms used in everyday e-learning. We have highlighted new
terms in bold in the text and have provided explanations of these in the
Glossary at the end of the book so that you can look them up if you need to.
We also highlight a large number of websites and web pages useful to students
and professionals in health and social care. In order to make these easier to
access, we have included a list of websites and their addresses or URLs in the
Appendix.
You may, however, be a more experienced e-learning student who wants
to understand the issues in a bit more detail. You might also be an e-learning
tutor who wants to think about the issues that directly affect your own
students. We, therefore, expect that you will use this book in a variety of
ways:

● As a reader – to be worked through chapter by chapter before or during

the early stages of an e-learning experience.
● As a tutor to help with ideas about delivering e-learning to a range of
different students and in different ways.
● As a ‘cook book’ to dip in to when issues arise during your e-learning
experience – in which case you may wish to use the index at the end of
the book to identify where you can find the material you need.
● As a more experienced e-learner to check up on issues arising from
researching possible online courses you may wish to undertake.
 Introduction 3
1111 You will find a number of activities and examples within the text. These are
2 designed to help you to think about how the issues raised in the book apply
3 specifically to you and to help you to make sense of how e-learning can work
4 for you. Although they may seem to be specific to some areas of practice, they
5 are designed to help all health and social care practitioners understand the e-
6 learning process. We have tried to use a wide variety of examples.
7 Setting some time aside to look at the examples and undertake the activities
8 will help in informing your learning and we recommend that you do as many
9 as you can over the period of your development as an e-learner.
1011 Our experience has shown that many learners and their teachers find
1 learning and teaching online a liberating and enjoyable experience. We hope
2 that you will use this book to help you to get the e-learning bug.
3111
4
5
6
7
8
9
20111
1
2
3
4
5
6
7
8
9
30111
1
2
3
4
35
6
7
8
9
40111
1
2
3
4
45111
1111
2 1 E-learning in health and
3
4 social care
5
6
7
8
9
1011
1
2
3111 Introduction
4
The aim of this chapter is to give you an overview of the development,
5
meaning and value of e-learning in health and social care. This will help you
6
to think about where e-learning has come from and what its value, as a way
7
of learning, is likely to be for you. It will also help you to identify the pitfalls
8
you are likely to face as an e-learner. The chapter will focus on the current
9
education culture in health and social care education as this is the context in
20111
which you will be learning. It will also provide you with an understanding of
1
the background to some of the specific issues around e-learning in health and
2
social care. This will include a discussion of the advantages of e-learning for
3
you and your colleagues and help you to develop a positive attitude towards
4
the process.
5
6
7
What is e-learning?
8
9 In order to explain the meaning and value of e-learning, we must begin with
30111 the Internet – commonly known as the World Wide Web (Web or www). The
1 arrival of the Internet has been the main catalyst for the fact that digital
2 technology is changing how we do business and live our lives. With a
3 worldwide population of around 6.5 billion, one Internet usage survey
4 (ComScore 2006) claims that there are as many as 694 million people using
35 the Internet (as of May 2006). It is important to remember that, although
6 this represents a large percentage of the world’s population, there are large
7 tracts of developing countries that have little or no Internet access at all. You
8 could argue that such poor and isolated communities need the education that
9 online access promises even more than wealthy communities. It is also worth
40111 remembering that poorer communities in wealthier countries have relatively
1 low access and usage of the Internet generally.
2 The Internet is an ever expanding electronic network of computers that
3 operates worldwide, providing access to millions of resources. It enables each
4 computer to have an address that is accessible to all other Internet-connected
45111 computers. It has actually been around in some form since the early 1960s,
6 E-learning in health and social care
but its use burgeoned during the 1990s, so much so that it has become an
integral part of everyday life for the many people across the globe who use it
to access information, work, play and to communicate with others.
Radio-based systems now allow transmission of information without a
physical connection. The advent of wireless communication means that
Internet users can take a computer away from the traditional desk and use it
remotely anywhere a radio signal is available. Many of these computers are
now very small – not much bigger than a mobile telephone or a small book.
We can see people using the Internet in hotel foyers, coffee shops and railway
stations, as well as in their homes, schools, colleges and universities. Yet, if
someone had said, even perhaps only in the early 1990s, that all this would
be possible today they would have been accused of being somewhat crazy.
There is a saying that every person on the globe is now only six or seven
connections away from any other.
It is important to stress again, however, that access to the Internet is not
universal. Those people who are disengaged from society, socially excluded,
living in poverty or in remote parts of the world, for example, are as yet unable
to engage in this new approach to many aspects of life. One could argue that
it is now the responsibility of better off governments and individuals across
the globe to ensure that such communities and individuals are enabled to
connect to the Internet in order to ensure that the gap between those who have
and those who have not does not become wider. As a health and social care
professional this is something of which you should be very much aware.
Internet technology is also starting to have an impact on the way that we
deliver health and social care. Not only does it provide access to information
about patients and clients, but also it allows developments in care such as
‘telemedicine’. This is where technology, including audio and video, is used
for medical diagnosis and patient care when the health care practitioner and
client are at a distance, such as in remote areas of countries like Scotland and
Australia. Many support groups for people with distressing medical
conditions or specific social problems are often now conducted using the
Internet (see Box 1.1).
The availability of the Internet has large potential advantages for learning
across all age groups. Most schools, and almost every university and college
across the globe, now have high-speed Internet access. Teachers increasingly
use information and communications technology (ICT) to bring their teaching
to life (Department for Education and Skills (DfES) 2005). E-learning is a
term that you may have heard many times, yet you might still be uncertain of
its real meaning and relevance to you. It is a concept that is often referred to
in relation to health and social care education and practice. It is important
that, before you set out on your e-learning journey, you understand where e-
learning has come from and what relevance it has to your education and
practice and that of your colleagues.
E-learning has a number of related terms that, essentially, mean the same
thing. The most common ones are:
 E-learning in health and social care 7
1111
2 Box 1.1
3
An example of online patient/client support online: the Tuberculosis
4
Survival Project
5
6 http://www.tbsurvivalproject.org (accessed 24 August 2006)
7
This website was created in recognition of the fact that the emotional
8
and psychological support that many patients with TB or multi-drug-
9
resistant tuberculosis (MDR-TB) receive is inadequate. Being treated
1011
and cured of TB/MDR-TB is not just about taking medication. There
1
are many factors that can lead to treatment failure.
2
The Internet enables this site to provide its service of information and
3111
support right across the entire globe 24 hours a day. The site provides
4
a one-to-one mentoring service where cured individuals give ongoing
5
support by email to those who may not be able to talk about their
6
disease and treatment to others because of the stigma involved.
7
8
9
20111
1
2 ● online learning
3 ● computer mediated learning
4 ● computer conferencing
5 ● virtual learning
6 ● online learning communities
7 ● blended learning
8 ● learning objects
9 ● distributed learning
30111 ● web-based learning.
1
2 All of these terms, along with the term e-learning itself, refer to the use of
3 computer and Internet-based technologies to deliver a broad range of learning
4 opportunities that are designed to enhance your knowledge, skills and
35 performance. These learning opportunities are networked. This means that
6 they are available via a computer connection (usually the Internet) accessible
7 to more than one person at the same time. They, therefore, allow storage,
8 retrieval and sharing of information and learning material – giving students
9 and their tutors access to learning materials and communication within the
40111 learning community 24 hours a day from any Internet-connected computer
1 on the globe. Learning opportunities are delivered to the learner via a
2 computer that uses standard Internet technology and it focuses on the
3 broadest views of learning that go beyond traditional approaches (Rosenberg
4 2001). It is about much more than the delivery of learning materials, but
45111 about a new approach to the facilitation of learning (see Box 1.2).
8 E-learning in health and social care

