Handbook of research on faculty development for digital teaching and learning:
"This book examines holistic and multidisciplinary approaches and contemporary perspectives on faculty development for digital teaching and learning in education"--
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) :
IGI Global,
[c2019]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This book examines holistic and multidisciplinary approaches and contemporary perspectives on faculty development for digital teaching and learning in education"-- |
| Beschreibung: | 38 PDFs (624 pages) Also available in print. |
| Format: | Mode of access: World Wide Web. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781522584773 |
| Zugangseinschränkungen: | Restricted to subscribers or individual electronic text purchasers. |
Internformat
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| 245 | 0 | 0 | |a Handbook of research on faculty development for digital teaching and learning |c Alev Elci, Linda L. Beith, and Atilla Elci, editors. |
| 264 | 1 | |a Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : |b IGI Global, |c [c2019] | |
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| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Section 1. Faculty development for digital teaching practice. Chapter 1. The shifting roles of faculty in digital teaching and learning ; Chapter 2. Supporting sustained faculty engagement in blended learning ; Chapter 3. Faculty development in digital spaces: designing and implementing innovative modular online programming ; Chapter 4. Promoting digital teaching and learning: faculty development options for distance learning instructors ; Chapter 5. Supporting learning design as a driver for pedagogical innovation within an integrated model of faculty development ; Chapter 6. Customized consultation to enhance teacher educators' techno-pedagogical skills ; Chapter 7. Equipping teacher educators for digital teaching and learning: promises, practices, challenges, and strategies ; Chapter 8. Structuring personalized faculty development programming with autonomy-support and microcredentials ; Chapter 9. Asynchronous electronic feedback for faculty peer review: formative feedback that makes a difference ; Chapter 10. Dissertation research supervisor agency for U.S. online doctoral research supervision -- Section 2. Applying digital technologies and resources for learning. Chapter 11. Faculty development for peer-reviewed digital teaching resources to promote inclusive instruction ; Chapter 12. Designing and evaluating technology-based formative assessments ; Chapter 13. Digital exam and assessments: a riposte to industry 4.0 ; Chapter 14. The interteaching approach: enhancing participation and critical thinking ; Chapter 15. Artificial intelligence methods in e-learning ; Chapter 16. The role of modern information and communication technologies in language training of technical university students ; Chapter 17. Serendipitous recommenders for teachers in higher education -- Section 3. Institutional digital transformation. Chapter 18. E-transformation in higher education and what it coerces for the faculty ; Chapter 19. Measuring the digital transformation of education and teaching ; Chapter 20. How to Foster technology-enhanced learning in higher education ; Chapter 21. Faculty development centers for digital teaching and learning: implementation of institutional strategy and infrastructure ; Chapter 22. Strategic career development for STEM women faculty ; Chapter 23. Technostress as a factor affecting the use of technology by beginning teachers ; Chapter 24. Resilience for faculty development in global higher education ; Chapter 25. The uptake and use of digital technologies and professional development: exploring the university teacher perspective. | |
| 506 | |a Restricted to subscribers or individual electronic text purchasers. | ||
| 520 | 3 | |a "This book examines holistic and multidisciplinary approaches and contemporary perspectives on faculty development for digital teaching and learning in education"-- |c Provided by publisher. | |
| 530 | |a Also available in print. | ||
| 538 | |a Mode of access: World Wide Web. | ||
| 588 | |a Description based on title screen (IGI Global, viewed 05/07/2019). | ||
| 650 | 0 | |a College teachers |x Training of. | |
| 650 | 0 | |a Computer-assisted instruction |x Study and teaching (Higher) | |
| 650 | 0 | |a Educational technology. | |
| 700 | 1 | |a Beith, Linda L. |d 1951- |e editor. | |
| 700 | 1 | |a Elçi, Alev |d 1965- |e editor. | |
| 700 | 1 | |a Elçi, Atilla, |e editor. | |
| 710 | 2 | |a IGI Global, |e publisher. | |
