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Online and virtual education is continually integrated in
university classrooms. While online learning provides a more
cost-effective alternative for students, educators must also
analyze the psychology of online learners and identify ways to
support their growth and development in their respective
instructional settings. Student-Centered Virtual Learning
Environments in Higher Education is a collection of innovative
research that focuses on connecting contextual analyses of
student-focused online instruction with quality assurance
principles to improve higher education. Highlighting a range of
topics including instructional design, professional development,
and student engagement, this book is ideally designed for
educators, software developers, instructional designers,
educational administration, academicians, and students seeking
current research on emerging principles and practices related to
designing, implementing, and evaluating virtual teaching and
learning.
Online and virtual education is continually integrated in
university classrooms. While online learning provides a more
cost-effective alternative for students, educators must also
analyze the psychology of online learners and identify ways to
support their growth and development in their respective
instructional settings. Student-Centered Virtual Learning
Environments in Higher Education is a collection of innovative
research that focuses on connecting contextual analyses of
student-focused online instruction with quality assurance
principles to improve higher education. Highlighting a range of
topics including instructional design, professional development,
and student engagement, this book is ideally designed for
educators, software developers, instructional designers,
educational administration, academicians, and students seeking
current research on emerging principles and practices related to
designing, implementing, and evaluating virtual teaching and
learning.
Online and blended learning requires the reconstruction of
instructor and learner roles, relations, and practices in many
aspects. Assessment becomes an important issue in non-traditional
learning environments. Assessment literacy, i.e., understanding
assessment and assessment strategies, is critical for both
instructors and students in creating online and blended
environments that are effective for teaching and learning.
Instructors need to identify and implement assessment strategies
and methods appropriate to online or blended learning. This
includes an understanding of the potential of a variety of
technology tools for monitoring student learning and improving
their teaching effectiveness. From the students' perspective, good
assessment practices can show them what is important to learn and
how they should approach learning; hence, engaging them in
goal-oriented and self-regulatory cognitions and behaviours. The
book targets instructors, instructional designers, and educational
leaders who are interested in understanding and implementing either
summative or formative assessment in online and blended learning
environments. This book will assist the relevant audience in the
theory and practice of assessment in online and blended learning
environments. Providing both a research and practice perspective,
this book can help instructors make the connection between pedagogy
and technology tools to maximize their teaching and student
learning. Among the questions addressed in this book are: What
assessment strategies can be used in online or blended learning?
How can instructors design effective assessment strategies? What
methods or technology tools can be used for assessment in online or
blended learning? How does peer-assessment work in online or
blended learning environments?
Online and blended learning requires the reconstruction of
instructor and learner roles, relations, and practices in many
aspects. Assessment becomes an important issue in non-traditional
learning environments. Assessment literacy, i.e., understanding
assessment and assessment strategies, is critical for both
instructors and students in creating online and blended
environments that are effective for teaching and learning.
Instructors need to identify and implement assessment strategies
and methods appropriate to online or blended learning. This
includes an understanding of the potential of a variety of
technology tools for monitoring student learning and improving
their teaching effectiveness. From the students' perspective, good
assessment practices can show them what is important to learn and
how they should approach learning; hence, engaging them in
goal-oriented and self-regulatory cognitions and behaviours. The
book targets instructors, instructional designers, and educational
leaders who are interested in understanding and implementing either
summative or formative assessment in online and blended learning
environments. This book will assist the relevant audience in the
theory and practice of assessment in online and blended learning
environments. Providing both a research and practice perspective,
this book can help instructors make the connection between pedagogy
and technology tools to maximize their teaching and student
learning. Among the questions addressed in this book are: What
assessment strategies can be used in online or blended learning?
How can instructors design effective assessment strategies? What
methods or technology tools can be used for assessment in online or
blended learning? How does peer-assessment work in online or
blended learning environments?
STEM project-based instruction is a pedagogical approach that is
gaining popularity across the USA. However, there are very few
teacher education programs that focus specifically on preparing
graduates to teach in project-based environments. This book is
focused on the Uteach program, a STEM teacher education model that
is being implemented across the USA in 46 universities. Originally
focused only on mathematics and science, many UTeach programs are
now offering engineering and computer science licensure programs as
well. This book provides a forum to disseminate how different
institutions have implemented the UTeach model in their local
context. Topics discussed will include sustainability features of
the model, and how program assessment, innovative instructional
programming, classroom research and effectiveness research have
contributed to its success. The objectives of the book are: To help
educators gain insight into a teacher education organizational
model focused on STEM and how and why it was developed To present
the theoretical underpinnings of a STEM education model, i.e. deep
learning, conceptual understanding To present innovative
instructional programming in teacher education, i.e. projectbased
instruction, functions and modeling, research methods To present
research and practice in classroom and field implementation and
future research recommendations To disseminate program assessments
and improvement efforts
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