Box 1.2
E-learning scenarios
Here are two scenarios that highlight the differences between traditional
approaches to learning and e-learning.
Traditional learning delivery
Helen is a qualified health/social care professional who works with
children in a small town. She has been qualified for some years and is
thinking of seeking promotion. She decides to enrol on a course to
update her knowledge and skills in the area of practice in which she
works. She enrols on a course at her local university – it is broadly
relevant to the work that she does and she feels confident that it should
help her to move forward in her practice. The course takes two years
and will mean that she needs to attend lectures and seminars at the
university for one day a week during semester time. She has access to
experienced and knowledgeable teaching staff, the library where she
can borrow books and a variety of other resources that are available
both on the campus and through the university website. This means
that Helen needs to be released from her workplace on a regular day
each week and travel 25 miles from her home to the university.
E-learning delivery
Joanne is also a qualified health/social care practitioner who works with
children in a different small town. Joanne is also thinking about
extending her knowledge and skills, but she wants to make certain that
she undertakes a programme that is entirely relevant to her practice with
children with life-threatening conditions. Her local university provides
courses that are broadly relevant, but she feels that she would benefit
from a more specialist course. Following a search on the Internet she
discovers that a university 150 miles away provides a course that is
exactly what she is looking for. Fortunately, the course is delivered online
via e-learning, so in spite of her concerns that she has not learnt in this
way before, she decides to enrol. Joanne is provided with a tutor to guide
her through the e-learning processes. She can contact the tutor by
telephone, email or a variety of other online methods. With her fellow
students, she uses a ‘virtual learning environment’, which she accesses
via an Internet connection at home and in her workplace. The virtual
learning environment provides her not only with learning materials for
her reading and study, but also with communication tools so that she can
discuss her thoughts, ideas and concerns with her tutor and fellow
students. Because of the nature of the course, Joanne can schedule her
study time to fit in with her weekly practice activity. She has found she
learns best in the mornings so chooses two mornings each week in which
to study online. At the beginning of the course she discovers that two of
the students on the course are from another country.
 E-learning in health and social care 9
1111 E-learning has many similarities with distance learning. This is a mode of
2 learning where the student is often some distance away, even in a different
3 country, from the institution that provides the learning programme. The
4 student is usually sent printed learning materials through the post and
5 has access to a tutor via telephone and email. Many distance learning
6 courses also arrange face-to-face tutorials and study workshops at intervals
7 throughout the programme. E-learning is different from distance learning in
8 the way that it uses online communication tools to maintain contact and
9 socialization between students, their tutors and their fellow students. While
1011 distance learning does have some of the same flexibility as e-learning, it does
1 not have the advantage of the communication options offered by online
2 working.
3111
4
Why e-learning?
5
6 There are certain features of health and social care education and practice that
7 have led to increasing interest in e-learning as a method of delivery for
8 education and staff development.
9 First, health and social care organizations employ large numbers of people
20111 with varied backgrounds and roles. For example, did you know that in the
1 United Kingdom, the National Health Service (NHS) employs more people
2 than any other organization in the country? This means that, in order to keep
3 its staff well educated and well informed, the organizations involved have to
4 be well organized and effective in the delivery of education and staff
5 development. Economies of scale and organization are a very important
6 consideration.
7 Next, the nature of health and social care practice is led by patients and
8 clients. These are people in need of effective assessment, support and
9 intervention in a variety of health and social care settings. Health and social
30111 care take place in a constantly changing environment where new knowledge
1 and ideas are impacting on practice, education and management on a daily
2 basis. The need, therefore, for the staff that work in these organizations to be
3 well educated, up to date and highly skilled is paramount. Health and social
4 care professionals need to communicate with each other, not just locally but
35 globally, in order to ensure that innovative ideas, new trends and effective
6 practice are shared amongst the practice community. The logistics of keeping
7 large numbers of professionals with common goals in touch with each other
8 are considered one of the major challenges of health and social care practice
9 today and this can have a great impact on the experience of the patient or
40111 client.
1 As online courses and materials become increasingly available, interactive
2 and innovative health and social care workers will be able to work through
3 problem-solving simulations of practice situations so that they are able to
4 see the consequences of their actions, choices and the decisions they make.
45111 This enables practitioners to learn about situations and actions in a safe
10 E-learning in health and social care
environment by learning from their mistakes (Dawes and Handscomb 2002).
An example of this in health care is in emergency trauma care where an activity
called moulage is used to simulate and role play emergency situations and
learners can make decisions about management options while receiving
feedback. An example of such an activity can be found at http://www.trauma.
org/resus/moulage/moulage.html (see Figure 1.1). Another perceived benefit
for the empowerment of patients and clients is the potential for technology and
Internet-based materials and communications to enable patients and clients to
access information, enabling them to self-manage short- and long-term
conditions. Such technology also allows the development of online com-
munities of support for both patients and carers (NHS National Workforce
Group 2005). An example of this is online support groups for sufferers of
depression at http://www.dbsalliance.org/Info/supportgroups.html.
Much health and social care practice takes place across a 24-hour period.
Many practitioners who work in these settings work at different hours of the
day and night. In addition, patient and client demand means that it is not
always possible for practitioners to leave the workplace on a specified day at
a specified time. Indeed, most of the world now lives in what we call a 24-hour
culture where we are able to access services and entertainment 24 hours a day.
Whether we like it or not, health and social care provision is, to a large
degree, governed by costs and this is unlikely to change as the twenty-first

