Technology-Enhanced and Collaborative Learning: Affordances, approaches and challenges
Editat de Stewart Martin, Michele Notarien Limba Engleză Paperback – 12 dec 2019
Topics explored include technology-enhanced learning and student evaluations; student engagement and the perception of teaching quality; instructional design and assessment strategies; blended network and mobile technologies for enriching learning and for monitoring and assessment; and the motivations of students to engage with evaluation. Contributors examine issues such as the underlying variabilities in student evaluation of teaching; the implications of inherited cultural and pedagogic practices for educators using collaborative and blended learning; and the international empirical progress in research to understand and measure interactions between cognition, successful learning, and individual difference in technology-augmented settings.
This book will be an essential resource for international researchers and undergraduate and postgraduate students wishing to gain a deeper understanding of the leading perspectives and insights into technology enhanced, blended and collaborative learning, as well as for practitioners and policy makers interested in technology applications in education and training in varied pedagogical and cultural settings. This book was originally published as a special issue of Educational Research and Evaluation.
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Specificații
ISBN-13: 9780367886622
ISBN-10: 0367886626
Pagini: 120
Dimensiuni: 174 x 246 x 18 mm
Greutate: 0.18 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 0367886626
Pagini: 120
Dimensiuni: 174 x 246 x 18 mm
Greutate: 0.18 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Public țintă
Postgraduate, Professional, and UndergraduateCuprins
1. Modelling blended solutions for higher education: teaching, learning, and assessment in the network and mobile technology era 2. Expectancy theory outcomes and student evaluations of teaching 3. What response rates are needed to make reliable inferences from student evaluations of teaching? 4. Challenges for collaborative blended learning in undergraduate students 5. Measuring cognitive load and cognition: metrics for technology-enhanced learning
Notă biografică
Michele Notari teaches and researches at the University of Teacher Education in Bern, Switzerland. He has published in key journals in the area of technology-enhanced learning, a book and several book chapters related to collaborative learning using participative technologies. His current research focus is on using mobile and wearable technologies for learning.
Stewart Martin is Professor of Educational Research at the University of Hull, UK, where his research interests include the educational use of digital technology; immersive virtual reality; images of the self; psychometrics; cognition, learning and technology; and educational leadership and organisational change. He is a National Teaching Fellow of the UK Higher Education Academy, and has published widely in the field of technology and education, is visiting professor at several international universities and is a member of the Editorial Board for the journal Educational Research and Evaluation.
Stewart Martin is Professor of Educational Research at the University of Hull, UK, where his research interests include the educational use of digital technology; immersive virtual reality; images of the self; psychometrics; cognition, learning and technology; and educational leadership and organisational change. He is a National Teaching Fellow of the UK Higher Education Academy, and has published widely in the field of technology and education, is visiting professor at several international universities and is a member of the Editorial Board for the journal Educational Research and Evaluation.
Descriere
This book presents insight into the progress made towards establishing effective, valid and reliable strategies, in regards to teaching, learning and assessment when context, agency and individual characteristics are taken into account. It was originally published as a special issue of Educational Research and Evaluation.