ISBN:
1283353539
,
9781461410836
,
9781283353533
Language:
English
Pages:
Online-Ressource
,
v.: digital
Edition:
Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
DDC:
371.33/4
Keywords:
Education
;
Computer science
;
E-Learning
;
Computerunterstützter Unterricht
Abstract:
"Quality assurance (QA) in online and distance learning (ODL) is a contentious issue. Some argue that the same standards from face-to-face education should apply, while others say that ODL demands its own specific guidelines and standards. Some providers may look upon QA as an imposition of corporatization and bureaucracy, while others see it as a means of establishing a culture of quality. With the growth of cross-border education, institutions must provide evidence of the worth of their services in order to be accredited. This exposes them to rigorous external review and requires conformity with national and international regulatory environments and benchmarks. Until now, however, there has been a lack of research-based literature to guide those looking to better understand the implementation of QA in ODL. Quality Assurance and Accreditation in Distance Education and E-learning explains what is involved in QA and accreditation in education in open, distance, dual-mode, and conventional universities in both the developed and the developing world. The book is edited and authored by experts with extensive international experience in ODL, e-learning, and QA who give careful consideration to the possibilities and challenges involved. Providing unique analysis of the concepts, approaches, models, issues, practices, theory and research, this book is an invaluable guide for all policy-makers, managers, practitioners, and researchers in the field"--Provided by publisher
Abstract:
"Drawing on the knowledge and experience of leading managers, practitioners and researchers, research and case studies, this book provides a unique and comprehensive analysis of Quality Assurance (QA) concepts, approaches, models, issues, practices and research in ODL and ICT worldwide. The book is global in scope and covers both the developed and developing world. It considers the theory, research and practice of policy-making and implementation in QA and accreditation, and also the institutional and cultural acceptability of QA as well as the areas regarded as problematic. With the growth of cross-border education, institutions must provide evidence of the quality of their courses, teaching, learning and management systems for national and international accreditation. This exposes them to rigorous external review and requires their conformity with national and international regulatory environments and benchmarks. It also increases their awareness of, and responsiveness to, national and global quality standards. This edited collection provides policy-makers, ODL researchers, and Higher Education administrators with an invaluable resource on QA and accreditation models and policies from around the World"--Provided by publisher
Abstract:
This book aims to serve as a multidisciplinary forum covering technical, pedagogical, organizational, instructional, as well as policy aspects of ICT in Education and e-Learning. Special emphasis is given to applied research relevant to educational practice guided by the educational realities in schools, colleges, universities and informal learning organizations. In a more generic scope, the volume aims to encompass current trends and issues determining ICT integration in practice, including learning and teaching, curriculum and instructional design, learning media and environments, teacher ed
Description / Table of Contents:
Part I Twenty-First Century Education and E-Learning; Part II E-Learning and Teachers' Professional Development; Part III ICT-Enhanced Learning; Part IV Learning Environments and Technologies; Part1: Twenty-First Century Education and e-Learning; School 2.0: Rethinking the Future of Schools in the Digital Age; Introduction; Technology and the Reconstitution of Schools and Schooling; Technology and Virtual Schooling; Technology and Re-Schooling; Technology and De-Schooling; Reasons for the Technology-Driven Reconstitution of Schools and Schooling
Description / Table of Contents:
Technology as a Better Means of "Doing" EducationThe School as a "Dysfunctional" Technology; Digital Technology and the Growing Rejection of the School; Reconsidering the Ideology of Digital Deschooling; Conclusions; References; MirandaMods: From Practice to Praxis in Informal Professional Learning Contexts; Introduction; Key Terms; Literature Review; Social and Cultural Contexts; Professional Learning; Pedagogical Models Underpinning CPD; MirandaMod Format; The Findings: Achieving Praxis; Conclusions; References
Description / Table of Contents:
Synthetic Worlds and Virtual Citizens: Experimental Ethnographic Simulation, Virtual Autotopography and Emerging Citizenship Identity in Young PeopleIntroduction; Experimental Environment; Methodology; Discussion and Conclusions; References; Teaching in the Knowledge Society: Between Technology and Competences; Introduction; The InnovaScuola Project and the Teachers Working on It; The InnovaScuola Project; The Schools and the Teachers Involved in the Project; Students' Learning and Digital Competence Assessment; Knowledge Construction, Meaningful Learning and Students' Problems
Description / Table of Contents:
Digital Literacy, Digital Competence and Beaver CompetitionConclusion and Future Work; References; Digital Divide: Students' Use of the Internet and Emerging Forms of Social Inequalities; Introduction; The Digital Divide; Inequalities of ICT Access and Use in Higher Education; Conceptual Frameworks; The Research Study; Research Questions; Data and Methodology; Findings; Computer and Internet Access; Internet Use; Discussion and Conclusion; References; Part2: e-Learning and Teachers' Professional Development; Supporting Teachers in Orchestrating CSCL Classrooms; Introduction
Description / Table of Contents:
Mediating Artifacts in CSCL ScriptingA Pattern Oriented Approach to CSCL Scripting; Learning and Assessment Patterns in Higher Education; Design and Enactment Patterns in a Primary Education School; Conclusions; References; Reorienting Teacher Education to Address Sustainable Development Through WikiQuESD; Introduction; Context of the Study and Method; Results of the Study; Conclusion; References; Can ICT Reduce Drop-Out Rates Among New Teachers? A Qualitative Study in Canadian Student Teachers; Introduction; Objective; Context; The Teaching Internship in Quebec: A Challenging Context
Description / Table of Contents:
Professional Induction of Teachers in Quebec and the Problem of Teacher Drop-Out
Note:
Includes bibliographical references and index
DOI:
10.1007/978-1-4614-1083-6
URL:
Volltext
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