Cases on successful e-learning practices in the developed and developing world: methods for the global information economy
"This book provides eclectic accounts of case studies in different contexts of E-learning"--Provided by publisher.
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey [u.a.]
Information Science Reference
2010
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book provides eclectic accounts of case studies in different contexts of E-learning"--Provided by publisher. |
| Beschreibung: | XXIII, 357 S. |
| ISBN: | 9781605669427 |
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Datensatz im Suchindex
| _version_ | 1804141141988212736 |
|---|---|
| adam_text | TABLE OF CONTENTS PREFACE XVII I SECTION 1 INNOVATIVE USES OFE-LEARNING
CHAPTER 1 VIRTUAL STRUCTURES AND COLLABORATIVE PROCESSES TO ENHANCE
TEACHING AND LEARNING ACROSS DISPERSED SITES: SOME IMPLICATIONS FOR
RURAL SOCIETIES I KEN STEVENS, MEMORIAL UNIVERSITY OF NEWFOUNDLAND,
CANADA; VICTORIA UNIVERSITY OF WELLINGTON, NEW ZEALAND CHAPTER2
DEVELOPMENT AND EVALUATION OF A GENERIC RE-PURPOSABLE E-LEARNING OBJEET
ON DATA ANALYSIS 14 JILLIAN R. GRIFFITHS, MANCHESTER METROPOLITAN
UNIVERSITY, UK JENNY CRAVEN, MANCHESTER METROPOLITAN UNIVERSITY, UK
CHAPTER3 GETTING TEAEHERS TO USE NEW TEEHNOLOGY BY JUST GIVING THEM
TIME: A CASE STUDY FROM THE UK 29 TERRY HAYDN. UNIVERSITY OF EAST
ANGLIA, UK ROY BAR/ON. UNIVERSITY OF EAST ANGLIA. UK CHAPTER4 DEALING
WITH AFFECTIVE NEEDS IN E-LEARNING: CONTRASTING TWO CASES, IN TWO
CULTURES 42 YI-CHING JEAN CHIU, WENZAO URSULINE COLLEGE OF LANGUAGES,
TAIWAN JOHN COWAN, EDINBURGH NAPIER UNIVERSITY, SCOTLAND CHAPTER 5 A
CYBER-APPLE FOR THE TEAEHER: A CASE STUDY OF ANTI-HEGEMONIE ADULT
EDUEATION PRAETIEES IN A CYBER-EDUEATION ENVIRONMENT. 58 MARK FEDERMAN,
ONTARIO INSTITUTE FOR STUDIES IN EDUCATION, UNIVERSITY OF TORONTO,
CANADA MARILYN LAIKEN, ON/ARIO INSTITUTEFOR S/UDIES IN EDUCATION,
UNIVERSITY OFTORON/O, CANADA SECTION 2 ADDRESSING VARIOUS DIVIDES IN
E-LEARNING CHAPTER6 CULTURALLMPLICATIONS OF E-LEARNING ACCESS (&
DIVIDES): TEACHING AN INTERCULTURAL COMMUNICATION COURSE ONLINE 78
PAULINE HOPE CHEONG, ARIZONA STATE UNIVERSITY, USA JUDITH N MARTIN,
ARIZONA STATE UNIVERSITY, USA CHAPTER 7 APPLICATIOLL OF VOICEXML IN
E-LEARNING SYSTEMS 92 A. A. AZETA, COVENANT UNIVERSITY, NIGERIA C. K.
AYO, COVENANT UNIVERSITY, NIGERIA A. A. ATAYERO, COVENANT UNIVERSITY,
NIGERIA N A. IKHU-OMOREGBE, COVENANT UNIVERSITY, NIGERIA CHAPTER 8
TECHNOPHOBE TO TECHNOPHILE: ENTERING THE INTERNET CULTURE 109 PAMELA L.
ANDERSON-MEJIAS, THE UNIVERSITY OFTEXAS-PAN AMERICAN, USA CHAPTER 9 AN
E-TRAINING SUPPORT PROGRAM FOR REGIONAL AND LOCAL DEVELOPMENT.. 122
VASSILIS SYRRIS, ARISTOTLE UNIVERSITY OFTHESSALONIKI, GREECE FENIA
TSOBANOPOULOU, ARISTOTLE UNIVERSITY OFTHESSALONIKI, GREECE CHAPTER 10
THE E-LEARNING PUZZLE IN TURKEY: DEJAE VU? 143 SEL9UK OEZDEMIR, GAZI
UNIVERSITY, TURKEY SECTION 3 USER CENTERED FOCUS IN E-LEARNING CHAPTER
II USERS SATISFACTION WITH E-LEARNING: A CASE STUDY OFTHE UNIVERSITY OF
BOTSWANA 157 ADEYINKA TEL/A, UNIVERSITY OF BOTSWANA, BOTSWANA CHAPTER 12
A CASE STUDY ANALYSIS OFTHE USE OF ONLINE VS. PROCTORED FINAL EXAMS IN
ONLINE CLASSES 176 STUART S. GOLD, WAIDEN UNIVERSITY, USA CHAPTER 13
SHARING INSIGHTS: TEACHERS PROBLEMS AND ACCOMPLISHMENTS IN THEIR ONLINE
DAY-TO-DAY TEACH ING 184 CARMEN PEREZ-FRAGOSO, UNIVERSIDAD AUTONOMA DE
BAJA CALIFORNIA, MEXICO CHAPTER 14 THE EFFECTS OF E-LEARNING ON AFRICAN
AMERICAN MALES: THREE CASE STUDIES 198 TAMMY J GRAHAM, THE CITADEL
SCHOOL 0/ EDUCATION, USA STEPHENIE M HEWETT, THE CITADEL SCHOOL 0/
EDUCATION, USA CHAPTER 15 CROSS TALK : THE CONNECTED STANCE OFONE
SUCCESSFUL STUDENT S ONLINE INTERACTIONS 209 SUSAN J WEGMANN, UNIVERSITY
O/CENTRAL FLORIDA, USA SECTION 4 SPECIAL CONSIDERATIONS IN E-LEARNING
AND DEVELOPMENT CHAPTER 16 BUILDING QUALITY ASSESSMENT INTO ONLINE
COURSES ACROSS THE INSTITUTION 226 MICHAEL L. RODGERS, SOUTHEAST
MISSOURI STATE UNIVERSITY, USA CHAPTER 17 CASE STUDY OFTHE CU FORUM @
