Name: Elearning for Quality Teaching in Higher Education: Teachers' Perception, Practice, and Interventions (en Inglés)
Price: 114.52 USD
Availability: InStock
Author: Yang, Nan
ISBN: 9789811544002

portada Elearning for Quality Teaching in Higher Education: Teachers' Perception, Practice, and Interventions (en Inglés)

Elearning for Quality Teaching in Higher Education: Teachers' Perception, Practice, and Interventions (en Inglés)

Formato

Libro Físico

Autor

Nan Yang

Editorial

Springer

Idioma

Inglés

N° páginas

157

Encuadernación

Tapa Dura

Dimensiones

23.4 x 15.6 x 1.1 cm

Peso

0.42 kg.

ISBN13

9789811544002

Categorías

Psicología de la educación
Educación superior y continua, educación terciaria
Equipamiento y tecnología educativas, aprendizaje asistido por ordenador (cal)

Elearning for Quality Teaching in Higher Education: Teachers' Perception, Practice, and Interventions (en Inglés)

Nan Yang (Autor) · Springer · Tapa Dura

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Reseña del libro "Elearning for Quality Teaching in Higher Education: Teachers' Perception, Practice, and Interventions (en Inglés)"

This book explores the impact of eLearning on the quality of teaching in higher education, focusing on three main issues: university teachers' perception of quality teaching, their strategies for achieving quality teaching in practice, and interventions that design and implement online collaborative activities in a large class. The book argues that if eLearning targets the real problems in practice and is appropriately designed and implemented, it can improve the teaching quality at universities. It also demonstrates the complexity of teachers' perception of quality teaching and contextual factors that affect teaching practice and quality. Further, it explores university teachers' perception of quality teaching in Italy, the UK and China - an aspect that is rarely addressed in the literature - and reveals why the impact of ICTs on university teaching is not as great as in other fields by explaining the issues that threaten the quality of day-to-day teaching. Lastly, it confirms that traditional lecturing, combined with online collaborative activities, improves the quality of teaching compared to traditional lecturing alone. As such, this book is a necessary and important resource for the research community.