Students' Experiences of e-Learning in Higher Education

The Ecology of Sustainable Innovation
Author: Robert Ellis,Peter Goodyear
Publisher: Routledge
ISBN: 1135215820
Category: Education
Page: 212
View: 2811
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Students’ Experiences of e-learning in Higher Education helps higher education instructors and university managers understand how e-learning relates to, and can be integrated with, other student experiences of learning. Grounded in relevant international research, the book is distinctive in that it foregrounds students’ experiences of learning, emphasizing the importance of how students interpret the challenges set before them, along with their conceptions of learning and their approaches to learning. The way students interpret task requirements greatly affects learning outcomes, and those interpretations are in turn influenced by how students read the larger environment in which they study. The authors argue that a systemic understanding is necessary for the effective design and management of modern learning environments, whether lectures, seminars, laboratories or private study. This ecological understanding must also acknowledge, though, the agency of learners as active interpreters of their environment and its culture, values and challenges. Students’ Experiences of e-learning in Higher Education reports research outcomes that locate e-learning within the broader ecology of higher education and: Offers a holistic treatment of e-learning in higher education, reflecting the need for integrating e-learning and other aspects of the student learning experience Reports research on students’ experiences with e-learning conducted by authors in the United States, Europe, and Australia Synthesizes key themes in recent international research and summarizes their implications for teachers and managers.

Student Retention in Online, Open, and Distance Learning


Author: Ormond Simpson
Publisher: Psychology Press
ISBN: 9780749439996
Category: Education
Page: 168
View: 3683
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Student retention has become a key issue for all further and higher education institutions and is a major concern among those involved in online learning courses where retention rates are often even poorer than those for traditional campus-based courses. There is increasing recognition that student retention is the responsibility of the actual institutions running the courses, and that it is within their power to encourage sustained participation without compromising academic standards. In this book, Ormond Simpson provides a clear, accessible analysis of what works and at what cost. He outlines strategies for increasing retention, providing useful case studies and examples to illustrate how these strategies can change institutional policy and practice. Areas covered include: * Who drops out and why * Integration * Reclamation * 'Retentioneering' an institution * Recruitment and retention * Course design.

Flexible Learning in a Digital World

Experiences and Expectations
Author: Betty Collis,Jef Moonen
Publisher: Psychology Press
ISBN: 9780749433710
Category: Education
Page: 231
View: 3806
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Betty Collis and Jef Moonen present a series of proven and practical guidelines, based on their balanced experience of using technology in education. Together, these give readers an overview of how technological applications in education can be developed and harnessed.

Flexible Learning, Human Resource and Organisational Development

Putting Theory to Work
Author: Viktor Jakupec,John Garrick
Publisher: Psychology Press
ISBN: 9780415200608
Category: Business & Economics
Page: 280
View: 6729
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Addressing contemporary contexts of flexible learning and its practices, this text provides insights about directions in which education and training providers may be required to go in order to implement flexible learning.

e-Learning Cookbook

TPACK in Professional Development in Higher Education
Author: Nataša Brouwer, Peter J Dekker,Jakko van der Pol
Publisher: Amsterdam University Press
ISBN: 9089646469
Category: Education
Page: N.A
View: 2848
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Information and communication technology (ICT) makes it possible to bring information to everyone who wants to learn. Rapid advances in technology offer strong support for using ICT in teaching. Online education can intensify and improve students' learning process, and enables us to reach more students than by traditional means. The number of courses and modules being offered online is increasing rapidly worldwide. This is happening not only at traditional institutions for distance education, but even more so in the "classical" institutions for higher education. Such decisions are motivated by the improved technology available for web lectures, combined with financial motivations, i.e. being able to offer courses to larger groups of students. There is a huge trend toward open massive online courses or MOOCs. Prestigious universities offer MOOCs free of charge to a mass audience, often up to hundreds of thousands of learners. Although online education can reach more people nowadays and new and challenging learning experiences can be created with it, in the average university course the digital dimension too often remains limited to simply publishing the existing face-to-face course content online. Educational technology is often seen as an "extra", a luxury tool, and not as an integral and indispensable element of a university's teaching design. It is thus crucial that lecturers have and can obtain knowledge about how to design technology-enhanced teaching. Technical advances can be expected to continue in the future, and those who wish to implement educational technology in their own teaching practice must reckon on becoming lifelong learners. This fits the culture of academic teachers perfectly: they are already lifelong learners and creators of new knowledge within their discipline. This book is based on the notion that a lecturer who uses ICT in teaching must learn how to apply his or her knowledge about content, pedagogy and technology in an integrated manner. The idea of integrating these three types of knowledge is based on the TPACK model, which stands for Technological Pedagogical Content Knowledge model.