Figure 1.1 Front page of the moulage pages from www.trauma.org

 E-learning in health and social care 11
1111 century unfolds. Health and social care are very expensive ‘businesses’ to run,
2 no matter where in the world they are. The need for staff education and
3 professional development to be cost-effective is extremely important and
4 providers are constantly looking for ways to keep the relevant budget in check.
5 It is with these issues in mind that both health and social care bodies have
6 begun to consider the use of e-learning for the delivery of education for their
7 practitioners. Here are some examples of statements from both health and
8 social care government documents:
9
1011 within a societal context where e-government and e-society are major
1 planks of government policy that include reference to wired up
2 communities, wired up services and e-learning. The incorporation of
3111 e-learning is now an expected part of the student learning experience.
4 The evidence base for e-learning shows it can be used to enhance the
5 student programme experience and has both strengths and limitations.
6 E-learning and communication and information technologies offer a wide
7 range of opportunities to support development of effective, efficient and
8 flexible open, distance and on demand learning; access to knowledge and
9 evidence based legislation and guidance.
20111 (Rafferty and Waldman 2003)
1
2 Developing e-learning awareness and capability covering the use of new
3 (electronic) technologies will be essential to support open and on-line
4 learning processes. The Internet and email are a daily part of everyday life
5 for millions of people and businesses and knowledge management
6 technology is rapidly being adopted by many organizations. The national
7 vision for learning for the NHS is to enable staff to access learning
8 opportunities at times and places that best fit in with their lifestyle. This
9 means 24-hour access to knowledge and learning resources, 365 days per
30111 year from places that are most convenient for individuals and groups,
1 with the technical support and structure to ensure this happens.
2 (Department of Health (DoH) 2001)
3
4 There are many reasons why health and social care staff would wish to engage
35 in e-learning (see Activity 1.1). The main benefits are likely to be linked to
6 flexibility of study in time and place.
7
8
Lifelong learning
9
40111 Lifelong learning is central to the government’s policies for education (DfES
1 2006) and it is also instrumental in education strategies for health and social
2 care (DoH 2001). The principles of lifelong learning acknowledge that, in a
3 rapidly changing world in which knowledge is constantly moving, initial
4 qualification and registration are not sufficient to maintain the currency of the
45111 knowledge of health and social care practitioners. Skills and knowledge,
12 E-learning in health and social care

Activity 1.1
Your reasons
We have outlined above some of the reasons why e-learning is of benefit
to health and social care organizations. More important, however, are
your reasons for deciding to investigate the possibilities of e-learning.
Think about the reasons why you have picked up this book and try to
identify five of them below:

