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Titlebook: Evaluation of Online Higher Education; Learning, Interactio Ana Balula,António Moreira Book 2014 Springer International Publishing Switzerl

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發(fā)表于 2025-3-21 20:09:15 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱(chēng)Evaluation of Online Higher Education
副標(biāo)題Learning, Interactio
編輯Ana Balula,António Moreira
視頻videohttp://file.papertrans.cn/318/317342/317342.mp4
概述Develops a method of evaluating e-Teaching in terms of learning, interaction, and technology.Examines Portuguese and European policies on e-Teaching.Presents case studies of online higher education an
叢書(shū)名稱(chēng)SpringerBriefs in Education
圖書(shū)封面Titlebook: Evaluation of Online Higher Education; Learning, Interactio Ana Balula,António Moreira Book 2014 Springer International Publishing Switzerl
描述.The work presents a theoretical framework for the evaluation of e-Teaching that aims at positioning the online activities designed and developed by the teacher as to the Learning, Interaction and Technology Dimensions..The theoretical research that underlies the study was developed reflecting current thinking on the promotion of quality of teaching and of the integration of information and communication tools into the curriculum in Higher Education (HE), i.e., bearing in mind some European guidelines and policies on this subject. This way, an answer was sought to be given to one of the aims put forward in this study, namely to contribute towards the development of a conceptual framework to support research on evaluation of e-teaching in the context of HE. Based on the theoretical research carried out, an evaluation tool (SCAI) was designed, which integrates the two questionnaires developed to collect the teachers‘ and the students‘ perceptions regarding the development of e-activities. Consequently, an empirical study was structured and carried out, allowing SCAI tool to be tested and validated in real cases. From the comparison of the theoretical framework established and the ana
出版日期Book 2014
關(guān)鍵詞Communication Tools in Higher Education; E-Teaching; E-Teaching Evaluation; ICT in Higher Education; Lea
版次1
doihttps://doi.org/10.1007/978-3-319-05425-4
isbn_softcover978-3-319-05424-7
isbn_ebook978-3-319-05425-4Series ISSN 2211-1921 Series E-ISSN 2211-193X
issn_series 2211-1921
copyrightSpringer International Publishing Switzerland 2014
The information of publication is updating

書(shū)目名稱(chēng)Evaluation of Online Higher Education影響因子(影響力)




書(shū)目名稱(chēng)Evaluation of Online Higher Education影響因子(影響力)學(xué)科排名




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書(shū)目名稱(chēng)Evaluation of Online Higher Education被引頻次




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2211-1921 activities. Consequently, an empirical study was structured and carried out, allowing SCAI tool to be tested and validated in real cases. From the comparison of the theoretical framework established and the ana978-3-319-05424-7978-3-319-05425-4Series ISSN 2211-1921 Series E-ISSN 2211-193X
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Book 2014ped to collect the teachers‘ and the students‘ perceptions regarding the development of e-activities. Consequently, an empirical study was structured and carried out, allowing SCAI tool to be tested and validated in real cases. From the comparison of the theoretical framework established and the ana
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Grundlagen der Erfahrung und Theorie,o the implementation of these activities (e.g. e-learning platforms) should also be taken into account. Resulting from this, three dimensions of the evaluation object—e-learning activities—were defined, namely the Learning, the Interaction and the Technology Dimension, as described below.
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2211-1921 Teaching.Presents case studies of online higher education an.The work presents a theoretical framework for the evaluation of e-Teaching that aims at positioning the online activities designed and developed by the teacher as to the Learning, Interaction and Technology Dimensions..The theoretical rese
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