ELearning and Social Media

Education and Citizenship for the Digital 21st Century
Author: Elinor L. Brown,Anna Krasteva,Maria Ranieri
Publisher: IAP
ISBN: 1681234300
Category: Education
Page: 387
View: 3886
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International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that focuses primarily on empowering children, adolescents, and young adults from diverse educational, sociocultural, linguistic, religious, racial, ethnic, and socioeconomic settings to become nonexploited/nonexploitive contributing members of the global community. The series draws on the international community of investigators, academics, and community organizers that have contributed to the evidence base for developing sound educational policies, practices, and innovative programs to optimize the potential of all students. Each themed volume includes multidisciplinary theory, research, and practice that provides an enriched understanding of the drivers of human potential via education to assist readers in exploring, adapting, and replicating innovative strategies that enable ALL students to realize their full potential. Among these strategies are the integration of digital technologies (DT) and information and communication technologies (ICT) into contemporary education platforms. However, technology must be more than just a tool to deliver content and stimulate engagement; it must become a means to broaden access to learning, advance equity, promote social justice, and encourage social inclusion. Especially reaching out to address the academic and social needs of rural, impoverished, marginalized, and displaced populations. Though the digital divide continues to hinder educational attainment for underprivileged populations, ICTs are providing significant opportunities to deliver literacy and basic skills instruction to disadvantaged segments of the global population as well as engage, motivate, and customize learning to address local needs. Nonetheless, the availability of ICT is not a deterministic process. Other societal, cultural, political and contextual factors are of fundamental importance to acceptance and integration that enables people to benefit from technology. The relationship between educational access, instructional delivery, and ICT should be considered in more complex terms. In particular, digital technologies should be viewed as instructional tools that improve access to educational opportunities, strengthen cultural resources, promote social and economic equity, and provide students with the knowledge and competencies to prepare them for a future that cannot be predicted. Therefore, developing ICT and media capabilities that instill citizenship and stewardship in today’s students is crucial to gleaning the social and cultural advantages of a contemporary global society that encourages full and equal citizenship. Citizenship education refers to two understandings of citizenship: as belonging and as engagement. The first is focused on national identity and valorizes the values of justice and democracy, as well as language and culture as the roots bridging the personality of children to the community of solidarity and shared norms. The second understanding of citizenship complements the ‘roots’ with ‘roads’, with the choices made by the individual, with the capacity to form and develop the child’s personality into the actor and author of his/her educational, professional, and life projects. The adolescent prepares to become an active, committed, and engaged citizen with the intellectual capacity for critical thinking that leads to responsible actions. Digital citizenship expresses the transformations of both belonging to and engaging in the information society and contributes to the development of generation “Y” with the aspiration to innovate and experiment, to explore the possibilities of the new digital world, to question authorities and instances of knowledge and power. Education addresses digital citizenship by opening more avenues for the intersection of Internet, imagination, and exploration. Volume 10, Elearning & Social Media: Education and Citizenship for the Digital 21st Century, addresses the use of technology in: developing and expanding educational delivery systems to reach rural populations, providing access to equitable education opportunities for disadvantaged and marginalized populations, and encouraging student civic engagement. The volume evaluates elearning programs (distributed through the Internet, via satellite and hosted on social media) that promote equitable education for disadvantaged populations; examines the challenges and benefits of social media on student selfidentity, collaboration, and academic engagement; shares promising practices associated with technology in education and ecitizenship in the 21st century, and advances the discussion on blending global citizenship education and social media that raises student awareness, accountability and social justice involvement.

Global Challenges and Perspectives in Blended and Distance Learning


Author: Willems, J.
Publisher: IGI Global
ISBN: 1466639792
Category: Education
Page: 347
View: 3069
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This book highlights the perspectives, challenges, and current practices within higher and distance education around the world.

Encyclopedia of Distance Learning, Second Edition


Author: Rogers, Patricia L.
Publisher: IGI Global
ISBN: 1605661996
Category: Technology & Engineering
Page: 2612
View: 4879
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Offers comprehensive coverage of the issues, concepts, trends, and technologies of distance learning.

Learning & Teaching with Technology

Principles and Practices
Author: Som Naidu
Publisher: Psychology Press
ISBN: 9780415346108
Category: Education
Page: 300
View: 7075
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Exploring the creative opportunities opened up by ICT in the modern classroom, this text presents an authoritative survey of ICT's impact upon core teaching functions, and draws from the experiences of leading practitioners in the field.