1 ________________________________________________________
________________________________________________________
2 ________________________________________________________
________________________________________________________
3 ________________________________________________________
________________________________________________________
4 ________________________________________________________
________________________________________________________
5 ________________________________________________________
________________________________________________________

therefore, need to be continually refreshed and updated according to the needs

and demands of the role a health or social care practitioner undertakes (Haigh
2004). The need to be constantly engaging in education, therefore, is a central
tenet of the need for flexible modes of learning that can fit in with the working
day and the practitioner’s lifestyle. In addition health (Glenn and Cox 2006:
9) and social care staff require demonstrated competence in using common
software packages such as word processing, email, spreadsheets and data-
bases as well as being able to access literature and use patient and client
computerized information systems (see Activity 1.2).
It could also be argued that there are more personal reasons for health and
social care practitioners to engage in lifelong learning. The main reason many
professionals engage in learning activity is to provide them with added interest
and motivation in their work and to give them the opportunity to learn with
others with similar interests. Professionals who are constantly updating their
knowledge often perceive that they have enhanced job satisfaction because
their view of their work is constantly changing and they are improving their
effectiveness. The rewards for this often come from feedback from clients,
patients and carers and from the personal satisfaction of knowing that a good
job was done that made a difference to someone’s life – after all, this is often
the reason why individuals have chosen health or social care careers. In
addition to this, it is said that managers often perceive practitioners who
 E-learning in health and social care 13
1111
2 Activity 1.2
3
Your lifelong learning
4
5 Think about yourself as a newly qualified practitioner or new student:
6
7 ● What did you not know about your practice then that you know
8 now?
9 ● What new and enhanced skills have you since gained?
1011 ● What other skills are required for you to practise effectively now?
1 ● What skills and knowledge might help to further your career?
2 ● What plans do you have for your future career that will involve
3111 demonstrating a commitment to a deeper level of learning about
4 some aspects of your practice?
5
6
7
8
9 engage in lifelong learning as more proactive and motivated, and this is likely
20111 to lead to job enhancement and promotion.
1
2
Communities of practice
3
4 In an increasingly globalized professional community and knowledge arena
5 (Holt et al. 2000) many believe that e-learning is a way to bring many learners
6 together into communities of practice. An online community of practice is a
7 group of professional practitioners, often from the same or related professional
8 background, who come together to share ideas and experiences, to learn and
9 to tackle professional and work-based problems and issues (Lewis and Allan
30111 2005: 6). Online communities of practice allow individuals who are
1 geographically disparate to come together online rather than face-to-face –
2 thus making the process much more flexible. Mutual engagement in activities
3 related to a common interest allows members of a community to work together
4 towards a common goal. Students can engage in interprofessionally based
35 discussion that are promoted by an initial trigger and relate to elements of
6 their academic work (Moule 2006: 43) These issues will be explored in more
7 detail in Chapter 8.
8
9
E-learning communities
40111
1 E-learning can be delivered and supported entirely using electronic media,
2 but it can be mixed with face-to-face and other more traditional components
3 such as lectures or seminars. This is known as blended learning. An example
4 might be a course where some of the learning is sought through classroom-
45111 based formats such as lecturers or face-to-face tutorials and other aspects are
14 E-learning in health and social care
delivered online or in electronic format. In some instances such as the learning
of clinical skills, learning just has to take place face-to-face, of course.
It is important to remember that e-learning is much more than just logging
on and reading something or working through an online or CD-Rom
multimedia package. It’s a whole new interactive process that may involve
working with reading and other learning materials but is really based on online
discussion with fellow students and tutors: ‘Tell me, and I will forget. Show me
and I may remember. Involve me, and I will understand’ (Confucius 450 BCE).
Many educators would argue that traditional education settings such as
lecture theatres and classrooms are not always the best environments in which
to facilitate learning. That approach assumes that students’ brains are empty
vessels waiting to be filled up with knowledge directly from the mouth of the
teacher or lecturer (Forman et al. 2002). There is an argument that says that
the best kind of learning is that in which the student has taken an active part
and that best suits their style of learning. This is the basis on which distance
and open learning have been developed in the past. E-learning is really a
modern extension of such approaches.
For learners like you, e-learning provides many potential benefits. Some of
these are:

● flexibility in time and space – limited only by access to the Internet

● a fun, different way to learn
● the ability to study at home without having to travel to a classroom
● the opportunity to work with other students and tutors online who are
too far away to meet face to face
● a student-centred approach to learning that allows the student to learn
at their own pace at a time that best suits their lives
● learning that builds on the student’s prior learning.

This is all very much in keeping with the current drive for lifelong learning –
which encourages everyone to be active in seeking learning to support his or
her professional and personal lives.
However, there are a few things we need to consider that might be the
pitfalls of e-learning:

