國立虎尾科技大學 |

E-learning in tertiary education = where do we stand? /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	E-learning in tertiary education/ Centre for Educational Research and Innovation.
其他題名:	where do we stand? /
其他題名:	Cyberformation dans l'enseignement superieur :
出版者:	Paris :OECD, : c2005.,
面頁冊數:	289 p. :ill. :
標題:	Education, Higher - Computer-assisted instruction. -
電子資源:	Click to View

E-learning in tertiary education = where do we stand? /
E-learning in tertiary educationwhere do we stand? /[electronic resource] : : French title on t.p. verso:Cyberformation dans l'enseignement superieur :etat des lieuxCentre for Educational Research and Innovation. - Paris :OECD,c2005. - 289 p. :ill.

Includes bibliographical references.

pt. 1. Activities and strategies. E-learning provision and enrolments -- E-learning strategies and rationales -- pt. 2. Pedagogy, technology and organisation. Impacts on teaching and learning -- IT infrastructure : use of learning management system (LMS) and other applications -- Partnership and networking -- Staff development and organisational change -- pt. 3. Cost efficiency and funding. Funding, costing and pricing -- Current government roles : funding and beyond -- Conclusion.

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 Center for Educational Research and Innovation (CERI) at 19 tertiary education institutions from 11 OECD member countries: Australia, Canada, France, Germany, Japan, Mexico, New Zealand, Spain, Switzerland, the United Kingdom and the United States as well as 2 non-member countries: Brazil and Thailand. This qualitative survey is complemented by the findings of a quantitative survey of e-learning in tertiary education carried out in 2004 by the Observatory on Borderless Higher Education (OBHE) in some Commonwealth countries.--Publisher's description.

Electronic reproduction. Ann Arbor, MI : ProQuest, 2015. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries.

Subjects--Topical Terms:

556275
Education, Higher
--Computer-assisted instruction.Index Terms--Genre/Form:

554714
Electronic books.

LC Class. No.: LB2395.7 / .E335 2005

Dewey Class. No.: 378.1734

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520 $a 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 Center for Educational Research and Innovation (CERI) at 19 tertiary education institutions from 11 OECD member countries: Australia, Canada, France, Germany, Japan, Mexico, New Zealand, Spain, Switzerland, the United Kingdom and the United States as well as 2 non-member countries: Brazil and Thailand. This qualitative survey is complemented by the findings of a quantitative survey of e-learning in tertiary education carried out in 2004 by the Observatory on Borderless Higher Education (OBHE) in some Commonwealth countries.--Publisher's description.
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