Learning with Digital Games

A Practical Guide to Engaging Students in Higher Education
Author: Nicola Whitton
Publisher: Routledge
ISBN: 1135215898
Category: Education
Page: 232
View: 1939
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Written for Higher Education teaching and learning professionals, Learning with Digital Games provides an accessible, straightforward introduction to the field of computer game-based learning. Up to date with current trends and the changing learning needs of today’s students, this text offers friendly guidance, and is unique in its focus on post-school education and its pragmatic view of the use of computer games with adults. Learning with Digital Games enables readers to quickly grasp practical and technological concepts, using examples that can easily be applied to their own teaching. The book assumes no prior technical knowledge but guides the reader step-by-step through the theoretical, practical and technical considerations of using digital games for learning. Activities throughout guide the reader through the process of designing a game for their own practice, and the book also offers: A toolkit of guidelines, templates and checklists. Concrete examples of different types of game-based learning using six case studies. Examples of games that show active and experiential learning Practical examples of educational game design and development. This professional guide upholds the sound reputation of the Open and Flexible Learning series, is grounded in theory and closely links examples from practice. Higher Education academics, e-learning practitioners, developers and training professionals at all technical skill levels and experience will find this text is the perfect resource for explaining "how to" integrate computer games into their teaching practice. A companion website is available and provides up-to-date technological information, additional resources and further examples.

Innovation in Open and Distance Learning

Successful Development of Online and Web-based Learning
Author: Gooley, Anne (Chief Executive, The Queensland Open Learning Network, Australia),Fred Lockwood
Publisher: Routledge
ISBN: 1136362274
Category: Education
Page: 238
View: 7909
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This volume draws together experiences in the application of technology to distributed learning. It offers an appraisal of the strategies and processes for managing change in open and distance learning and presents a progressive vision for all those involved in this widespread discipline.

Digital Universities V.1 (2014) -

International best practices and applications
Author: Katharine A. Bentham,Alessandra Briganti,Sonia Forconi,Paolo Francescone,Markus Haubold,Giuseppe Iazeolla,Cindy Jaenisch,Dmitry Kornakov,Lyudmila Kurochkina,Matteo Martini,Cynthia A. Parmenter,Alessandra Pieroni,Robert W. Robertson,Alexander Satarov,Christian-Andreas Schumann,Claudia Tittmann
Publisher: Gangemi Editore Spa
ISBN: 8849279736
Category: Social Science
Page: 130
View: 6188
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EDITORIAL Culture and cultures: the world’s thousands of versions compared to global modernization PEDAGOGY Massive Open Online Courses (MOOCs): education to change society? SCIENCE Massive Open Online Courses (MOOCs): education to change society? How modern technologies solve laboratory’s dilemma in distance learning Instructional design of technical disciplines in the implementation of distance education in the Tula State University Simulation design of wireless communications for digital universities in developing countries TECHNOLOGY PBL Working Environment: an expert system to learn the Problem-Based Learning pedagogy The responsive teaching/learning revolution: the impact of requests for the portability of services and contents for distance education on instructional models and technologies. BUSINESS Blended and online learning in a career service

Outlooks and Opportunities in Blended and Distance Learning


Author: J. Willems,B. Tynan,R. James
Publisher: Information Science Reference
ISBN: 9781466642058
Category: Education
Page: 473
View: 6472
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"This book investigates the impact of the digital age on various methods of distance education, such as E-learning, virtual learning, online learning, and m-learning"--

Towards More Effective Open and Distance Learning Teaching


Author: Marland, Perc (Professor, Faculty of Education, University of South Queensland, Australia)
Publisher: Routledge
ISBN: 1136354999
Category: Education
Page: 192
View: 6433
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This title examines the implications of personal, practical theories of distance learning for both distance learners and those who prepare distance learning materials. Case studies are used to reinforce and illustrate the arguments.

The Convergence of Distance and Conventional Education

Patterns of Flexibility for the Individual Learner
Author: Roger Mills,Alan Tait
Publisher: Routledge
ISBN: 1134649428
Category: Education
Page: 208
View: 3682
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This volume of essays from leading British, North American and Australasian contributors looks at the issues of the convergence of distance and conventional education. The term 'convergence' refers to the breaking down of barriers between open and distance learning and conventional institutions, and the creation of more and more institutions working across a range of modes. Such convergence has been driven by a number of factors, including the new technologies for teaching and learning, the impact of lifelong learning policies, the entry of larger than ever numbers of adult part-time students into tertiary education, and the demands of both employers and individuals for professional and work-related education throughout their working lives. The fourteen chapters engage critically with a range of aspects of convergence, including: * how well is open and distance learning carried out by conventional institutions for which it may continue for a lengthy period to be seen as of secondary importance? * to what extent will open and distance learning be more effectively carried out by conventional institutions able to offer a variety of modes to a wide range of learners? * how well will the variety of learners be served by systems that are converging? * what are the managerial issues at institutional level where converging systems are being developed?

