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...
Сохранить в:
| Корпоративные авторы: | , , |
|---|---|
| Формат: | Электронный ресурс eКнига |
| Язык: | английский |
| Опубликовано: |
Paris :
OECD,
c2005.
|
| Предметы: | |
| Online-ссылка: | Click to View |
| Метки: |
Нет меток, Требуется 1-ая метка записи!
|
MARC
| LEADER | 00000nam a2200000 a 4500 | ||
|---|---|---|---|
| 001 | EBC514587 | ||
| 003 | MiAaPQ | ||
| 005 | 20250214125403.0 | ||
| 006 | m o d | | ||
| 007 | cr cnu|||||||| | ||
| 008 | 050711s2005 fr a ob 000 0 eng d | ||
| 020 | |a 9789264009219 |q (electronic bk.) | ||
| 020 | |z 9789264009202 |q (print) | ||
| 035 | |a (MiAaPQ)EBC514587 | ||
| 035 | |a (Au-PeEL)EBL514587 | ||
| 035 | |a (CaPaEBR)ebr10245010 | ||
| 035 | |a (CaONFJC)MIL35645 | ||
| 035 | |a (OCoLC)68480749 | ||
| 040 | |a MiAaPQ |b eng |e rda |e pn |c MiAaPQ |d MiAaPQ | ||
| 050 | 4 | |a LB2395.7 |b .E335 2005 | |
| 082 | 0 | |a 378.1734 |2 22 | |
| 084 | |a 81.68 |2 bcl | ||
| 245 | 0 | 0 | |a E-learning in tertiary education |h [electronic resource] : |b where do we stand? / |c Centre for Educational Research and Innovation. |
| 246 | 1 | |i French title on t.p. verso: |a Cyberformation dans l'enseignement superieur : |b etat des lieux | |
| 260 | |a Paris : |b OECD, |c c2005. | ||
| 300 | |a 289 p. : |b ill. | ||
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a pt. 1. Activities and strategies. E-learning provision and enrolments -- E-learning strategies and rationales -- pt. 2. Pedagogy, technology and organisation. Impacts on teaching and learning -- IT infrastructure : use of learning management system (LMS) and other applications -- Partnership and networking -- Staff development and organisational change -- pt. 3. Cost efficiency and funding. Funding, costing and pricing -- Current government roles : funding and beyond -- Conclusion. | |
| 520 | |a 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. | ||
| 590 | |a Electronic reproduction. Ann Arbor, MI : ProQuest, 2018. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries. | ||
| 650 | 0 | |a Education, Higher |x Computer-assisted instruction. | |
| 655 | 4 | |a Electronic books. | |
| 710 | 2 | |a Centre for Educational Research and Innovation. | |
| 710 | 2 | |a Organisation for Economic Co-operation and Development. | |
| 710 | 2 | |a ProQuest (Firm) | |
| 797 | 2 | |a ProQuest (Firm) | |
| 856 | 4 | 0 | |u http://ebookcentral.proquest.com/lib/daystar-ebooks/detail.action?docID=514587 |z Click to View |
| 999 | |c 237613 |d 237612 | ||