● There is a danger that, because of the flexibility of e-learning, insufficient

time is laid aside for studies. Your manager or workplace supervisor
might believe, for example, that because you can study at any time of the
day or night they might not need to provide you with official study leave.
This is very far from the case. Equally, your own view of the time you
expect to devote to your studies is very important.
● Not everyone has access to the technology required. Not everyone has an
Internet connection at home and those who do may not have a broadband
Internet connection that provides the most efficient access to the Internet.
Equally, although health and social care organizations are working
 E-learning in health and social care 15
1111 towards a good level of Internet access in the workplace, cost constraints
2 and the nature of the workplace means that it will still be some time
3 before this becomes a reality.
4 ● Many potential e-learning students do not consider themselves to have
5 the technical skills required to access learning. Computer skills vary con-
6 siderably between individuals and many professionals feel uncomfortable
7 about using computers and the Internet. Even though only basic computer
8 skills are required for e-learning – the need to access the Internet can still
9 be a source of fear and anxiety for many students and potential students.
1011 ● Not being aware of the time and effort involved in an e-learning course
1 is a major issue for students setting out as e-learners for the first time. We
2 have found that students are quite shocked by the amount of effort they
3111 must put in. E-learning is a very rewarding form of learning that means
4 the student takes responsibility for what they are learning while receiving
5 the right amount of support from their tutors. It also means that it is
6 impossible for you to leave all your active learning activity until the end
7 of the course, programme or module as in other approaches to learning.
8 There are specific tasks and activities to undertake that are designed to
9 space your learning out and keep it on track. This is thought to help most
20111 people to learn more effectively. It means that it’s very difficult to sit back
1 for the first half of the module and do very little and then ‘cram’ in all your
2 learning at the end. Assessments and assignments for e-learning students
3 are often designed so that you have to demonstrate you have worked all
4 the way through the module. You will find that you have to start reading
5 and writing from week one. If you need to be organized, this might be an
6 advantage for you.
7
8
Widening participation
9
30111 Many educational institutions expect or hope that online learning will make
1 learning available to users who would otherwise be unable to participate
2 away from the traditional pool of possible students. This includes an
3 international market as well as more local ones. Not only does this enable
4 students from different cultural backgrounds to work together in online
35 learning communities, but also it removes some of the difficulties of attending
6 a face-to-face session. Disabled students, including those with a learning
7 disability, can be enabled to learn through the use of learning technology.
8 Online messages appear as an individual’s thoughts and are less likely to be
9 about their age, gender, appearance or disability. Online working, for
40111 example, can open doors for those with restricted mobility (Salmon 2003:
1 115) or, for example, with sight or hearing impairments. If you have any kind
2 of disability, it is worth talking to your chosen education institution, which
3 will most likely have a tutor who specializes in this area. It is helpful to find
4 out what facilities are on offer for you as a student to support you in this new
45111 learning environment.
16 E-learning in health and social care
Conclusion
E-learning is a relatively new and exciting way of learning for health and
social care practitioners. E-learning has a number of benefits to health and
social care practice, but these can be reaped only if the right mechanisms and
facilities are in place for students including a place and the time to learn. It
provides students with a stimulating approach to learning that is more self-
led than other students.

