* What are the links between theory and practice in the area of online learning in higher education? * What are the strengths and weaknesses of the online approach? * How can online learning be used to enhance the student experience? This book provides the first critical evaluation of theory and practice in online learning and teaching in higher education. It also provides a critique of online learning for all those working in a higher education setting. It examines the online approach in the context of the internet age and global higher education, examining changes in distance learning as…mehr
* What are the links between theory and practice in the area of online learning in higher education? * What are the strengths and weaknesses of the online approach? * How can online learning be used to enhance the student experience? This book provides the first critical evaluation of theory and practice in online learning and teaching in higher education. It also provides a critique of online learning for all those working in a higher education setting. It examines the online approach in the context of the internet age and global higher education, examining changes in distance learning as well as how online learning is affecting mainstream mass higher education. Practical examples throughout the book allow the reader to: * Understand quality issues with regard to online learning * Design appropriate courses * Create stimulating online learning environments * Transform learning methods * Adapt and develop strategies to enhance online teaching practice Online Learning and Teaching in Higher Education is key reading for lecturers, managers and policy makers in the higher education sector.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Shirley Bach Is Head of division of graduate studies in the Institute of Nursing and Midwifery at the University of Brighton. Her academic studies have focused on psychology applied to health She has extensive teaching experience in HE and has explored the potential of online learning since the mid 1990s. Philip Haynes From 2000-2002 he was seconded to the Learning Technology Support Unit, University of Brighton. Since 2002 he has worked in various school management roles. His previous publications include Managing Complexity in the Public Services and he has contributed to a number of journals, including Active Learning in Higher Education. Jennifer Lewis Smith Is head of rehabilitation and health science within the Institute of health and community studies at Bournemouth University She has a strongly established background as a clinical practitioner and educator in occupational therapy prior to leading project developments in online learning from the mid 1990s and undertaking practice based research in this area.
Inhaltsangabe
Chapter One: Drivers to online learning I. Social and political change II.Technical and intellectual challenges III.Technological and institutional change IV.Influence of USA and Australia + Northern Europe V.Mass Higher Education VI.IT Skills VII.Students' lifestyles VIII.Part time to full time work IX.International HE Market X.Web / Internet growth XI.Dearing Report/ Harris Lifelong Learning XII.JISC Chapter Two: Where to begin with online learning I.What technology is available and desirable II.Orientating to online learning - staff preparation III.Identifying student suitability for online learning IV.Pre-assessment of self V.Learning styles and online learning VI.Role of personal tutor VII.Androgogy VIII.Modes and levels IX.Learning philosophies X.Attitudes towards IT XI.Possibilities XII.Deep and surface learning Chapter Three: Institutional and regulatory issues I.Assessment/ examination II.Attendance III.Boundaries IV.Online submission V.External examination VI.Plagiarism VII.Quality assurance VIII.Online information Sources - e.g electronic journals IX.Regulations X.Intellectual property XI.Institutional checklist for learning projects Chapter Four: Design of Online Learning Environments I.Influence of SENDA on practice and learning II.Technical design III.Structuring the environment IV.Special interest/ Subject/ professional interest V.Navigation VI.Time management VII.Replicating environments classroom activity VIII.Structuring the environment IX.Learning spaces X.Learning communities XI.MLE/VLE XII.Consistency of Design XIII.Managing large groups Chapter Five: Learning Methods I.Distance versus blended approaches II.Asynchronous conferences III.Synchronous conferences IV.PowerPoint V.Video and audio VI.Simulations VII.Virtual classrooms VIII.Factors restricting choice e.g. bandwidth IX.Conclusion the challenge of meshing technology with teaching Chapter Six: Applying online learning in Higher education I.Lectures II.Seminars/small groups III.Dissertations and projects IV.Action learning V.Problem based learning VI.Workbased based learning VII.Tutorial support VIII.Assessment methods Formative summary essays, exams and multiple-choice questions Index.
Chapter One: Drivers to online learning I. Social and political change II.Technical and intellectual challenges III.Technological and institutional change IV.Influence of USA and Australia + Northern Europe V.Mass Higher Education VI.IT Skills VII.Students' lifestyles VIII.Part time to full time work IX.International HE Market X.Web / Internet growth XI.Dearing Report/ Harris Lifelong Learning XII.JISC Chapter Two: Where to begin with online learning I.What technology is available and desirable II.Orientating to online learning - staff preparation III.Identifying student suitability for online learning IV.Pre-assessment of self V.Learning styles and online learning VI.Role of personal tutor VII.Androgogy VIII.Modes and levels IX.Learning philosophies X.Attitudes towards IT XI.Possibilities XII.Deep and surface learning Chapter Three: Institutional and regulatory issues I.Assessment/ examination II.Attendance III.Boundaries IV.Online submission V.External examination VI.Plagiarism VII.Quality assurance VIII.Online information Sources - e.g electronic journals IX.Regulations X.Intellectual property XI.Institutional checklist for learning projects Chapter Four: Design of Online Learning Environments I.Influence of SENDA on practice and learning II.Technical design III.Structuring the environment IV.Special interest/ Subject/ professional interest V.Navigation VI.Time management VII.Replicating environments classroom activity VIII.Structuring the environment IX.Learning spaces X.Learning communities XI.MLE/VLE XII.Consistency of Design XIII.Managing large groups Chapter Five: Learning Methods I.Distance versus blended approaches II.Asynchronous conferences III.Synchronous conferences IV.PowerPoint V.Video and audio VI.Simulations VII.Virtual classrooms VIII.Factors restricting choice e.g. bandwidth IX.Conclusion the challenge of meshing technology with teaching Chapter Six: Applying online learning in Higher education I.Lectures II.Seminars/small groups III.Dissertations and projects IV.Action learning V.Problem based learning VI.Workbased based learning VII.Tutorial support VIII.Assessment methods Formative summary essays, exams and multiple-choice questions Index.
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