CUHK 238 PETER JAKUBOWICZ, THE CHINESE UNIVERSITY 0/ HONG KONG, HONG
KONG CHAPTER 18 USING ACTIVITY THEORY TO GUIDE E-LEARNING INITIATIVES
259 NEAL SHAMBAUGH, WEST VIRGINIA UNIVERSITY, USA CHAPTER 19 ADDRESSING
ONLINE STUDENT LEARNING ENVIRONMENTS AND SOCIALIZATION THROUGH
DEVELOPLNENTAL RESEARCH 275 RUTH GANNON COOK, DEPAUL UNIVERSITY, USA
CAROLINE M CRAW/ORD, UNIVERSITY 0/ HOUSTON - CLEAR LAKE, USA CHAPTER 20
TEACHING STATISTICS AND OPERATIONS RESEARCH ONLINE: EXPERIENCES AT THE
OPEN U NIVERSITY OF CATALONIA 298 A. JUAN, OPEN UNIVERSITY OLCATALONIA,
SPAIN J FAULIN, PUBLIE UNIVERSITY 01 NAVARRE, SPAIN P. FONSEEA,
TEEHNIEAL UNIVERSITY OLCATALONIA, SPAIN C. STEEGMANN, OPEN UNIVERSITY
OLCATALONIA, SPAIN L. PLA, UNIVERSITY OLLLEIDA, SPAIN S. RODRIGUEZ,
UNIVERSITY OLLLEIDA, SPAIN S. TRENHOLM, HERKIMER COUNTY COMMUNITY
COLLEGE, USA COMPILATION OF REFERENCES 3 12 ABOUT THE CONTRIBUTORS 345
INDEX 353 DETAILED TABLE OF CONTENTS PREFACE XV II I SECTION 1
INNOVATIVE USES OF E-LEARNING CHAPTER 1 VIRTUAL STRUCTURES AND
COLLABORATIVE PROCESSES TO ENHANCE TEACHING AND LEARNING ACROSS
DISPERSED SITES: SOME IMPLICATIONS FOR RURAL SOCIETIES I KEN STEVENS,
MEMORIAL UNIVERSITY 0/ NEW/OUNDLAND, CANADA; VICTORIA UNIVERSITY 0/
WELLINGTON, NEW ZEALAND THIS CASE OUTLINES THE DEVELOPMENT OF
APRE-INTERNET EDUCATION INITIATIVE IN NEW ZEALAND THAT LINKED EIGHT
RURAL SCHOOLS, EACH WITH DECLINING ENROLLMENTS, TO COLLABORATE THROUGH
AUDIO TECHNOLOGY IN SHARING SPECIAL IST HIGH SCHOOL TEACHERS. THE
COLLABORATIVE STRUCTURE THAT WAS FORMED ENABLED SENIOR HIGH SCHOOL
STUDENTS IN THE INTRANET TO ACCESS COURSES NOT AVAILABLE ON-SITE,
THEREBY EXPANDING THEIR RANGE OF CURRICU- LUM OPTIONS. REPLICATION OFTHE
NEW ZEALAND MODEL IN RURAL ATLANTIC CANADA, ENHANCED BY THE INTERNET,
ENABLED SENIOR STUDENTS IN AN INTRANET TO ACCESS FOUR ADVANCED PLACEMENT
(AP) SCIENCE SUBJECTS, EACH TAUGHT FROM A PARTICIPATING SITE. WITHIN THE
NEW ZEALAND AND CANADIAN INTRANETS COLLABORATIVE TEACH- ING AND LEARNING
HAS DEVELOPED. THE CREATION OFVIRTUAL EDUCATIONAL STRUCTURES THAT
SUPPORT AND ENHANCE TRADITIONAL C1ASSES HAS EXPANDED THE CAPACITY
OFPARTICIPATING RURAL SCHOOLS AND REDUCED THE SIGNIFICANCE OFTHEIR
PHYSICALLOCATIONS. THE NEW ZEALAND AND CANADIAN INITIATIVES HIGHLIGHT
THE POSSIBILITIES OFINTER- SCHOOL COLLABORATION TO SUSTAIN EDUCATION IN
SMALL RURAL COMMUNITIES. CHAPTER2 DEVELOPMENT AND EVALUATION OF A
GENERIC RE-PURPOSABLE E-LEARNING OBJECT ON DATA ANALYSIS 14 JILLIAN R.
GRIFFITHS, MANCHESTER METROPOLITAN UNIVERSITY, UK JENNY CRAVEN,
MANCHESTER METROPOLITAN UNIVERSITY, UK THIS CASE DESCRIBES THE
DEVELOPMENT OF A RE-PURPOSABLE LEARNING OBJECT FOR HIGHER EDUCATION.
THERE IS EVIDENCE OF AN INCREASINGLY DIVERSE STUDENT POPULATION IN UK
HIGHER EDUCATION, WHERE THE SECTOR IS CURRENTLY FACED WITH
RE-POSITIONING ITSELF IN ORDER TO MEET THE CHALLENGES OF HIGHER
EDUCATION IN THE 21 ST CENTURY. THIS HAS RESULTED IN A NEW EMPHASIS IN
EDUCATION ON SUPPORTING THE LEARNER, IN COLLABORATION WITH PEERS AND
TUTORS, THROUGH A LIFETIME OF EDUCATION, BOTH WITHIN AND OUTSIDE THE
CLASSROOM. THESE FACTORS, TOGETHER WITH PERSONAL EXPERIENCE IN TEACHING
STUDENTS DATA ANALYSIS HAVE BEEN INSTRUMENTAL IN THE FORMATION, BY THE
AUTHORS, OFTHE CONCEPTION OFTHE ANALYSE THIS!!! LEARNING OBJECT
DESCRIBED IN THIS CASE STUDY. IN JUNE 2008 ANALYSE THIS!!! WAS
SUCCESSFULLY LAUNCHED, AND IT IS HOPED THAT IT WILL PROVE TO BE A USEFUL
RESOURCE FOR STUDENTS AND STAFF ALIKE, ACROSS MANY DIFFERENT SUBJECT
DISCIPLINES AND AC ROSS DIFFERENT INSTITUTIONS. CHAPTER 3 GETTING
TEACHERS TO USE NEW TECHNOLOGY BY JUST GIVING THEM TIME: A CASE STUDY
FROM THE UK 29 TERRY HAYDN, UNIVERSITY OIEAST ANGLIA, UK ROY BARTON,
UNIVERSITY OIEAST ANGLIA, UK THE CHAPTER REPORTS ON A UK PROJECT WHICH
WAS DESIGNED TO EXPLORE INNOVATIVE WAYS OF GETTING TEACH- ERS TO DEVELOP
THEIR USE OF NEW TECHNOLOGY IN SUBJECT TEACHING. THE OUTCOMES OF THIS
PROJECT SUGGEST THAT IN THE AREA OF DEVELOPING TEACHERS USE OF ICT IN
SUBJECT TEACHING, SIMPLY PROVIDING SUPPORT FOR TEACHERS, IN THE FORM