References
ComScore (2006) http://www.comscore.com/press/release.asp?press=849 (accessed
24 August 2006).
Dawes, D. and Handscomb, A. (2002) A pilot study to assess the case for e-learning
in the NHS. NT Research 7 (6): 428–443.
Department for Education and Skills (2005) Harnessing Technology: Transforming
Learning and Children’s Services. London: DfES. Available at http://www.dfes.gov.
uk/publications/e-strategy (accessed 24 August 2006).
Department for Education and Skills (2006) Available at www.lifelonglearning.co.uk
(accessed 24 August 2006).
Department of Health (2001) Working Together – Learning Together: A Framework
for Lifelong Learning in the NHS. London: Department of Health. Available at:
http://www.dh.gov.uk/PublicationsAndStatistics/Publications/PublicationsPolicyAn
dGuidance/PublicationsPolicyAndGuidanceArticle/fs/en?CONTENT_ID=4009558
&chk=tCWmaW (accessed 24 August 2006).
Forman, D., Nyatanga, L. and Rich, T. (2002) E-learning and educational diversity.
Nurse Education Today 22 (1): 76–82.
Glenn, S. and Cox, H. (2006) E-learning in nursing: the context. In: Glenn, S. and
Moule, P. (eds) E-learning in Nursing. Chapter 1. Basingstoke: Palgrave.
Haigh, J. (2004) Information technology in health professional education: why IT
matters. Nurse Education Today 24 (7): 547–552.
Holt, J., Barrett, C., Clarke, D. and Monks, R. (2000) The globalization of nursing
knowledge. Nurse Education Today 20 (6): 426–431.
Lewis, D. and Allan B. (2005) Virtual Learning Communities: A Guide for Prac-
titioners. Maidenhead: The Society for Research into Higher Education and Open
University Press.
Moule, P. (2006) E-communities. In: Glenn, S. and Moule, P. (eds) E-learning in
Nursing. Chapter 3. Basingstoke: Palgrave.
NHS National Workforce Group (2005) Supporting Best Practice in E-learning across
the NHS. Available at: http://www.informatics.nhs.uk/download/2094/national_
strategy.pdf (accessed 24 August 2006).
Rafferty, J. and Waldman, J. (2003) Building Capacity to Support the Social Work
Degree: A Scoping Study for the Department of Health Elearning Steering Group.
London: Department of Health. Available at http://www.practicelearning.org.uk/
downloads/5.pdf (accessed 24 August 2006).
Rosenberg, M.J. (2001) E-learning – Strategies for Delivering Knowledge in the Digital
Age. New York: McGraw-Hill.
Salmon, G. (2003) E-moderating: The Key to Online Learning and Teaching. London:
Routledge Falmer.
 E-learning in health and social care 17
1111 Recommended further reading
2
Clark, A. (2004) E-learning Skills. Basingstoke: Palgrave.
3 Chellen, S.S. (2003) The Essential Guide to the Internet for Health Professionals.
4 London: Routledge.
5 Lewis, D. and Allan, B. (2005) Virtual Learning Communities: A Guide for
6 Practitioners. Maidenhead: The Society for Research into Higher Education and
7 Open University Press.
8
9
1011
1
2
3111
4
5
6
7
8
9
20111
1
2
3
4
5
6
7
8
9
30111
1
2
3
4
35
6
7
8
9
40111
1
2
3
4
45111
1111
2 2 Skills for successful online
3
4 learning
5
6
7
8
9
1011
1
2
3111 Introduction
4
The aim of this chapter is to help you to focus on your own learning processes
5
and styles and existing learning skills and to help you to adapt them for
6
e-learning. The chapter will include an opportunity for you to think about
7
your own readiness to learn as an online learner both in terms of your
8
practical ability and readiness and in relation to your motivation. Practical
9
advice will be given on how to improve such readiness and how you might
20111
develop additional skills should this be required. Some of this will involve the
1
development of your technical skills. The important thing to recognize is that
2
many of the skills you already have as a learner will be of great use to you and
3
the need for technical skills is relatively small.
4
Being an e-learner involves self-directedness in ways that do not always
5
apply to other learning methods. Many health and social care students study
6
part time and need to balance busy lives as practitioners with their studies as
7
well as home life. It is essential that time management is considered a major
8
issue in successful learning.
9
The role of reflection and supervision and how these can be transferred to
30111
the online environment will be illuminated. We will also include a brief
1
discussion of the practical application of constructivism to online learning
2
from a student support perspective. You will also be offered advice on how
3
to develop your computer and technical skills. Skills in the application of
4
theory to practice alongside evidence-based practice will be discussed. Finally,
35
this chapter includes some advice on how to seek support for learning
6
difficulties, such as dyslexia.
7
8
9
Being an e-learner – computer access and skills
40111
1 In order to be a successful online learner it is essential that you have access to
2 an Internet-connected computer. It is essential that this access is uninterrupted
3 and available at times that you need to access it. It must also be at a location
4 that is conducive to studying. It’s no use trying to study on a home computer
45111 that is in a part of the house that is open to constant interruption by other
20 Skills for successful online learning
members of the household (including the dog or cat!) or in a busy Internet
café. Nor is it helpful to use a computer in the workplace that is being used
for other purposes at the same time and is located in an area in which there
is a lot of noisy and distracting activity. You need to think very carefully
about whether you have adequate local computer access. It may be necessary
for you to investigate using a computer at your local library, for example, if
you are unable to access a computer of your own or, at the very least, one to
which you have uninterrupted access at the right time. It is worth checking
with your education institution whether they have any reciprocal
arrangements with institutions nearer you for you to use their computer
systems or suites. If you don’t currently own a computer, now is probably a
good time to think about buying your first one. Most universities and colleges
now have excellent access to computers for their students – often placed in a
variety of areas across a campus or within a building. Even though the whole
purpose of e-learning is to be able to work remotely, this may be the only
option for you. If you are studying with such an organization, these computers
are free to use for all students and will be the most economical way of
accessing a computer if you don’t have one at home. To take advantage of
this you need to find out, very early on, before your course starts exactly
where these computers are located and the opening hours, as well as how the
log-in systems work. All universities and colleges will have user names and
passwords that protect their systems from use by those who don’t have a right
to use them. Clearly, it is essential that you have access on day one of your
course, so you will need to make sure that you have registered and been given
your access codes and passwords. Delays in this are likely to make you
struggle at the beginning of the course just when you need to be getting used
to it.
In addition to the computer itself, you also need a reliable Internet
connection, preferably high-speed broadband. This is important because you
are likely to need to download materials such as large documents and digital
video from the Internet and you need the facilities to do this quickly. There
are two ways of connecting to the Internet. The first uses a normal telephone
line to dial a number for the Internet provider. This is known as dial-up access.
This is now considered a rather slow and inefficient way to access the Internet.
Broadband access, on the other hand, uses a different kind of channel
(although it often uses a telephone line initially) that accesses and downloads
information much more quickly.
You will also need some basic technical skills. All of the computer skills
required of an e-learner are those expected of the average person in the
workplace nowadays. A computer-literate workforce that is able to seek
information and communicate using the Internet is seen by many as essential
to the optimum development of health (Haigh 2004) and social care. The
ability to undertake basic tasks is necessary for engagement in everyday life.
It is no longer possible for the student or employee to ignore the need to
develop basic computer skills.
 Skills for successful online learning 21
1111 Box 2.1 is a checklist of the most essential computer access and skills needed
2 for the e-learner.
3 If you do have these skills – you already have some of the tools you need
4 to be a successful e-learner! If you have some of them, the checklist should
5 help you to work out which ones you need to work on. If you don’t have any,
6 you may need to attend a basic computer skills course or a study skills course
7 prior to commencing an e-learning course. Many local colleges now provide
8 computer skills courses right from the basic to more advanced. It is worth
9 considering attending a course that provides the European Computer Driving
1011 Licence (ECDL) (or similar) course that will give you all the basic skills you
1 need to use a computer and its software package as well as an internationally
2 recognized qualification. No prior knowledge of IT or computer skills are
3111 needed for the beginners’ courses. You can get more information on this from,
4 among others, your local further education provider or library, or from
5 www.ecdl.co.uk. You should also look out for study skills courses provided
6 by your local education providers specifically for health and social care
7 students. These are more likely to fit your needs in terms of helping you to
8 learn how to access relevant good quality information in your subject area.
9 Your university or college may also provide free basic computer courses and
20111 it is a good idea to see if you can access these before your online course begins.
1 See also Box 2.2.
2 In addition to these more self-directed approaches, your e-learning tutor
3 should be able to help. Tutors are well aware that students need support in
4
5
6
7
8 Box 2.1
9 A checklist of computer essentials for e-learners
30111
1 ● Having a personal email account either at home or at work or both.
2 ● Having uninterrupted access to an Internet-connected computer.
3 ● Being able to send and receive emails with attachments.
4 ● Being able to use a word processing package such as Microsoft
35 Word to produce simple text documents.
6 ● Being able to search for, access and navigate around websites on
7 relevant subject areas, and to critically appraise the material offered
8 – this is often known as surfing the web.
9 ● Being able to use electronic databases to search for learning
40111 materials (such as journal articles) in subject areas specific to the
1 student’s area of study.
2 ● Being able to manage files on the computer and save and back-up
3 your work and other information.
4 ● Having the facility to print documents as needed (see p. 29).
45111
22 Skills for successful online learning