The Management of Independent Learning


Author: Jo Tait,Peter Knight,Staff and Educational Development Association
Publisher: Psychology Press
ISBN: 0749419490
Category: Education
Page: 164
View: 1793
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This work focuses on the competences associated with self-motivated life-long learners who are accustomed to working with autonomy, and provides models for exploring ways to develop competences in a changing world. Drawing upon analyses and case studies it examines a variety of issues, setting them in the context of accounts of emerging practices. Particular attention is given to the promise of IT in supporting and fostering independent learning.

The Virtual University

The Internet and Resource-based Learning
Author: Steve Ryan,Bernard Scott,Howard Freeman,Daxa Patel
Publisher: Routledge
ISBN: 1135368341
Category: Education
Page: 218
View: 8839
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A discussion of the increased accessibility to the Internet and how this has lead to a variety of resources being used for learning. Case studies and examples show the benefits of using the Internet as part of resource-based learning.

Technology Enhanced Learning: Quality of Teaching and Educational Reform

1st International Conference, TECH-EDUCATION 2010, Athens, Greece, May 19-21, 2010. Proceedings
Author: Miltiadis D. Lytras,Patricia Ordonez De Pablos,David Avison,Janice Sipior,Qun Jin,Walter Leal Filho,Lorna Uden,Michael Thomas,Sara Cervai,David G. Horner
Publisher: Springer Science & Business Media
ISBN: 3642131654
Category: Computers
Page: 697
View: 7454
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It is a great pleasure to share with you the Springer CCIS proceedings of the First International Conference on Reforming Education, Quality of Teaching and Technology-Enhanced Learning: Learning Technologies, Quality of Education, Educational Systems, Evaluation, Pedagogies––TECH-EDUCATION 2010, Which was a part of the World Summit on the Knowledge Society Conference Series. TECH-EDUCATION 2010 was a bold effort aiming to foster a debate on the global need in our times to invest in education. The topics of the conference dealt with six general pillars: Track 1. Quality of Education––A new Vision Track 2. Technology-Enhanced Learning––Learning Technologies––Personalization-E-learning Track 3. Educational Strategies Track 4. Collaborative/ Constructive/ Pedagogical/ Didactical Approaches Track 5. Formal/ Informal/ and Life–Long Learning Perspectives Track 6. Contribution of Education to Sustainable Development Within this general context the Program Committee of the conference invited contributions that fall in to the following list of topics. Track 1: Quality of the Education––A new Vision • Teaching Methodologies and Case Studies • Reforms in Degrees • The European Educational Space • Academic Curricula Designs • Quality of Teaching and Learning • Quality and Academic Assessment • The School / University of the Future • Challenges for Higher Education in the 21st Century • New Managerial Models for Education • Financing the New Model for Education of the 21st Century • The Quality Milestones for Education of the 21st Century • Evaluation in Academia • The Role of Teachers • International Collaborations for Joint Programs/Degrees • Industry–Academia Synergies • Research Laboratories Management

Towards More Effective Open and Distance Teaching


Author: Perc Marland
Publisher: Psychology Press
ISBN: 9780749421908
Category: Education
Page: 127
View: 2183
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Provides a stimulus for lecturers to examine their theories of open and distance learning. Will help teachers to improve their practice and the perspectives on which the practice is grounded. Uses case studies and addresses the implications of personal practical theories of distance learning both for those who prepare distance learning materials and those who use them.

E-learning groups and communities


Author: David McConnell
Publisher: Open University Press
ISBN: N.A
Category: Education
Page: 209
View: 378
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How can we design networked e-learning courses to ensure students participate in them and engage in quality learning outcomes? What happens in an e-learning course that is designed to foster group work and a sense of 'community'? How can we research e-learning practice in ways that will enhance the processes of learning and teaching? This book outlines approaches to networked e-learning course design that are underpinned by a belief that students learn best in these contexts when they are organised in groups and communities. As such, the book is one of the first to provide a detailed analysis of what goes on in e-learning groups and communities. But how do students react to working in e-learning groups and communities? What determines their willingness to adopt new forms of learning in order to participate in these new courses? What actually happens in an e-learning community, and what impact does this have on students and tutors? This book examines these key questions through a variety of research approaches aimed at exploring the experience of e-learners as they participate in successful e-groups and communities. It also offers ways in which learning outcomes may be achieved in these communities and outlines the specific skills that students would develop through e-learning. E-learning Groups and Communities is essential reading for teachers, trainers, managers, researchers and students involved in e-learning courses as well as people interested in improving the quality of the learning experience.