Students' experiences of e-learning in higher education : the ecology of sustainable innovation / / Robert A. Ellis and Peter Goodyear

• Record Nr.: UNINA9910812875903321
• Autore: Ellis Robert A.
• Pubbl/distr/stampa: New York : , : Routledge, , 2010
• ISBN: 1-135-21582-0; 1-135-21583-9; 1-299-05417-X; 1-282-31571-4; 9786612315718; 0-203-87297-5; 9780203872970; 9780415989350; 9780415989367
• Descrizione fisica: 1 online resource (227 p.)
• Collana: Open and flexible learning series
• Classificazione: 81.68
• Altri autori (Persone): GoodyearPeter <1952->
• Disciplina: 378.1/7344678
• Soggetti: Ensenyament universitari - Ensenyament assistit per ordinador; Ordinadors i estudiants universitaris; Llibres electrònics
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record
• Nota di bibliografia: Includes bibliographical references and index
• Nota di contenuto: Front Cover; Students' Experiences of E-learning in Higher Education; Copyright Page; Contents; List of Figures; List of Tables; Foreword; Acknowledgements; Acknowledgement of Copyright Permissions; 1. Introduction; Contemporary Pressures and Tensions; Purpose and Perspective; Two Related Arguments about Learning; Overview of the Remaining Chapters; 2. Thinking Ecologically About E-learning; Introduction; Ecological Perspectives in Education; Twenty-first Century Learning; Research on Student Learning in Higher Education; E-learning: Characteristics and Affordances; Uncertainty, Environment, LeadershipConcluding Comments; 3. New Students, New Technology; Introduction; Do 'Net Generation' Learners Think Differently?; University Students' Use of IT and their Changing ; Media Habits; Learning with IT; Implications and Concluding Comments; 4. Student Experiences of E-learning in Higher Education: Learning through Discussion; Introduction; Learning through Discussion; Students' Approaches to, and Conceptions of, Learning through Discussions; Associations Between Approaches, Conceptions and Academic Outcomes; Concluding Comments; 5. Student Experiences of E-learning in Higher Education: Learning through InquiryIntroduction; Learning through Inquiry: Case-based Experiences; Approaches to Learning through Inquiry: Problem-based Learning Methods; The Student Experience of Internet Resources when Related to Learning Outcomes; Concluding Comments; 6. University Teachers' Experiences of E-learning in an Ecology; Introduction; Research into Conceptions of, and Approaches to, University Teaching; Approaches to Blended Teaching; Associations Between Conceptions of, and Approaches to, Blended Teaching; Concluding Comments; 7. An Ecology of Learning: Practical Theory for Leadership, Management and Educational DesignIntroduction; Managing and Uncertainty; The Idea of an Ecology of Learning; Leadership in the Ecology of a University; Design Knowledge for Leadership in an Ecology; Concluding Comments; 8. Teaching-as-Design and the Ecology of University Learning; Introduction; The Idea of Teaching-as-Design; Focus on Learning: What Needs Designing?; Self-awareness, Feedback and Self-correction: Iterative Design and Sustainable Improvement; 9. Leadership for Learning: Perspectives on LearningSpaces; Introduction; Relating an Ecological View of Learning to LeadershipRationales for Investing in Learning Spaces; Challenges for the Development of Specifications of Learning Spaces; Concluding Comments; 10. Relating the Idea of an Ecology of Learning to Campus Planning; Introduction; Developing a Principled Approach to Managing Uncertainty; The Mission of the University as the Driver; Principles of Planning for Campus-based Universities; Identifying the Ecological Balance of the University; Self-awareness; Awareness of the Relationship Between Course Profile and Virtual Space; Feedback Loops about Learning Spaces
• Sommario/riassunto: Students' Experiences of e-learning in Higher Education helps higher education instructors and university managers understand how e-learning relates to, and can be integrated with, other student experiences of learning. Grounded in relevant international research, the book is distinctive in that it foregrounds students' experiences of learning, emphasizing the importance of how students interpret the challenges set before them, along with their conceptions of learning and their approaches to learning. The way students interpret task requirements greatly affects learning outcomes, a