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| contents | Section 1. Faculty development for digital teaching practice. Chapter 1. The shifting roles of faculty in digital teaching and learning ; Chapter 2. Supporting sustained faculty engagement in blended learning ; Chapter 3. Faculty development in digital spaces: designing and implementing innovative modular online programming ; Chapter 4. Promoting digital teaching and learning: faculty development options for distance learning instructors ; Chapter 5. Supporting learning design as a driver for pedagogical innovation within an integrated model of faculty development ; Chapter 6. Customized consultation to enhance teacher educators' techno-pedagogical skills ; Chapter 7. Equipping teacher educators for digital teaching and learning: promises, practices, challenges, and strategies ; Chapter 8. Structuring personalized faculty development programming with autonomy-support and microcredentials ; Chapter 9. Asynchronous electronic feedback for faculty peer review: formative feedback that makes a difference ; Chapter 10. Dissertation research supervisor agency for U.S. online doctoral research supervision -- Section 2. Applying digital technologies and resources for learning. Chapter 11. Faculty development for peer-reviewed digital teaching resources to promote inclusive instruction ; Chapter 12. Designing and evaluating technology-based formative assessments ; Chapter 13. Digital exam and assessments: a riposte to industry 4.0 ; Chapter 14. The interteaching approach: enhancing participation and critical thinking ; Chapter 15. Artificial intelligence methods in e-learning ; Chapter 16. The role of modern information and communication technologies in language training of technical university students ; Chapter 17. Serendipitous recommenders for teachers in higher education -- Section 3. Institutional digital transformation. Chapter 18. E-transformation in higher education and what it coerces for the faculty ; Chapter 19. Measuring the digital transformation of education and teaching ; Chapter 20. How to Foster technology-enhanced learning in higher education ; Chapter 21. Faculty development centers for digital teaching and learning: implementation of institutional strategy and infrastructure ; Chapter 22. Strategic career development for STEM women faculty ; Chapter 23. Technostress as a factor affecting the use of technology by beginning teachers ; Chapter 24. Resilience for faculty development in global higher education ; Chapter 25. The uptake and use of digital technologies and professional development: exploring the university teacher perspective. |
| ctrlnum | (CaBNVSL)slc20785545 (OCoLC)1100490093 |
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| dewey-search | 378.1/2 |
| dewey-sort | 3378.1 12 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| indexdate | 2024-11-26T14:51:54Z |
| institution | BVB |
| isbn | 9781522584773 |
| language | English |
| oclc_num | 1100490093 |
| open_access_boolean | |
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| physical | 38 PDFs (624 pages) Also available in print. |
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| publisher | IGI Global, |
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| spelling | Handbook of research on faculty development for digital teaching and learning Alev Elci, Linda L. Beith, and Atilla Elci, editors. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : IGI Global, [c2019] 38 PDFs (624 pages) text rdacontent electronic isbdmedia online resource rdacarrier Includes bibliographical references and index. Section 1. Faculty development for digital teaching practice. Chapter 1. The shifting roles of faculty in digital teaching and learning ; Chapter 2. Supporting sustained faculty engagement in blended learning ; Chapter 3. Faculty development in digital spaces: designing and implementing innovative modular online programming ; Chapter 4. Promoting digital teaching and learning: faculty development options for distance learning instructors ; Chapter 5. Supporting learning design as a driver for pedagogical innovation within an integrated model of faculty development ; Chapter 6. Customized consultation to enhance teacher educators' techno-pedagogical skills ; Chapter 7. Equipping teacher educators for digital teaching and learning: promises, practices, challenges, and strategies ; Chapter 8. Structuring personalized faculty development programming with autonomy-support and microcredentials ; Chapter 9. Asynchronous electronic feedback for faculty peer review: formative feedback that makes a difference ; Chapter 10. Dissertation research supervisor agency for U.S. online doctoral research supervision -- Section 2. Applying digital technologies and resources for learning. Chapter 11. Faculty development for peer-reviewed digital teaching resources to promote inclusive instruction ; Chapter 12. Designing and evaluating technology-based formative assessments ; Chapter 13. Digital exam and assessments: a riposte to industry 4.0 ; Chapter 14. The interteaching approach: enhancing participation and critical thinking ; Chapter 15. Artificial intelligence methods in e-learning ; Chapter 16. The role of modern information and communication technologies in language training of technical university students ; Chapter 17. Serendipitous recommenders for teachers in higher education -- Section 3. Institutional digital transformation. Chapter 18. E-transformation in higher education and what it coerces for the faculty ; Chapter 19. Measuring the digital transformation of education and teaching ; Chapter 20. How to Foster technology-enhanced learning in higher education ; Chapter 21. Faculty development centers for digital teaching and learning: implementation of institutional strategy and infrastructure ; Chapter 