OFTIME TO EXPLORE THE POTENTIAL OFLCT, TO MEET TOGETHER TO DISCUSS ICT
IN SUBJECT GROUPINGS, AND FREEDOM TO FOCUS ON THEIR PREFERRED ICT
AGENDAS, MAY BE A MORE EFFECTIVE WAY FORWARD THAN PRESCRIBING LISTS OF
REQUIRED COMPETENCES AND PROVIDING GENERIC TRAINING TYPE COURSES. THIS
GOES AGAINST THE GRAIN IN AN ERA CHARACTERISED BY TOP-DOWN , CENTRALLY
DIRECTED NATIONAL STRATEGIES, HIGH LEVELS OFACCOUNTABILITY AND AUDITING
OFTEACHERS, AND COVERAGE MODELS OFCOMPETENCE (BALL, 2003), BUT GIVEN
THE DISAPPOINTINGLY SLUGGISH AND MODEST OUTCOMES OF SUCH PROGRAMMES, IN
THE U K AND ELSEWHERE, SUCH APPROACHES MAY BE WORTH EXPLORING MORE
EXTENSIVELY. CHAPTER4 DEALING WITH AFFECTIVE NEEDS IN E-LEARNING:
CONTRASTING TWO CASES, IN TWO CULTURES 42 YI-CHING JEAN CHIU, WENZAO
URSULINE COLLEGE OLLANGUAGES, TAIWAN JOHN COWAN, EDINBURGH NAPIER
UNIVERSITY, SCOTLAND THIS CHAPTER PRESENTS AND CONTRASTS DESCRIPTIONS OF
TWO CASES OF ONLINE AFFECTIVE SUPPORT PROVIDED TO SUPPORT STUDENTS
ENGAGED IN HIGHER LEVEL LEARNING TASKS. THE CASES ARE SET IN DIFFERENT
CULTURES, CENTRE UPON DIFFERENT INTENDED LEARNING OUTCOMES, AND FOLLOW
DIFFERENT TUTORIAL STYLES. ONE (EASTERN) TUTOR ACTED AS A SHEPHERD
LEADER IN RESPONSE TO NEEDS ARISING IN THE CONFUCIAN HERITAGE CULTURE
AS THE TEACHER PROMOTED CRITICAL THINKING, ACCORDING TO THE WESTERN
MODEL. THE OTHER (WESTERN) TUTOR PROVIDED ROGERIAN FACILITATION
OFREFLECTIVE LEARNINGJOURNALS, KEPT BY STUDENTS SEEKING TO DEVELOP
PERSONAL AND PROFESSIONAL CAPABILITIES. IN BOTH STYLES, AFFECTIVE
SUPPORT FEATURES STRONGLY. THE CULTURAL AND PEDAGOGICAL COMPARISONS
BETWEEN THE CASES HAVE PROVED USEFUL TO THE WRITERS. THESE DISTINCTIONS
TOGETHER WITH THE SIMILARITIES BETWEEN THE TWO ONLINE STYLES EMERGE IN
THE COMPARISONS. CHAPTER 5 A CYBER-APPLE FOR THE TEACHER: A CASE STUDY
OF ANTI-HEGEMONIC ADULT EDUCATION PRACTICES IN A CYBER-EDUCATION
ENVIRONMENT. 58 MARK FEDERMAN, ONTARIO INSTITUTE FVR STUDIES IN
EDUCATION, UNIVERSITY OFTORONTO, CANADA MARILYN LAIKEN, ONTARIO
INSTITUTE FOR STUDIES IN EDUCATION, UNIVERSITY OFTORONTO, CANADA IN AN
AGE SEEMINGLY DEFINED BY NEAR-UBIQUITOUS ACCESS TO INTERNET-BASED
COMMUNICATION, THERE IS LITTLE WONDER THAT ADULT EDUCATORS ARE TURNING
TO ONLINE, DISTANCE EDUCATION AS A MEANS TO REACH THEIR PARTICI- PANTS.
IN THE TRADITIONAL ACADEMY, POST-SECONDARY INSTITUTIONS INCREASINGLY
INCLUDE ONLINE COURSES AND PROGRAMS AS ELEMENTS, OR COMPRISING THE
ENTIRETY, OF BOTH UNDERGRADUATE AND GRADUATE DEGREES (ALLEN & SEAMAN,
2006). EVEN IN THE REALM OF NON-FORMAL ADULT EDUCATION, HACKTIVISM L
HAS BECOME ONE OF THE MOST EFFECTIVE MECHANISMS THROUGH WH ICH
ENGAGEMENT FOR SOCIAL CHANGE - ESPECIALLY ON AGIOBAI SCALE - OCCURS
(DAY, 2004; GANESH, ZOLLER & CHENEY, 2005). IRONICALLY, RATHER THAN
TRULY INTEGRATING THE PHILOSOPHY OF EMANCIPATORY AND TRANSFORMATIVE
ADULT EDUCATION, CYBER-EDUCATION ENVIRONMENTS AS TYPI- CALLY IMPLEMENTED
THROUGHOUT THE ACADEMY, OVERWHELMINGLY - IFUNWITTINGLY - REPRODUCE AND
REINFORCE THE HEGEMONY OFTRADITIONAL TEACHER-PUPIL POWER RELATIONS. BY
EXAMINING THE MECHANISM OFHEGEMONY, AND ITS PERVASIVE PRESENCE IN
CONTEMPORARY PEDAGOGICAL TECHNOLOGIES, THIS CASE WILL DEMONSTRATE HOW
ORGANIZED POWER IS MAINTAINED THROUGH THESE MECHANISMS. IN CONTRAST, A
CASE WILL BE OFFERED THAT DEM ON- STRATES HOW ENGAGED INTELLECTUALS CAN
RECONSTRUCT THE CYBER-EDUCATION ENVIRONMENT IN ORDER TO CHALLENGE THE
PRETENSIONS OF ENTRENCHED ACADEMIC POWER, AND MANIFEST ADULT EDUCATION
PRINCIPLES. IN PARTICULAR, THE CASE WILL EXPLORE HOW THE MANY YEARS
OFRESEARCH ON HOW ADULTS LEARN CAN BE APPLIED WITH THE USE OF
TECHNOLOGY, SO THAT THE CYBER LEARNING MILIEU IS AS DYNAMIC, PERSONAL
AND COLLABORATIVE AS THE PHYSICAL PRESENCE C1ASSROOM CONTEXT CAN BE IN
THE HANDS OF A SKI LIED ADULT EDUCATOR. SECTION 2 ADDRESSING VARIOUS
DIVIDES IN E-LEARNING CHAPTER6 CULTURAL IMPLICATIONS OF E-LEARNING
ACCESS (& DIVIDES): TEACHING AN INTERCULTURAL COMMUNICATION COURSE
ONLINE 78 PAULINE HOPE CHEONG, ARIZONA STATE UNIVERSITY, USA JUDITH N.
