E-learning practice in higher education : a mixed-method comparative analysis /
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| Author / Creator: | Sadeghi, Sayed Hadi, author. |
|---|---|
| Imprint: | Cham, Switzerland : Springer, [2018] |
| Description: | 1 online resource (xvi, 228 pages) |
| Language: | English |
| Series: | Studies in Systems, Decision and Control ; v. 122 Studies in systems, decision and control. |
| Subject: | |
| Format: | E-Resource Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/11541724 |
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| 100 | 1 | |a Sadeghi, Sayed Hadi, |e author. | |
| 245 | 1 | 0 | |a E-learning practice in higher education : |b a mixed-method comparative analysis / |c Sayed Hadi Sadeghi. |
| 264 | 1 | |a Cham, Switzerland : |b Springer, |c [2018] | |
| 300 | |a 1 online resource (xvi, 228 pages) | ||
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| 490 | 1 | |a Studies in Systems, Decision and Control ; |v v. 122 | |
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Acknowledgements; Contents; Abstract; About the Author; 1 Introduction and Overview; 1.1 Statement of the Problem; 1.2 Purposes of the Study; 1.3 The Process and Structure of the Book; 2 Review of Related Literature; 2.1 Introduction; 2.2 Historical Background; 2.2.1 First Generation: The Correspondence Model; 2.2.2 Second Generation: The Multi-media Model; 2.2.3 Third Generation: The Tele-Learning Model; 2.2.4 Fourth Generation: The Flexible Learning Model; 2.2.5 Fifth Generation: The Intelligent Flexible Learning Model; 2.3 E-Learning Definition; 2.4 Cultural Context in E-Learning. | |
| 505 | 8 | |a 2.4.1 Pedagogical Paradigm (Objectivism vs. Constructivism)2.4.2 Goal Orientation (Knowledge Acquisition and Sharply Focused vs. Knowledge Transfer and Unfocused); 2.4.3 Experiential Value (Abstract vs. Concrete); 2.4.4 Instructor's Role (Didactic vs. Facilitative); 2.4.5 Program Flexibility or Structure (Teacher-Proof vs. Easily Modifiable); 2.4.6 Value of Errors (Errorless Learning vs. Learning from Experience); 2.4.7 Origin of Motivation (Extrinsic vs. Intrinsic); 2.4.8 Accommodation of Individual Differences (Non-existent vs. Multifaceted). | |
| 505 | 8 | |a 2.4.9 Learner Control (Non-existent vs. Unrestricted)2.4.10 User Activity (Mathemagenic vs. Generative); 2.4.11 Cooperative Learning (Collaborative Learning vs. Unsupported Learning); 2.5 E-Learning Practice; 2.5.1 Principles for Good Practice in (1987); 2.5.2 Benchmarks for Success in Internet-Based Education in the US (2000); 2.5.3 The Learning Sciences Framework for E-Learning Systems (2001); 2.5.4 A Benchmark for European Virtual Campuses (2002); 2.5.5 Sloan's Five Pillars (2002); 2.5.6 The Policies and Practices of E-Learning in Australia (2005). | |
| 505 | 8 | |a 2.5.7 Online Learning Success Model (2006)2.5.8 The Critical Success Factors in Online Learning (2007); 2.5.9 Khan's Octagonal Framework (2008); 2.5.10 E-Learning Model (2010); 2.5.11 An Analytical Framework to Support E-Learning (2012); 2.5.12 Key Success Factors of E-Learning Courses (2012); 2.5.13 Capability Maturity Model of E-Learning (2012); 2.5.14 A Web-Based Platform for Pedagogy (2013); 2.5.15 Summary of Studies Reviewed; 2.6 E-Practice Framework; 2.6.1 Pedagogical Practice Factor; 2.6.1.1 Student Centre Interactivity; 2.6.1.2 Socio-communication; 2.6.1.3 Learning Environment. | |
| 505 | 8 | |a 2.6.1.4 Assessment2.6.1.5 Learning Resources; 2.6.2 Instructional Design Practices (Curriculum) Factor; 2.6.2.1 Clear Expectations; 2.6.2.2 Learning Scenarios; 2.6.2.3 Accuracy of Resources; 2.6.2.4 Organizing Resources; 2.6.2.5 Virtual Personalization; 2.6.3 Technological Practice Factor; 2.6.3.1 Technological Development; 2.6.3.2 Functionality of Platforms; 2.6.3.3 Accessibility; 2.6.3.4 Reasonable; 2.6.3.5 User Interface Design; 2.6.4 Organisational Practice Factor; 2.6.4.1 Institutional Affairs; 2.6.4.2 Precedent and Reputation; 2.6.4.3 Administrative Affairs. | |
| 500 | |a 2.6.4.4 Research and Development (R & D). | ||
| 504 | |a Includes bibliographical references. | ||
| 520 | |a This book investigates e-learning practices at American and Australian institutes of higher learning, their status quo, best-practice examples, and remaining issues. Utilizing a mixed-methods approach, it combines three studies - two using quantitative methods and a third using qualitative methods - in order to gauge the status quo of e-learning. The first study addresses the dominant cultural dimensions, revealing that the main explanation for the results may be the fact that most suppliers of the Australian university's e-learning system had an East Asian cultural background and predominantly traditional perspectives on learning. In Study 2, the findings indicate that the levels of e-learning practice at the Australian and US universities surveyed were above average, although the American university was ranked higher in terms of e-learning practices. In turn, Study 3 investigates current problems in e-learning practice on the basis of four aspects - pedagogy, culture, technology and e-practice - and determines that cultural sensitivity and effective cultural practices show room for improvement, while key technological challenges and issues like faculty polices, quality, LMS, and online support need to be overcome. In general, the outcomes suggest that it is essential for the Australian university surveyed to further develop and update its e-learning system, especially in terms of e-practice, using the same technologies that pioneering countries like America are employing. Indeed, the combination of adopting patterns successfully used in other countries, and adjusting them to the Australian culture, represents the best strategy for educational decision and policy makers. This book provides the basis for designing a culture-sensitive framework for higher education e-learning practice in American and Australian contexts. Moreover, students' and teachers' experiences with e-learning in a comparative higher education context can help higher education instructors and university managers to understand how e-learning relates to, and can be integrated with, other experiences of learning and teaching. | ||
| 650 | 0 | |a Internet in higher education. |0 http://id.loc.gov/authorities/subjects/sh2001006206 | |
| 650 | 0 | |a Education, Higher |x Data processing. | |
| 650 | 0 | |a Computer-assisted instruction. |0 http://id.loc.gov/authorities/subjects/sh85029483 | |
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| 650 | 7 | |a Education, Higher |x Data processing. |2 fast |0 (OCoLC)fst00903042 | |
| 650 | 7 | |a Internet in higher education. |2 fast |0 (OCoLC)fst00977253 | |
| 655 | 4 | |a Electronic books. | |
| 776 | 0 | 8 | |i Print version: |a Sadeghi, Sayed Hadi. |t E-learning practice in higher education : a mixed-method comparative analysis. |d Cham, Switzerland : Springer, [2018] |z 9783319659381 |w (OCoLC)994639791 |
| 830 | 0 | |a Studies in systems, decision and control. |0 http://id.loc.gov/authorities/names/no2014053363 | |
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