Using Learning Technologies: International Perspectives on Practice. Routledge/Falmer Studies in Distance Education.

Sonst. Personen	Burge, Elizabeth J. (Hrsg.); Haughey, Margaret (Hrsg.)
Titel	Using Learning Technologies: International Perspectives on Practice. Routledge/Falmer Studies in Distance Education.
Quelle	(2001), (159 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-415-21688-5
Schlagwörter	Access to Computers; Access to Education; Adult Education; Developed Nations; Developing Nations; Disadvantaged; Distance Education; Educational Technology; Evaluation; Flexible Scheduling; Foreign Countries; Global Approach; Guidance; Higher Education; Information Technology; Online Systems; Open Education; Outreach Programs; Policy Formation; Programming (Broadcast); Socioeconomic Influences; Student School Relationship; Teacher Attitudes; Teacher Student Relationship; Teaching Skills; Telecommunications; Womens Education; Canada; Nigeria + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Evaluierung; Flexible working hours; Flexible Arbeitszeit; Ausland; Globales Denken; Beratung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationstechnologie; Online; Offene Erziehung; Offener Unterricht; Jobcoaching; Politische Betätigung; Programmgestaltung; Sozioökonomischer Faktor; Schüler-Lehrer-Beziehung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Telekommunikationstechnik; 'Women''s education'; Frauenbildung; Kanada
Abstract	This collection of 14 first-hand accounts from experienced and accomplished learning technology practitioners highlights issues in using learning technologies for flexible, distance, and open learning. The papers are as follows: "Using Learning Technologies: An Introduction" (Margaret Haughey); "Naming the Learning Technology Issues in Developing Countries" (Barbara Spronk); "Public and Institutional Policy Interplay" (Judith M. Roberts, Erin M. Keough, and Lucille Pacey); "Getting the Systems Right" (Christine Marrett and Claudia Harvey); "Developing Course Materials" (Judith Kamau); "Lessons from Our Cyberclassroom" (Catherine Cavanaugh, Evelyn Ellermon, Lori Oddson, and Arlene Young); "Teacher or Avatar? Identity Issues in Computer-Mediated Contexts" (Gill Kirkup); "Web-Based Research Assistance" (Suzanne Sexty); "'No One Will Listen to Us': Rural Fulbe Women Learning by Radio in Nigeria" (Lantana Usman); "Confronting Barriers to Distance Study in Tanzania" (Edith Mhehe); "Reflections on Evaluating Online Learning and Teaching" (Charlotte Gunawardena); "Evaluating the Use of Learning Technologies" (Mary Thorpe); "Gender-Sensitive Evaluation Research" (Christine von Prummer and Ute Rossie); and "Using Learning Technologies: A Synthesis of Challenges and Guidelines" (Elizabeth J. Burge), which draws together themes and ideas from all the authors to provide a synthesis of their stated challenges in using learning technologies and a concise summary of their guidelines for informed practice. An index is provided. (YLB)
Anmerkungen	RoutledgeFalmer, 11 New Fetter Lane, London EC4P 4EE (hardcover: ISBN-0-415-21687-7, $90; paperback: ISBN-0-415-21688-5, $28.95). Web site: http://www.routledgefalmer.com/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC