LEADER 03361oam 2200709I 450 001 9910456700103321 005 20210615011401.0 010 $a1-135-19420-3 010 $a1-282-44418-2 010 $a9786612444180 010 $a9780415998000 (alkaline paper) 010 $a9780415997997 (alkaline paper) 010 $a0-203-86426-3 024 7 $a10.4324/9780203864265 035 $a(CKB)2550000000000168 035 $a(EBL)465326 035 $a(OCoLC)526477117 035 $a(SSID)ssj0000397918 035 $a(PQKBManifestationID)11278448 035 $a(PQKBTitleCode)TC0000397918 035 $a(PQKBWorkID)10376779 035 $a(PQKB)10901812 035 $a(MiAaPQ)EBC465326 035 $a(Au-PeEL)EBL465326 035 $a(CaPaEBR)ebr10358624 035 $a(CaONFJC)MIL244418 035 $a(OCoLC)526477117 035 $a(EXLCZ)992550000000000168 100 $a20180706d2010 uy 0 101 0 $aeng 135 $aurun#---uuuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 12$aA guide to authentic e-learning /$fJan Herrington, Thomas C. Reeves, Ron Oliver 210 1$aNew York :$cRoutledge,$d2010. 215 $a1 online resource (230 ppages) 225 0 $aConnecting with e-learning series 300 $aDescription based upon print version of record. 311 1 $a0-415-99800-X 311 1 $a0-415-99799-2 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Copyright; Contents; Figures; Tables; Series Editors' Foreword; Acknowledgments; Introduction; Chapter 1: What is Authentic e-Learning?; Chapter 2: Authentic e-Learning Tasks; Chapter 3: What is Not Authentic e-Learning?; Chapter 4: How Real does Authentic e-Learning Need to be?; Chapter 5: Authentic e-Learning and the Conative Learning Domain; Chapter 6: Designing and Producing Authentic e-Learning Courses; Chapter 7: Assessment of Authentic e-Learning; Chapter 8: Evaluating Authentic e-Learning Courses; Chapter 9: Researching Authentic e-Learning; References; Index 330 $aPart of the groundbreaking Connecting with e-Learning series, A Guide to Authentic e-Learning provides effective, working examples to engage learners with authentic tasks in online settings. As technology continues to open up possibilities for innovative and effective teaching and learning opportunities, students and teachers are no longer content to accept familiar classroom or lecture-based pedagogies that rely on information delivery and little else. Situated and constructivist theories advocate that learning is best achieved in circumstances resembling the real-life application 410 0$aConnecting with E-learning 606 $aInternet in education 606 $aContinuing education$xComputer-assisted instruction 608 $aElectronic books. 615 0$aInternet in education. 615 0$aContinuing education$xComputer-assisted instruction. 676 $a371.3344678 676 $a371.358 700 $aHerrington$b Jan.$0912751 701 $aOliver$b Ron$f1955-$0912752 701 $aReeves$b Thomas C.$f1936-$0278391 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910456700103321 996 $aA guide to authentic e-learning$92044087 997 $aUNINA