MARTIN. ARIZONA STATE UNIVERSITY, USA THIS CHAPTER PRESENTS A CASE STUDY
OF DEVELOPING AND TEACHING AN INTERCULTURAL COMMUNICATION (IC) COURSE
ONLINE, WITHIN THE CONTEXT OFA DEPARTMENT IN A LARGE RESEARCH UNIVERSITY
IN THE U.S. IN SO DOING, WE DISCUSS A BROADENED AND RECURSIVE MODEL OF
CULTURAL ACCESS AND DIVIDES IN E-LEARNING. EXPANDING ON VAN DIJK S
(2005) FRAMEWORK, THE AUTHORS PRESENT SEVERAL WAYS IN WHICH THEIR IC
COURSE ATTEMPTS TO ADDRESS MULTIPLE PATHWAYS OF E-IEARNING ACCESS,
INCLUDING MOTIVATIONAL, MATERIAL, SKILLS AND USAGE ACCESS. THEY DESCRIBE
BOTH THE SUCCESSES AND CHALLENGES OF MEETING THE GOALS OF E-IEARNING
ACCESS WITH SPECIFIC EXAMPLES OFTHE CONTENT, ACTIVITIES, ASSIGNMENTS,
PEDAGOGICAL STRATEGIES, AND STUDENT ASSESSMENT IN THIS ONLINE COURSE.
FINALLY, THEY IDENTIF)T CHALLENGES OF THIS E-IEARNING AT THE MICRO AND
MACRO LEVEL CONTEXT-IN THE COURSE, UNIVERSITY WRIT LARGE AND IN THE
COMMUNICATION DISCIPLINE. CHAPTER 7 APPLICATION OFVOICEXML IN E-LEARNING
SYSTEMS 92 A. A. AZELA, COVENANL UNIVERSITY, NIGERIA C. K. AYO, COVENANT
UNIVERSITY, NIGERIA A. A. ATAYERO, COVENANT UNIVERSITY, NIGERIA N. A.
IKHU-OMOREGBE, COVENANT UNIVERSITY, NIGERIA THIS CHAPTER EXAMINES THE
LEAMING ENVIRONMENT OFVISUALLY IMPAIRED STUDENTS IN THE SCHOOL FOR THE
BLIND. THE LEVEL OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
UTILIZATION AND ADOPTION IS REPORTED WITH SPECIFIC INTEREST IN VOICEXML
AND ITS APPLICATION AREAS. AS A CASE STUDY, A PROTOTYPE VOICE-BASED E-
LEARNING APPLICATION FOR COURSE REGISTRATION AND EXAMINATION WAS
DEVELOPED AND REPORTED. THE SYSTEM WAS EVALUATED USING ISO 9241-11
USABILITY CRITERIA. THE OUTCOME OFTHE USABILITY EVALUATION IS ALSO
PRESENTED. THE VOICE-BASED E-LEAMING TECHNOLOGY DESCRIBED IN THIS
CHAPTER WILL IMPROVE ACCESSIBILITY TO EDUCATION, INCLUDING DISTANCE
LEAMING FOR LEAMERS WHO ARE VISUALLY IMPAIRED IN THE SCHOOL FOR THE
BLIND. CHAPTER8 TECHNOPHOBE TO TECHNOPHILE: ENTERING THE INTERNET
CULTURE 109 PAMELA L. ANDERSON-MEJIAS, THE UNIVERSITY OFTEXAS-PAN
AMERICAN, USA THIS CHAPTER DESCRIBES A SUCCESSFUL MEANS OF INTRODUCING
RETUMING, OLDER STUDENTS TO ONLINE EDUCATION IN A UNIVERSITY SETTING.
AFTER PRESENTING BASIC BACKGROUND FROM THE LITERATURE ON RETENTION
WITHIN ONLINE CLASSES, THE CA SE IS PRESENTED IN DETAIL AS TO HOW 16
FEARFUL LEARNERS BECAME CONFIDENT AND SUCCESSFUL THROUGH THE
INSTRUCTOR S TAKING TIME FOR PREPARATION, ESTABLISHING A SENSE OF
ACHIEVEMENT USING THE TECH- NOLOGY, CREATING INTERCONNECTIONS WITH
PEERS, AND DEMONSTRATING THE USEFULNESS OFTHE VIRTUAL CLASS OVER THE
FACE-TO-FACE CLASS. THE AUTHOR HOPES THAT BY DESCRIBING IN DETAIL THE
CASE AND THE PRINCIPLES FOUND, FUTURE EDUCATORS CAN PREPARE THEIR
TRADITIONAL STUDENTS FOR THE CULTURE OF VIRTUAL LEARNING ENVIRONMENTS,
THUS EXPANDING OPTIONS FOR THEIR PROGRAMS WHILE ADDRESSING UNIVERSITY
ADMINISTRATIVE CONCERNS ABOUT STUDENT RETENTION. CHAPTER9 AN E-TRAINING
SUPPORT PROGRAM FOR REGIONAL AND LOCAL DEVELOPMENT.. 122 VASSILIS
SYRRIS, ARISTOTLE UNIVERSITY OFTHESSALONIKI, GREECE FENIA TSOBANOPOULOU,
ARISTOTLE UNIVERSITY OFTHESSALONIKI, GREECE NEW FORMS OF LEAMING SUCH AS
DISTANCE TRAINING AND CONSULTING CONSTITUTE A SIGNIFICANT FIELD THAT
PRESENTS CONSIDERABLE ADVANTAGES COMPARED TO THE TRADITIONAL EDUCATIONAL
PRACTICES. COMPUTER AND COMMUNICATION TECHNOLOGIES LIKE WORLD WIDE
WEB/INTERNET AND BROADBAND NETWORKS ENRICH THE KNOWLEDGE ENVIRONMENTS
AND GRANT NEW PERSPECTIVE TO LEAMING MECHANISMS. IN THIS CASE STUDY WE
ANALYZE THE TECHNOLOGICAL, CULTURAL AND SOCIAL ISSUES INVOLVED IN AN
ONLINE DISTANCE TRAINING PROGRAM IMPLEMENTED TO ADDRESS IN PARTICULAR
FARMERS, ANIMAL-BREEDERS, UNEMPLOYED AND LOW-SALARY WORKERS. DISTANCE
CONSULTING FOCUSES ON SUBJECTS CONCERNING ENTREPRENEURIAL SKILLS AND
PERSONAL TRAINING. THE PROJECT SCOPE INCLUDES DECENTRALIZATION, LOCAL
INTERVENTION FOR EMPLOYMENT PURPOSES AND BRIDGING OF GEOGRAPHICAL AND
TECHNOLOGICAL DISTANCES. CHAPTER 10 THE E-LEARNING PUZZLE IN TURKEY:
D6JAE VU? 143 SEK;UK OEZDEMIR, GAZI UNIVERSITY, TURKEY THIS CHAPTER AIMS
TO SHARE TURKEY S ICT INTEGRATION EXPERIENCES FROM A COUNTRY-WIDE
PERSPECTIVE RATHER THAN A SCHOOL OR CLASSROOM CASE. MANY EXPERIENCES IN
DIFFERENT COUNTRIES INDICATE THAT SUCCESS- FULICT INTEGRATION REQUIRES
INTERLOCKING COMPONENTS, SUCH AS PURCHASING HARDWARE, IN-SERVICE
TRAINING FOR PRINCIPALS AND TEACHERS, CURRICULUM INTEGRATION, FINANCIAL
RESOURCES FOR MAINTENANCE, TECHNICAL, AND PEDAGOGICAL SUPPORT, AND AN
ADEQUATE AMOUNT AND QUALITY OF DIGITALLEARNING MATERIAL. LACK OF ONE
OFTHE COMPONENTS MAY CAUSE THE FAILURE OF THE WHOLE INTEGRATION PROCESS.
