E-learning in tertiary education where do we stand? /
Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning i...
محفوظ في:
| مؤلفون مشاركون: | , , |
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| التنسيق: | الكتروني كتاب الكتروني |
| اللغة: | الإنجليزية |
| منشور في: |
Paris :
OECD,
c2005.
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| الموضوعات: | |
| الوصول للمادة أونلاين: | Click to View |
| الوسوم: |
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| الملخص: | Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning in its different forms? How do institutions understand the costs of e-learning? How might e-learning impact staffing and staff development? This book addresses these and many other questions. The study is based on a qualitative survey of practices and strategies carried out by the OECD Center for Educational Research and Innovation (CERI) at 19 tertiary education institutions from 11 OECD member countries: Australia, Canada, France, Germany, Japan, Mexico, New Zealand, Spain, Switzerland, the United Kingdom and the United States as well as 2 non-member countries: Brazil and Thailand. This qualitative survey is complemented by the findings of a quantitative survey of e-learning in tertiary education carried out in 2004 by the Observatory on Borderless Higher Education (OBHE) in some Commonwealth countries.--Publisher's description. |
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| وصف مادي: | 289 p. : ill. |
| بيبلوغرافيا: | Includes bibliographical references. |
| ردمك: | 9789264009219 |