E-learning in Tertiary Education : Where Do We Stand?
OECD. Publishing
Bok Engelsk 2005 · Electronic books.
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| Utgitt | Paris : : Organisation for Economic Co-operation and Development, , 2005.
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| Omfang | 1 online resource (293 p.)
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| Opplysninger | Description based upon print version of record.. - TABLE OF CONTENTS -; Acknowledgements; Executive Summary; Introduction; The OECD/CERI survey; The Observatory survey; Caveats; References; Part I. Activities and strategies; Chapter 1. E-learning provision and enrolments; 1.1. Type/scale of online presence; Table 1.1. Weighted "online presence" at the sample institutions; 1.2. Online presence and programme delivery - results from the Observatory survey; Table 1.2. What estimated proportion of current programmes/courses offered by your institution have the following kinds of online component?. - 4.6. Online applications for administration. - Box 1.1. Higher Education E-learning Courses Assessment and Labelling (HEAL)1.8. Conclusion; References; Chapter 2. E-learning strategies and rationales; 2.1. Forms of e-learning strategy; Box 2.1. E-strategy at the University of British Columbia; Table 2.1. Institutions with an institution-wide "online learning strategy" or equivalent; 2.2. Process of developing and revising e-learning strategies; Figure 2.1. Patterns of development of e-learning strategies; 2.3. Rationales for producing institution's e-learning strategy; Table 2.2. Rationales for e-learning development. - Box 2.2. The Greater Mekong Sub-region Virtual University (GMS-VU)Figure 2.2. Comparison of "key rationales" in institutional online learning strategies in 2004 and 2002; References; 2.4. Conclusion; Part II: Pedagogy, technology and organisation; 3.1. Pedagogic impact; Chapter 3. Impacts on teaching and learning; Box 3.1. Carnegie Mellon West and the Story-Centred Curriculum; 3.2. Who decides on e-learning pedagogy; 3.3. Guidance for students about e-learning; 3.4. Material and learning objects; Box 3.2. Open Learning Initiative at Carnegie Mellon University. - Box 3.3. Edusource - Canadian Network of Learning Object Repositories3.5. Intellectual property; 3.6. Conclusion; References; Chapter 4. IT infrastructure: use of learning management system (LMS) and other applications; 4.1. Use of learning management systems; Table 4.1. Type and number of LMS; Table 4.2. Has your institution implemented a learning management system institution-wide?; Table 4.3. Observatory respondents by LMS; 4.2. LMS challenges; Box 4.1. Sakai/LAMS; 4.3. IT networks; 4.4. Portals; 4.5. Use of other teaching and learning-related applications. - Figure 1.1. Weighted online presence - OECD and Observatory respondentsTable 1.3. Major online elements in the majority of the curriculum; 1.3. Number of students "online"; Table 1.4. Students on relevant online modules/programmes; 1.4. E-learning provision in different disciplines; Table 1.5. E-learning provision in different disciplines; Table 1.6. Relevant online provision by discipline; 1.5. Levels and types of students; 1.6. Students across borders; Table 1.7. Number of offshore students and categories of cross-border provision; 1.7. Cross-border delivery of e-learning. - Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning in its different forms? How do institutions understand the costs of e-learning? How might e-learning impact staffing and staff development? This book addresses these and many other questions. The study is based on a qualitative survey of practices and strategies carried out by the OECD Centre for Edu
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| Emner | Education, Higher - Computer-assisted instruction
Education Social Sciences Theory & Practice of Education fjernundervisning e-læring pedagogisk teknologi digital læring kostnadseffektivitet høyere utdanning LMS Learning management systems fjernundervisning |
| Sjanger | |
| Dewey | |
| ISBN | 9264009205. - 9789264009202
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