000			03747nam a22003375i 4500
001			102406
003			DE-He213
005			20240111050139.0
007			cr nn 008mamaa
008			170915s2018 gw | s |||| 0|eng d
020			_a9783319659398
024	7		_a10.1007/978-3-319-65939-8 _2doi
050		4	_aLB2321 _b2018 EB
100	1		_aSadeghi, Sayed Hadi _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9671162
245	1	0	_aE-Learning Practice in Higher Education: A Mixed-Method Comparative Analysis _cby Sayed Hadi Sadeghi.
264		1	_aCham _bSpringer International Publishing _c2018
300			_a1 recurso en línea (XVI, 228 páginas 27 ilustraciones)
347			_atext file _bPDF
490	0		_aStudies in Systems, Decision and Control _x2198-4182 _v122
505	0		_aIntroduction and Overview -- Review of Related Literature -- The Dominant Cultural Dimensions in Comparative Context -- The Current Status of e-Practice -- The Current Issues Concerning e-Practices -- Conclusions.
520	3		_aThis book investigates e-learning practices at American and Australian institutes of higher learning, their status quo, best-practice examples, and remaining issues. Utilizing a mixed-methods approach, it combines three studies - two using quantitative methods and a third using qualitative methods - in order to gauge the status quo of e-learning.   The first study addresses the dominant cultural dimensions, revealing that the main explanation for the results may be the fact that most suppliers of the Australian university's e-learning system had an East Asian cultural background and predominantly traditional perspectives on learning. In Study 2, the findings indicate that the levels of e-learning practice at the Australian and US universities surveyed were above average, although the American university was ranked higher in terms of e-learning practices.  In turn, Study 3 investigates current problems in e-learning practice on the basis of four aspects - pedagogy, culture, technology and e-practice - and determines that cultural sensitivity and effective cultural practices show room for improvement, while key technological challenges and issues like faculty polices, quality, LMS, and online support need to be overcome. In general, the outcomes suggest that it is essential for the Australian university surveyed to further develop and update its e-learning system, especially in terms of e-practice, using the same technologies that pioneering countries like America are employing. Indeed, the combination of adopting patterns successfully used in other countries, and adjusting them to the Australian culture, represents the best strategy for educational decision and policy makers.  This book provides the basis for designing a culture-sensitive framework for higher education e-learning practice in American and Australian contexts. Moreover, students' and teachers' experiences with e-learning in a comparative higher education context can help higher education instructors and university managers to understand how e-learning relates to, and can be integrated with, other experiences of learning and teaching.
650		7	_aEnseñanza superior _2embne _9405117
650		7	_aInteligencia artificial _2embne _9413115
776	0	8	_iEdición impresa: _z9783319659381
776	0	8	_iEdición impresa: _z9783319659404
776	0	8	_iEdición impresa: _z9783319881355
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-319-65939-8 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
490	0		_aEngineering (Springer-11647)
988			_aEBSPRINGER_2018
998			_b12/2018 _dz _ek _feng _ggw _h0
999			_c102406 _d102406 _x1