東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The development of online learning: ...

Brewer, Laura C.

FindBook

Google Book

Amazon

博客來

The development of online learning: Understanding faculty and student experiences in an organizational context.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The development of online learning: Understanding faculty and student experiences in an organizational context./
作者:	Brewer, Laura C.
面頁冊數:	368 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0796.
Contained By:	Dissertation Abstracts International62-02A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3004097
ISBN:	9780493130637

The development of online learning: Understanding faculty and student experiences in an organizational context.
Brewer, Laura C.

The development of online learning: Understanding faculty and student experiences in an organizational context. - 368 p.

Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0796.

Thesis (Ph.D.)--Arizona State University, 2001.

In this project, the development of online learning environments in higher education and the experiences of faculty and students in these settings are examined. Because not much is known about the development of online learning in general, and experiences with online learning in particular, this research used an inductive approach. Qualitative and quantitative data were collected using multiple methods with the goal of answering organizational level, course level, and individual level substantive questions about the development of online learning at one university. In addition, theoretical concepts were uncovered and connected in a model that will be valuable for the study of online learning in other settings. It was found that the university's organizational context affects faculty decisions and their ability to design online learning environments. Specifically, the structure of the organization influences the ability of members to establish a shared vision for online learning. In a decentralized organization like the university under study, a dispersed pattern of development is more likely. Some faculty decisions about how to design online learning environments were influenced by departmental characteristics. Others, however, were directed by a personal vision for using online learning to improve the quality of education. Effective online learning environments were found to connect innovative features of the technology (i.e. discussion board, chat, quiz, and groups) with characteristics of an innovative pedagogy (i.e. flexibility, interaction, and collaboration). Two less successful online learning environment designs were also described. Through interaction in these innovative settings, faculty and students assign meaning to their online learning experiences. In the effective design, faculty and students were more likely to describe their online teaching/learning experiences as better than traditional education. Those faculty and students who reported positive experiences were more likely to participate in online learning again and those who reported negative experiences were likely to withdraw. Therefore, individual experiences with online learning ultimately influence the future development of this instructional technology.

ISBN: 9780493130637Subjects--Topical Terms:

626654
Education, Sociology of.

The development of online learning: Understanding faculty and student experiences in an organizational context.
LDR:03220nam 2200289 4500 001 1394025
005 20110419112700.5
008 130515s2001 ||||||||||||||||| ||eng d
020 $a 9780493130637
035 $a (UMI)AAI3004097
035 $a AAI3004097
040 $a UMI $c UMI
100 1 $a Brewer, Laura C. $3 1672609
245 1 4 $a The development of online learning: Understanding faculty and student experiences in an organizational context.
300 $a 368 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0796.
500 $a Adviser: Edward J. Hackett.
502 $a Thesis (Ph.D.)--Arizona State University, 2001.
520 $a In this project, the development of online learning environments in higher education and the experiences of faculty and students in these settings are examined. Because not much is known about the development of online learning in general, and experiences with online learning in particular, this research used an inductive approach. Qualitative and quantitative data were collected using multiple methods with the goal of answering organizational level, course level, and individual level substantive questions about the development of online learning at one university. In addition, theoretical concepts were uncovered and connected in a model that will be valuable for the study of online learning in other settings. It was found that the university's organizational context affects faculty decisions and their ability to design online learning environments. Specifically, the structure of the organization influences the ability of members to establish a shared vision for online learning. In a decentralized organization like the university under study, a dispersed pattern of development is more likely. Some faculty decisions about how to design online learning environments were influenced by departmental characteristics. Others, however, were directed by a personal vision for using online learning to improve the quality of education. Effective online learning environments were found to connect innovative features of the technology (i.e. discussion board, chat, quiz, and groups) with characteristics of an innovative pedagogy (i.e. flexibility, interaction, and collaboration). Two less successful online learning environment designs were also described. Through interaction in these innovative settings, faculty and students assign meaning to their online learning experiences. In the effective design, faculty and students were more likely to describe their online teaching/learning experiences as better than traditional education. Those faculty and students who reported positive experiences were more likely to participate in online learning again and those who reported negative experiences were likely to withdraw. Therefore, individual experiences with online learning ultimately influence the future development of this instructional technology.
590 $a School code: 0010.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Sociology, Social Structure and Development. $3 1017425
650 4 $a Education, Technology of. $3 1018012
690 $a 0340
690 $a 0700
690 $a 0710
710 2 $a Arizona State University. $3 1017445
773 0 $t Dissertation Abstracts International $g 62-02A.
790 1 0 $a Hackett, Edward J., $e advisor
790 $a 0010
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3004097