22. Strategic career development for STEM women faculty ; Chapter 23. Technostress as a factor affecting the use of technology by beginning teachers ; Chapter 24. Resilience for faculty development in global higher education ; Chapter 25. The uptake and use of digital technologies and professional development: exploring the university teacher perspective. Restricted to subscribers or individual electronic text purchasers. "This book examines holistic and multidisciplinary approaches and contemporary perspectives on faculty development for digital teaching and learning in education"-- Provided by publisher. Also available in print. Mode of access: World Wide Web. Description based on title screen (IGI Global, viewed 05/07/2019). College teachers Training of. Computer-assisted instruction Study and teaching (Higher) Educational technology. Beith, Linda L. 1951- editor. Elçi, Alev 1965- editor. Elçi, Atilla, editor. IGI Global, publisher. (Original) (DLC)2018054449 Print version: 1522584765 9781522584766 (DLC) 2018054449 FWS01 ZDB-98-IGB FWS_PDA_IGB http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-8476-6 Volltext |
| spellingShingle | Handbook of research on faculty development for digital teaching and learning Section 1. Faculty development for digital teaching practice. Chapter 1. The shifting roles of faculty in digital teaching and learning ; Chapter 2. Supporting sustained faculty engagement in blended learning ; Chapter 3. Faculty development in digital spaces: designing and implementing innovative modular online programming ; Chapter 4. Promoting digital teaching and learning: faculty development options for distance learning instructors ; Chapter 5. Supporting learning design as a driver for pedagogical innovation within an integrated model of faculty development ; Chapter 6. Customized consultation to enhance teacher educators' techno-pedagogical skills ; Chapter 7. Equipping teacher educators for digital teaching and learning: promises, practices, challenges, and strategies ; Chapter 8. Structuring personalized faculty development programming with autonomy-support and microcredentials ; Chapter 9. Asynchronous electronic feedback for faculty peer review: formative feedback that makes a difference ; Chapter 10. Dissertation research supervisor agency for U.S. online doctoral research supervision -- Section 2. Applying digital technologies and resources for learning. Chapter 11. Faculty development for peer-reviewed digital teaching resources to promote inclusive instruction ; Chapter 12. Designing and evaluating technology-based formative assessments ; Chapter 13. Digital exam and assessments: a riposte to industry 4.0 ; Chapter 14. The interteaching approach: enhancing participation and critical thinking ; Chapter 15. Artificial intelligence methods in e-learning ; Chapter 16. The role of modern information and communication technologies in language training of technical university students ; Chapter 17. Serendipitous recommenders for teachers in higher education -- Section 3. Institutional digital transformation. Chapter 18. E-transformation in higher education and what it coerces for the faculty ; Chapter 19. Measuring the digital transformation of education and teaching ; Chapter 20. How to Foster technology-enhanced learning in higher education ; Chapter 21. Faculty development centers for digital teaching and learning: implementation of institutional strategy and infrastructure ; Chapter 22. Strategic career development for STEM women faculty ; Chapter 23. Technostress as a factor affecting the use of technology by beginning teachers ; Chapter 24. Resilience for faculty development in global higher education ; Chapter 25. The uptake and use of digital technologies and professional development: exploring the university teacher perspective. College teachers Training of. Computer-assisted instruction Study and teaching (Higher) Educational technology. |
| title | Handbook of research on faculty development for digital teaching and learning |
| title_auth | Handbook of research on faculty development for digital teaching and learning |
| title_exact_search | Handbook of research on faculty development for digital teaching and learning |
| title_full | Handbook of research on faculty development for digital teaching and learning Alev Elci, Linda L. Beith, and Atilla Elci, editors. |
| title_fullStr | Handbook of research on faculty development for digital teaching and learning Alev Elci, Linda L. Beith, and Atilla Elci, editors. |
| title_full_unstemmed | Handbook of research on faculty development for digital teaching and learning Alev Elci, Linda L. Beith, and Atilla Elci, editors. |
| title_short | Handbook of research on faculty development for digital teaching and learning |
| title_sort | handbook of research on faculty development for digital teaching and learning |
| topic | College teachers Training of. Computer-assisted instruction Study and teaching (Higher) Educational technology. |
| topic_facet | College teachers Training of. Computer-assisted instruction Study and teaching (Higher) Educational technology. |
| url | http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-8476-6 |
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