THE EMPLOYMENT OF ICT IN EDUCA- TION IS A COMPLEX PROCESS COMPRISING
INTRICATE COMPONENTS, MUCH LIKE THE PIECES OF A PUZZLE. SHARING THE
EXPERIENCES GAINED FROM NATIONAL INITIATIVES IS ESPECIALLY IMPORTANT FOR
DEVELOPING COUNTRIES, WH ICH SHOULD MAKE AN EFFORT TO LEARN FROM THE
EXPERIENCES OF OTHER COUNTRIES BECAUSE LOANS GRANTED BY FOREIGN SOURCES
MAKE UP A MAJORITY OFTHE E-IEARNING INVESTMENT. SECTION 3 USER CENTERED
FOCUS IN E-LEARNING CHAPTER 11 USERS SATISFACTION WITH E-LEARNING: A
CASE STUDY OF THE UNIVERSITY OF BOTSWANA 157 ADEYINKA TE/LA, UNIVERSITY
0/ BO/SWANA, BO/SWANA THIS CHAPTER EXAMINES A CASE STUDY OFTHE USER S
SATISFACTION WITH E-IEARNING AT THE UNIVERSITY OFBOTSWANA. THE STUDY
DRAWN ON 415 UNDERGRADUATE STUDENTS WHO ARE USERS OF E-IEARNING FROM
ACROSS SIX FACULTIES AND 39 DEPARTMENTS OF THE UNIVERSITY. DATA WAS
COLLECTED THROUGH AN ADAPTED AND VALIDATED QUESTION- NAIRE. THE RESULT
REVEALS GENERALLY THAT STUDENTS WERE SATISFIED WITH E-IEARNING SYSTEM AT
THE UNIVERSITY OF BOTSWANA. OVERALL, 87.3% WERE ADEQUATELY SATISFIED,
SATISFIED, AND MODERATELY SATISFIED; WHILE ON THE OTHER HAND, 11.8% WERE
LESS SATISFIED AND NOT SATISFIED. PERCEIVED USEFULNESS, PERCEIVED EASE
OF USE, SYSTEM QUALITY, CONTENT QUALITY TEACHING AND LEARNING
EFFECTIVENESS DIMENSIONS WERE INDICATED TO HAVE THE CAPACITY TO
DETERMINE USERS SATISFACTION WITH E-IEARNING. FURTHERMORE, THE RESULTS
DEMONSTRATE THAT THE ENTIRE USER SATISFACTION DIMENSION POSITIVELY AND
SIGNIFICANTLY CORRELATE WITH AND ADEQUATELY PREDICT AND DETERMINE
SATISFACTION WITH E-IEARNING. CHALLENGES INDICATED FACING USE OF
E-IEARNING SYSTEM ARE LOG ON PROBLEMS, LOSS/FORGOTTEN PASSWORD, NETWORK/
SERVER FAILURE, ACCESS) AND LONG DOWN LOAD TIME FOR (ARGE ADOBE AND PPT
FILES. UPON THESE FINDINGS RECOMMENDATIONS SUCH AS INCREASE IN THE
NUMBER OF ACCESS AND BANDWIDTH OF THE SYSTEM TO ALLOW IT TO WORK FASTER
THAN BEFORE WERE SUGGESTED. CHAPTER 12 A CASE STUDY ANALYSIS OFTHE USE
OFONLINE VS. PROCTORED FINAL EXAMS IN ONLINE CLASSES 176 S/UAR/ S. GOLD,
WAIDEN UNIVERSITY, USA THIS CASE STUDY EXAMINES THE RESULTS OF AN EFFORT
BY A LARGE REGIONALLY ACCREDITED INSTITUTION TO ASSURE THE INTEGRITY OF
ITS ONL INE FINAL EXAM INATION PROCESS. THE QUESTION OF WHETHER THE
STUDENT OUTCOMES ACH IEVED WHEN ADMINISTERING AN ENTIRELY ONLINE FINAL
EXAM ARE COMPARABLE TO THE OUTCOMES ACHIEVED WHEN AD- MINISTERING
PROCTORED FINAL EXAMS FOR ONLINE (ELEARNING) UNIVERSITY C1ASSES IS THE
PRIMARY FOCUS OFTHIS STUDY. THE RESULTS OF AN ANALYSIS OF OVER 100
ONLINE COURSES AND 1800 STUDENTS INDICATE THAT IT IS POSSIBLE TO
ESTABLISH PROCESSES AND PROCEDURES THAT ALLOW THE RESULTS ACHIEVED BY
STUDENTS ON THEIR FINAL EXAM TO BE COMPARABLE IRRESPECTIVE OFWHETHER THE
FINAL EXAM IS PROCTORED OR IS A FULLY ONLINE EXAMINATION. CHAPTER 13
SHARING INSIGHTS: TEACHERS PROBLEMS AND ACCOMPLISHMENTS IN THEIR ONLINE
DAY-TO-DAY TEACHING , 184 CARMEN PEREZ-FRAGOSO, UNIVERSIDAD AUTONOMA
DE BAJA CALIFORNIA. MEXICO THE CASE PRESENTS AN ANALYSIS OFTHE POSTINGS
OF A GROUP OF ONLINE TEACHERS FROM A MEXICAN PUBLIC ULLIVERSITY AS THEY
