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eLearning for quality teaching in hi...

Yang, Nan.

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eLearning for quality teaching in higher education = teachers' perception, practice, and interventions /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	eLearning for quality teaching in higher education/ by Nan Yang.
其他題名:	teachers' perception, practice, and interventions /
作者:	Yang, Nan.
出版者:	Singapore :Springer Singapore : : 2020.,
面頁冊數:	xi, 157 p. :ill., digital ;24 cm.
內容註:	Introduction -- Literature Review -- Exploration on University Teachers' Perception of Quality Teaching and Quality Teaching Practice -- Exploration on Computer-Supported Collaborative Learning in Large Class Teaching -- Implementation of Computer-Supported Collaborative Learning for Quality Teaching in Large Classes -- Evaluation and Ethical Considerations -- Conclusion -- Development and Initial Evaluation of Designing Effective Collaboration among Students (DECAS) -- References -- Appendices.
Contained By:	Springer eBooks
標題:	Internet in higher education. -
電子資源:	https://doi.org/10.1007/978-981-15-4401-9
ISBN:	9789811544019

eLearning for quality teaching in higher education = teachers' perception, practice, and interventions /
Yang, Nan.

eLearning for quality teaching in higher educationteachers' perception, practice, and interventions /[electronic resource] :by Nan Yang. - Singapore :Springer Singapore :2020. - xi, 157 p. :ill., digital ;24 cm.

Introduction -- Literature Review -- Exploration on University Teachers' Perception of Quality Teaching and Quality Teaching Practice -- Exploration on Computer-Supported Collaborative Learning in Large Class Teaching -- Implementation of Computer-Supported Collaborative Learning for Quality Teaching in Large Classes -- Evaluation and Ethical Considerations -- Conclusion -- Development and Initial Evaluation of Designing Effective Collaboration among Students (DECAS) -- References -- Appendices.

This book explores the impact of eLearning on the quality of teaching in higher education, focusing on three main issues: university teachers' perception of quality teaching, their strategies for achieving quality teaching in practice, and interventions that design and implement online collaborative activities in a large class. The book argues that if eLearning targets the real problems in practice and is appropriately designed and implemented, it can improve the teaching quality at universities. It also demonstrates the complexity of teachers' perception of quality teaching and contextual factors that affect teaching practice and quality. Further, it explores university teachers' perception of quality teaching in Italy, the UK and China - an aspect that is rarely addressed in the literature - and reveals why the impact of ICTs on university teaching is not as great as in other fields by explaining the issues that threaten the quality of day-to-day teaching. Lastly, it confirms that traditional lecturing, combined with online collaborative activities, improves the quality of teaching compared to traditional lecturing alone. As such, this book is a necessary and important resource for the research community.

ISBN: 9789811544019

Standard No.: 10.1007/978-981-15-4401-9doiSubjects--Topical Terms:

577767
Internet in higher education.

LC Class. No.: LB2395.7 / .Y364 2020

Dewey Class. No.: 371.33

eLearning for quality teaching in higher education = teachers' perception, practice, and interventions /
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520 $a This book explores the impact of eLearning on the quality of teaching in higher education, focusing on three main issues: university teachers' perception of quality teaching, their strategies for achieving quality teaching in practice, and interventions that design and implement online collaborative activities in a large class. The book argues that if eLearning targets the real problems in practice and is appropriately designed and implemented, it can improve the teaching quality at universities. It also demonstrates the complexity of teachers' perception of quality teaching and contextual factors that affect teaching practice and quality. Further, it explores university teachers' perception of quality teaching in Italy, the UK and China - an aspect that is rarely addressed in the literature - and reveals why the impact of ICTs on university teaching is not as great as in other fields by explaining the issues that threaten the quality of day-to-day teaching. Lastly, it confirms that traditional lecturing, combined with online collaborative activities, improves the quality of teaching compared to traditional lecturing alone. As such, this book is a necessary and important resource for the research community.
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