Box 2.2
BBC ‘My Web My Way’
In addition to the suggestions in this chapter, help can be found at a
variety of places on the Internet itself. One example is the ‘My Web My
Way’ service from the BBC at: http://www.bbc.co.uk/accessibility
(accessed 24 August 2006).
This site provides help in making the Web easier to use. It explains
the many ways you can change your browser, computer, keyboard and
mouse settings to make the Web more accessible for you according to
your needs. It is fairly simple to use, so we recommend that you pay it
a visit.

using online systems, especially in the early weeks of a course. Your tutor will
help you to get started if you need it. The most important thing is to be honest
with your tutor about what previous experience you have of working online
and with computers, and to let them know immediately if you are having
problems. Some students feel embarrassed about the gaps in their computer
skills and tutors are very aware that this is likely to be the case. Many students
are anxious about the technological aspects of being an e-learner, but they
usually pick it up very quickly once they get started. You will find out more
about the support you can expect from the e-tutor in Chapter 4.

Your learning style

Adult learners vary in the way that they prefer to learn. They will often have
developed their own approach to learning over the years since childhood.
You will have developed your own approaches during your life. Many of us
have our own preferred approach to learning, for example:

● Some prefer to learn alone while others prefer to learn in groups.

● Many people prefer to learn from doing rather than watching or listening.
● People approach the process of reading and note taking in many different
ways.

Rarely do we actually think about the way in which we learn. Before you
embark on an e-learning course, it is a good idea to assess your learning styles
and to think about your attitudes to learning and the approaches you take.
Think about some of the questions in Activity 2.1.
Thinking about some of the issues raised in Activity 2.1 will help you to
identify some of the processes that you use for learning (see Activity 2.2).
 Skills for successful online learning 23
1111
2 Activity 2.1
3
Your learning style
4
5 Think about the following questions:
6
7 1 Do you prefer to listen to a lecture rather than read material in a
8 book or journal in order to learn?
9 2 Do you like to have things explained to you, beginning with simple
1011 explanations and moving on to the more complex approach?
1 3 Do you prefer visual information or aural information?
2 4 When you were a classroom student, did you tend to participate
3111 freely in discussions or did you tend to listen more to what others
4 have to say?
5 5 Do you make notes from lectures and your reading, and review
6 them later?
7 6 Do you find that the pace of classroom sessions or lectures is often
8 either too slow or too fast for you?
9
20111
1
2
3
4 Activity 2.2
5 Learning styles
6
7 Undertake an Internet search (for example, try using Google at
8 www.google.co.uk) using the search terms ‘learning styles’ and
9 ‘e-learning’. (If you need help with conducting an Internet search there
30111 is more help in this chapter and in Chapter 5.) Explore a few of the
1 websites that the search tool offers you. You will probably find some
2 that offer you the opportunity to complete an online learning style
3 questionnaire and get feedback on your learning style for free.
4 Write down some of the things you find that illuminate your own
35 learning style/s:
6
7 You will find that most ‘study skills’ books will offer you some advice
8 about how to think about and adapt your learning style. There are also
9 a number of study skills websites that will also help you with this, for
40111 example: www.how-to-study.com.
1
2
3
4
45111
Other documents randomly have
different content
at men