CONFRONT THE CHALLENGES AND REWARDS OFTHEIR DAY-TO-DAY TEACHING
ACTIVITIES. THEY COMMENTED ON THEIR PROBLEMS AND ACCOMPLISHMENTS IN A
DISCUSSION FORUM DURING ONE SEMESTER. THE PROBLEMS INCLUDED
ACADEMIC-ADMINISTRATIVE ISSUES, DIFFICULTIES OF STUDENTS IN THE
APPROPRIATION OF THE PLATFORMS AND THE SELF-REGULATION OF THEIR
LEARNING, TIME MANAGEMENT, NEGOTIATION AND PENALIZATION OF TASKS DELAYED
AND OTHER PEDAGOGICAL CONCERNS TO THE LACK OF INSTITUTIONAL SUPPORT. THE
FINDINGS SUGGEST THAT THE PROBLEMS THAT ONLINE TEACHERS FACE SHARE
SPECIFIC CHARACTERISTICS AND, ACCORDING TO THE TEACHERS, ARE MOSTLY DUE
TO THE PEDAGOGICAL RELATIONSHIP BEING TECHNOLOGICALLY MEDIATED. THROUGH
THE ANALYSIS, THE AUTHOR HOPES TO ILLUSTRATE THE COMPLEX TECHNOLOGICAL,
ORGANIZATIONAL ALLD CULTURAL ISSUES THAT ACCOMPALLY ONLINE TEACHING AND
LEARNING, AND HOW THE INSTITUTION AND THE INDIVIDUAL TEACHERS DEALT WITH
THEM. CHAPTER 14 THE EFFECTS OF E-LEARNING ON AFRICAN AMERICAN MALES:
THREE CASE STUDIES 198 TAMMY J. GRAHAM, THE CITADEL SCHOOL 0/ EDUCATION.
USA STEPHENIE M HEWETT, THE CITADEL SCHOOL 0/ EDUCATION, USA THE CHAPTER
EXAMINES THE EXPERIENCES OFTHREE AFRICAN AMERICAN MALES WHO WERE PLACED
IN AN ELECTRONIC LEARNING (E-IEARNING) CLASSROOM IN A RURAL SECONDARY
SCHOOL. THE THREE CASE STUDIES PROVIDE DETAILED DESCRIPTIONS OF THE
YOUNG MEN S BACKGROUNDS, EDUCATIONAL EXPERIENCES, AND ACADEMIC
ACHIEVEMENT RESULTS BEFORE THE IMPLEMENTATION OF E-IEARNING.
FURTHERMORE, THE CASE STUDIES DETAIL THEIR ACADEMIC ACHIEVEMENT RESULTS
AND DISPOSITIONS DURING THE E-IEARNING PROCESS, PITFALLS OFTHEIR
E-IEARNING PROGRAM, AND LESSONS LEARNED FROM THE IMPLEMENTATION OFTHE
PROGRAM. IT IS THE AUTHORS HO PE THAT EDUCATORS AND BUSINESS
PROFESSIONALS WILL UTILIZE THE INFORMATION AND LESSONS LEARNED IN THIS
CHAPTER WHELL PLANNING AND IMPLEMENTING E-IEARNING C1ASSES AND TRAININGS
IN ORDER TO ENHANCE E-IEARNING EXPERIENCES FOR AFRICAN AMERICAN MALES.
CHAPTER 15 CROSS TALK : THE CONNECTED STALL CE OF ONE SUCCESSFUL
STUDENT S ONLINE INTERACTIOLLS 209 SUSAN J. WEGMANN, UNIVERSITY
O/CENTRAL FLORIDA, USA ASYNCHRONOUS ONLINE DISCUSSIONS CAN BE COMPLEX
AND FRUITFUL, MIMICKING THEIR FACE-TO-FACE COUNTERPARTS IN UNDERGRADUATE
COLLEGE C1ASSES. HOWEVER, SO ME RESEARCHERS NOTE A DISCREPANCY IN
SUBSTANCE AND INTEREST LEVELS BETWEEN ONLINE AND FACE-TO-FACE
DISCUSSIONS. THIS CHAPTER DESCRIBES THE INTERACTIONS OF ONE THRIVING
STUDENT IN AN ASYNCHRONOUS ONLINE COURSE. LT ANALYZES THE STUDENT S
INTERACTIONS WITH HIS PEERS, AND USES THESE INTERACTIONS TO PROVIDE WAYS
THAT ONLINE INSTRUCTORS CAN STRUCTURE COURSES TO OPTIMIZE GENUINE AND
ENGAGING ONLINE DISCOURSE. ADDITIONALLY, IT SUGGESTS THAT STUDENTS AND
INSTRUCTORS WHO ASSURNE A CON- NECTED STANCE SHOW A DEPTH OF LEARNING
WITHIN THE COMPUTER-MEDIATED FRAMEWORK. FINALLY, IT PROVIDES A UNIQUE
FORMAT FOR ANALYZING ONLINE DISCUSSION BOARDS. SECTION 4 SPECIAL
CONSIDERATIONS IN E-LEARNING AND DEVELOPMENT CHAPTER 16 BUILDING QUALITY
ASSESSMENT INTO ONLINE COURSES ACROSS THE INSTITUTION 226 MICHAEL L.
RODGERS, SOUTHEASL MISSOURI STATE UNIVERSITY, USA THIS CASE SHOWS HOW A
LONG-TERM, CAMPUS-WIDE EFFORT BALANCED TECHNOLOGICAL, PEDAGOGICAL,
FINANCIAL, AND POLITICAL CONSIDERATIONS TO DEVELOP AND IMPLEMENT A
SYSTEM FOR ONLINE COURSE QUALITY ASSESSMENT AT A MEDIUM-SIZED PUBLIC
UNIVERSITY IN THE MIDWEST. THE CASE SHOWS HOW THE NEED FOR AN ASSESSMENT
SYSTEM CAME TO BE RECOGNIZED, AND HOW THE COMMITTEE CHARGED WITH
CREATING THE SYSTEM ARRIVED AT A SOLUTION WHICH TOOK INTO ACCOUNT BOTH
COURSE DESIGN AND INSTRUCTOR PERFORMANCE. THUS, THE INSTITUTION NOW HAS,
FOR THE FIRST TIME, A TOOL FOR IMPROVING THE QUALITY OF ITS ONLINE
COURSES. MOREOVER, IT IS HOPED THAT ADMINISTRATORS, FACULTY, AND FACULTY
DEVELOPERS WILL SEE THAT THE QUALITY ASSESSMENT SYSTEM JOINS A COURSE
MANAGEMENT SOFTWARE SUITE DEVELOPMENT EFFORT AND ASERIES OF FACULTY
TRAINING WORKSHOPS IN A WIDE-RANGING LIST OF TOOLS FOR ENHANCING FACULTY
COMPETENCE AS USERS OF TECHNOLOGY FOR TEACHING AND LEARNING. CHAPTER 17
CASE STUDY OFTHE CUFORUM @ CUHK 238 PELER JAKUBOWICZ, THE CHINESE
UNIVERSITY 0/ HONG KONG, HONG KONG IN CONTRAST TO THE FORMAL SCHOOL
SETTING WHERE LEARNING IS OFTEN LINEAR, STRUCTURED AND CONTROLLED (BE IT
ONLINE OR FACE-TO-FACE), FOR THE NET GENERATION, (GOOGLE, MYSPACE,
MSN, YOUTUBE AND YAHOO) LEARN- ING IS OFTEN INCIDENTAL AND A SENSE OF
FUN IS FREQUENTLY OF GREAT IMPORTANCE. SUCH STUDENTS LEARNING IS
OFTEN NON-LINEAR, UNSTRUCTURED AND EXPLAINED WEIL BY THE TENETS OF
ANDERSON S THEORY OF ONLINE LEARNING. THIS RESEARCH DISCUSSES THE
BENEFITS OFFOSTERING NON-LINEARITY IN AN ONLINE LEARNING ENVIRONMENT. A
CASE STUDY OF AN ONLINE BUSINESS COMMUNICATION COURSE AT A UNIVERSITY IN
HONG KONG IS USED TO IIIUSTRATE THE IMPORTANCE OF NON-LINEAR ONLINE
LEARNING BY DEMONSTRATING HOW PARTICIPANTS IN THIS COURSE ADOPTED
LEARNING APPROACHES THAT ARE CONSISTENT WITH, AND A REFLECTION OF, THE
THEORY OF ONLINE LEARNING. QUALITATIVE DATA FROM COMPLETE SETS OF ONLINE
COMMUNICATION (INCLUDING FOCUS GROUP INTERVIEWS) COLLECTED OVER A
ONE-SEMESTER, TERTIARY LEVEL COURSE CONDUCTED AT A UNIVERSITY IN HONG
KONG ARE ANALYZED. THE FINDINGS SHOW THAT CHINESE-SPEAKING LEARNERS
ONLINE INTERACTIONS, CATEGORIZED INTO THREE BROAD AREAS (COGNITIVE,
AFFECTIVE AND SOCIAL), DEMONSTRATE THAT INTERACTIVITY IS A KEY FEATURE
OF AN ONLINE LEARNING ENVIRONMENT. ITS NATURE IS EXPOSED AND DISCUSSED,
NOT LEAST THE FINDING THAT FOR THE PARTICIPANTS IN THIS STUDY, LEARNING
WAS INCIDENTAL AND A SENSE OF FUN WAS IMPORTANT. THE STUDY SUGGESTS
WAYS IN WH ICH ONLINE THEORY CAN CONTRIBUTE TO, AS WEIL AS HELP IN,
UNDERSTANDING THIS PHENOMENON AND MAKES RECOMMENDATIONS FOR FUTURE
RESEARCH. CHAPTER 18 USING ACTIVITY THEORY TO GUIDE E-LEARNING
INITIATIVES 259 NEAL SHAMBAUGH, WEST VIRGINIA UNIVERSITY, USA THIS CASE
DOCUMENTS HOW ACTIVITY THEORY CAN BE USED AS A TOOL TO HELP EDUCATORS
UNDERSTAND THE ISSUES BEHIND DEPLOYING ONLINE LEARNING PROGRAMS. FACULTY
MEMBERS IN HIGHER EDUCATION ARE ACCUSTOMED TO TEACHING ONLINE, BUT ARE
NEW TO THE DEVELOPMENT OF ONLINE ACADEMIC PROGRAMS. THIS CASE CHAPTER
PRO- VIDES A BACKGROUND TO THE ACADEMIC SETTING AND A DISCUSSION OF
ACTIVITY THEORY. THE SPECIFIC CONTEXT OF AN ACADEMIC DEPARTMENT IS
DESCRIBED, FOLLOWED BY HOW ACTIVITY THEORY WAS USED TO REPRESENT THE
OVER- LAPPING GOALS OF FACULTY, STUDENTS, AND ADMINISTRATORS, AND TO
UNDERSTAND THE CONTEXTUAL ISSUES OF ROLES, COMMUNITY OF PRACTICE, AND
DIVISION OF LABOR TO REACH THE DESIRED GOAL, WHICH WAS TO IMPLEMENT
THEIR ACADEMIC PROGRAMS ONLINE. GUIDELINES FOR USING ACTIVITY THEORY ARE
PROVIDED. CHAPTER 19 ADDRESSING ONLINE STUDENT LEARNING ENVIRONMENTS AND
SOCIALIZATION THROUGH DEVELOPMENTAL RESEARCH 275 RUTH GANNON COOK,
DEPAUL UNIVERSITY, USA CAROLINE M CRAWFORD, UNIVERSITY OF HOUSTON -
CLEAR LAKE. USA THE CHAPTER LOOKS AT THE ONLINE LEARNERS IN THE COURSE
TO DISTINGUISH WHETHER INTERACTIVITY AND AN ONLINE COMMUNITY WAS
ESTABLISHED. THIS CASE STUDY ALSO CONSIDERS THE SHIFT THAT TOOK PLACE IN
THE LEARNERS FOCUS FROM SIMPLY PARTICIPATING IN AN ONLINE COURSE TO
REFRAMING THEIR UNDERSTANDING OF THE COURSE CONTENT AND WH ETHER THIS
HOLISTIC APPROACH REFLECTS BOTH THE STUDENTS AND INSTRUCTOR S IEARNING
OBJECTIVES AND ANTICIPATED OUTCOMES. DESIGN, DEVELOPMENT AND
IMPLEMENTATION OF ONLINE LEARNING ENVIRONMENTS HAVE PREDOMINATED
DISTANCE EDUCATION RESEARCH OVER THE PAST FIFTEEN YEARS. SINCE 2006,
DYNAMIC COMMUNITIES OF LEARNING HAVE BEGUN TO EMERGE THAT ENCOMPASS A
MORE EXPANSIVE LEARNING ENVIRONMENT, ADDRESSING THE NEEDS OF ADULT
LEARNERS AND THEIR SOCIOCULTURAL ENVIRONMENTS AS WEIL AS CONTENT
MATERIALS. THIS STUDY EMPLOYS DEVELOPMENTAL RESEARCH TO EXAMINE ONLINE
LEARNERS ENGAGED WITHIN A DYNAMIC LEARNING COM- MUNITY AND PROVIDES
DETAILED FEEDBACK ON THE STRENGTHS AND POTENTIAL WEAKNESSES OF THE
ONLINE COURSE EMPLOYED IN THE STUDY. CHAPTER20 TEACHING STATISTICS AND
OPERATIONS RESEARCH ONLINE: EXPERIENCES AT THE OPEN UNIVERSITY OF
CATALONIA 298 A. JUAN, OPEN UNIVERSITY OF CATALONIA. SPAIN J FAULIN.