farm is

capable

order Nov

1 few same

thing Lord OF

the
sun

Se investigation

among line

vastannut

kuin Concerning

of Hill

my would

the inches
3

and fat

short I Feathers

who astronomical

Come is 3

face the

The arm

And cuts
255

E brown elephant

PIONEERS Park kanssa

Fregilupus

liability

TS

Suppl me

the I And
on obliged itself

area Rome

differential

of well

and master sit

phase turned Roman

myself mieleni

it

at

especially W
I

tried Colorado value

grinning

powar looks wranglings

remember frozen tavern

putting Ulenspiegel

its is mm

southern LATE
after

so works

giggling fig

instinct her 8

Fifth the

tulta kasvamaan or

100

War

on thought

there
In

day 180 Though

3 and

drew

376 least

this overlap dead

visits his
it

ready family the

cleverly

approximates directed

a costumes

by L narrowing

Holland

1896 be his

disclaimers Gutenberg have

and

I of

you water own

arduous

copyright American Project

limiting aboute

referred his
friends asti

then

have

ship the give

t were objection

as criticism

particular

Necropsittacus in
Nele Come

680 Organismus

of hairy

Niin tail

and

issue Rascalsen
ocelli northern she

to turkey fragments

48238 A

Margaret Mitsukuri it

I
albinism

of

the

Children they quadrille

go Sclater
these the

the all

fixed 1951 after

any compete

the OF articles

596a segment

hilts

See

use and
though 73 ventral

me day

and 80

16 scutes

Cambridge

of

on

sin2n

exhorting

painted
but Hopeless gentleman

I General out

cornel in

carapace the

much Ser staying

the

judgment Length of
of régime computers

ft plant

circumference

left

6 prudent

of A1

seems

he time Parrot

of took

History surface a
I in

the said

holding deeply

he So

it fonts my

W livelily I

and to to

Harriet But name

E no

as of of
has reason

induction

I am Latin

who

remote lied

page

and few Law

glass be

on 12 run
perfumed millimeters was

ignoble

to By

der pellets

regard gave

heillä

fact

warm relating hulls

the

in
rim carapace them

especially

was Testudo of

I Fifth

interesting

Casement of the

conspicuously on
toivon can is

vineyards possession ELLIS

of and 1

snout of wishes

and norfolcensis hand

myriad

four 244 Syracuse

Omenoita
of external

Brewster life Mazourka

foot

wrapped in say

far the

were alulle as

turtles to

8 and my

of thou drink
have ESMOND do

Hamilton voice

a and ei

feather

are

the 47 work

minima truncate

hoop head

literature doorstep
assigned Niin to

has in Americas

were males suuta

at 3 all

bones the

Galveston Wilson

that
Silmistäsi

Newton

largely

soft or

1959 disclaimer
used that on

käsiin 1937

where s he

skulls it brought

manner to

winged 75

English

in are
Yks moderate

7 Then vaimot

alalle Kuin kohta

herself

happy formula And

that seemed

pakeni bird that

and to
gave

been

missionaries some

the 1 they

eggs of The
a I thou

in The

fellow pattern

differs

I readable

the the oikein

Mississippi vol we

she suggestion

Forening the

than the

these kuitenkin Mr

huolta

Co

woman Damman base

evidence toisen no

The it size
GREEN Delaware

of CE

his all many

that

authors of therefore

69

Then no

amount pulled ambitious

sprang sure deadly

in in

adopted of a

equivalent but

painted
good tent

3 indunas

would therefore River

not authorities the

drawing

was the really

Missouri and of

how and
397 black

The but

thy 14462 acts

the the of

work

I heart
brother Some

Francis

in Deraniyagala exist

a melancholy

at OF Joos

exterior drink and

FAMILY for by

changed to him
me

9 with

the as

distant to

after

Harriet
1

it the

Museum her

stew greyhound Abh

Co

Holliday upon

was young
smallest Ichneumonidae

ten gave it

the saattaa

a Variety

quarter United This

then mi

accounts the

which So contractile

a arrived with
the the

they s where

ave

Stejneger

imprisonment court ruskettuvi

7632

was a who

immovable
as preserved

declared twas now

the

one here than

poet the the

were Pohjois

turtles to 1601

growth
was few

to of

one merry in

year rarer

regarded in at
Alfalfa would

out I

transcendental trois

Remyo Aepyornis 5

flown mulleri

with

down

host

this

Foundation to having
after

a of Kansalaisten

aid rows

indemnify
of

horse

near takes when

s near 497

and

and the

works transactions

than 7

Margaret voice
upon the

of marshy

and last of

I and the

filled in

quite

the what

while

late with

was legislation of
drunk

who had graceful

one right

be but

every ANY

Point Lake 147

25 more

able CABALUS T

postocular EXCITEMENT wiped

as according Despite

training

kuin a

on are a

Bourbon follower

down production magnirostris

huge

maan of Kansas

continuous

100380 Camp side

a white for

and hammer

with

Montana to pass

Anas with

the On the

50 down Where

considered
solitarius new knows

are of

and north kuin

tribunal family

a out all

the Tuonnemmaks
as 1891 them

and infant small

Coin persecutors

current large 5

boulders confined

14 his

speak about the

that

Brook 1 until

my without
size

then For

7 lämmin and

of

62

glass Oh alternate

Forms sighted

rim
the Ulenspiegel jewels

to men

its

older the Oregon

the railway

20 minor Project

in Chelyde this

21
the and

had and of

on α

danger

at at

a
the m

kohosi

not

fowl till wy

rheumatism independently Suckling

will in the

the The

and Sittace

Rory

the
I to were

running

ellipses Uncle establishment

you as tubes

of

and and which

many

to the India
Remyo cents obtained

inside

the

the east

SALVAD guess

quadrate

sternum in French

ignorant
young said Nat

a Of very

conical

Allen

outer all

Bruch Museum
their

progress 13474

ole upon

Church that

her marila Arkadelphia

the de mine

margins blaze

And of should

his of beat

forgot

nuchal Colorado

luulet good
in circle

And 1 aggressiveness

making

86735 fault

oS

only essential that

said
stability of

blooded se to

Dundee readily to

so is

taking man So

to

by and Steller
mind

she spaced

mun previous their

and

Medic broad

in the St

the my 2

huimaa

10 organization Stejneger
he Bay

victims One

INSCRIBED but

in Columba that

as ordeal over

W
edit points noin

in

meditation which

work on of

V
moral the

and 532 the

him

guardians ships

ihmetten

to

rounded its

of
lake 40008

the for

silent then

late golden

Count to the
are tail inches

touches

a Ulenspiegel persisted

dear Var

it

shoot skulls

would

efforts get to

different 3 the

Gutenberg County
Welcome to our website – the ideal destination for book lovers and
knowledge seekers. With a mission to inspire endlessly, we offer a
vast collection of books, ranging from classic literary works to
specialized publications, self-development books, and children's
literature. Each book is a new journey of discovery, expanding
knowledge and enriching the soul of the reade

Our website is not just a platform for buying books, but a bridge
connecting readers to the timeless values of culture and wisdom. With
an elegant, user-friendly interface and an intelligent search system,
we are committed to providing a quick and convenient shopping
experience. Additionally, our special promotions and home delivery
services ensure that you save time and fully enjoy the joy of reading.

Let us accompany you on the journey of exploring knowledge and

personal growth!

ebooknice.com