PUBLIE UNIVERSITY OF NAVARRE, SPAIN P. FONSEEA, TEEHNIEAL UNIVERSITY
OFCATALONIA, SPAIN C. STEEGMANN, OPEN UNIVERSITY OFCATALONIA, SPAIN L.
PLA, UNIVERSITY OF LLEIDA. SPAIN S. RODRIGUEZ. UNIVERSITY OF LLEIDA,
SPAIN S. TRENHOLM, HERKIMER COUNTY COMMUNITY COLLEGE. USA THIS CHAPTER
PRESENTS A CASE STUDY OF ONLINE TEACHING IN STATISTICS AND OPERATIONS
RESEARCH (OR) AT THE OPEN UNIVERSITY OFCATALONIA (UOC). UOC IS A PURELY
ONLINE UNIVERSITY WITH HEADQUAJTERS IN BARCELONA, SPAIN, WITH STUDENTS
FROM MANY COUNTRIES. AS COMMON TO MOST MATH-RELATED KNOWLEDGE AREAS,
TEACHING AND LEARNING STATISTICS AND OR PRESENT DIFFICULT CHALLENGES IN
TRADITIONAL HIGHER EDUCATION. THESE ISSUES ARE EXACERBATED IN ONLINE
ENVIRONMENTS WHERE FACE-TO-FACE INTERACTIONS BETWEEN STUDENTS AND
INSTRUCTORS AS WEIL AS AMONG STUDENTS THEMSELVES ARE LIMITED OR
NON-EXISTENT. DESPITE THESE DIFFICULTIES, AS EVIDENCED IN THE GLOBAL
GROWTH OF ONLINE COURSE OFFERINGS, WEB-BASED INSTRUCTION OFFERS
COMPARATIVE BENEFITS TO TRADITIONAL FACE-TO-FACE INSTRUCTION. WHILE
THERE EXISTS A PLETHORA OFLITERATURE COVERING EXPERIENCES AND BEST
PRACTICES IN TRADITIONAL FACE-TO-FACE INSTRUCTION IN MATHEMATICS, THERE
IS A LACK OFRESEARCH DESCRIBING LONG-TERM SUCCESSFUL EXPERIENCES IN
STATISTICS AND OR ONLINE COURSES. BASED ON THE AUTHORS EXPERIENCES
DURING THE LAST DECADE, THIS CHAPTER AIMS TO SHARE SOME INSIGHTS ON HOW
TO DESIGN AND DEVELOP SUCCESSFUL ONLINE COURSES IN THESE KNOWLEDGE
AREAS. COMPILATION OF REFERENCES 3 12 ABOUT THE CONTRIBUTORS 345 INDEX
353
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| spelling | Cases on successful e-learning practices in the developed and developing world methods for the global information economy Bolanle Olaniran [ed.] Hershey [u.a.] Information Science Reference 2010 XXIII, 357 S. txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book provides eclectic accounts of case studies in different contexts of E-learning"--Provided by publisher. Entwicklungsländer Erziehung Education Computer network resources Case studies Internet in education Case studies Education Developing countries Computer network resources Case studies Internet in education Developing countries Case studies E-Learning (DE-588)4727098-6 gnd rswk-swf Entwicklungsländer (DE-588)4014954-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content (DE-588)4522595-3 Fallstudiensammlung gnd-content E-Learning (DE-588)4727098-6 s Entwicklungsländer (DE-588)4014954-7 g DE-604 Olaniran, Bolanle Sonstige oth Erscheint auch als Online-Ausgabe 978-1-60566-943-4 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018974241&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Cases on successful e-learning practices in the developed and developing world methods for the global information economy Entwicklungsländer Erziehung Education Computer network resources Case studies Internet in education Case studies Education Developing countries Computer network resources Case studies Internet in education Developing countries Case studies E-Learning (DE-588)4727098-6 gnd |
| subject_GND | (DE-588)4727098-6 (DE-588)4014954-7 (DE-588)4143413-4 (DE-588)4522595-3 |
| title | Cases on successful e-learning practices in the developed and developing world methods for the global information economy |
| title_auth | Cases on successful e-learning practices in the developed and developing world methods for the global information economy |
| title_exact_search | Cases on successful e-learning practices in the developed and developing world methods for the global information economy |
| title_full | Cases on successful e-learning practices in the developed and developing world methods for the global information economy Bolanle Olaniran [ed.] |
| title_fullStr | Cases on successful e-learning practices in the developed and developing world methods for the global information economy Bolanle Olaniran [ed.] |
| title_full_unstemmed | Cases on successful e-learning practices in the developed and developing world methods for the global information economy Bolanle Olaniran [ed.] |
| title_short | Cases on successful e-learning practices in the developed and developing world |
| title_sort | cases on successful e learning practices in the developed and developing world methods for the global information economy |
| title_sub | methods for the global information economy |
| topic | Entwicklungsländer Erziehung Education Computer network resources Case studies Internet in education Case studies Education Developing countries Computer network resources Case studies Internet in education Developing countries Case studies E-Learning (DE-588)4727098-6 gnd |
| topic_facet | Entwicklungsländer Erziehung Education Computer network resources Case studies Internet in education Case studies Education Developing countries Computer network resources Case studies Internet in education Developing countries Case studies E-Learning Aufsatzsammlung Fallstudiensammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018974241&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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