LEADER 04567nam 22007695 450 001 9910484041703321 005 20220419011716.0 010 $a9789813366831 010 $a9813366834 024 7 $a10.1007/978-981-33-6683-1 035 $a(CKB)4100000011891378 035 $a(MiAaPQ)EBC6566447 035 $a(Au-PeEL)EBL6566447 035 $a(OCoLC)1247670645 035 $a(DE-He213)978-981-33-6683-1 035 $a(EXLCZ)994100000011891378 100 $a20210415d2021 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHigher Education 4.0 $eThe Digital Transformation of Classroom Lectures to Blended Learning /$fby Kevin Anthony Jones, Sharma Ravishankar 205 $a1st ed. 2021. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2021. 215 $a1 online resource (296 pages) 311 08$a9789813366824 311 08$a9813366826 320 $aIncludes bibliographical references. 327 $aChapter 1. Introduction -- Chapter 2. Existing knowledge -- Chapter 3. Empirical methodology -- Chapter 4. The learning model -- Chapter 5: Data model and collection -- Chapter 6: Exploratory statistical analysis and discussion -- Chapter 7: Contributions, limitations, and further research. 330 $aThis book chronicles a 10-year introduction of blended learning into the delivery at a leading technological university, with a longstanding tradition of technology-enabled teaching and learning, and state-of-the-art infrastructure. Hence, both teachers and students were familiar with the idea of online courses. Despite this, the longitudinal experiment did not proceed as expected. Though few technical problems, it required behavioural changes from teachers and learners, thus unearthing a host of socio-technical issues, challenges, and conundrums. With the undercurrent of design ideals such as ?tech for good?, any industrial sector must examine whether digital platforms are credible substitutes or at best complementary. In this era of Industry 4.0, higher education, like any other industry, should not be about the creative destruction of what we value in universities, but their digital transformation. The book concludes with an agenda for large, repeatable Randomised Controlled Trials (RCTs) to validate digital platforms that could fulfil the aspirations of the key stakeholder groups ? students, faculty, and regulators as well as delving into the role of Massive Open Online Courses (MOOCs) as surrogates for ?fees-free? higher education and whether the design of such a HiEd 4.0 platform is even a credible proposition. Specifically, the book examines the data-driven evidence within a design-based research methodology to present outcomes of two alternative instructional designs evaluated ? traditional lecturing and blended learning. Based on the research findings and statistical analysis, it concludes that the inexorable shift to online delivery of education must be guided by informed educational management and innovation. . 606 $aEducational technology 606 $aMachine learning 606 $aData structures (Computer science) 606 $aInformation theory 606 $aSampling (Statistics) 606 $aRegression analysis 606 $aLearning, Psychology of 606 $aDigital Education and Educational Technology 606 $aStatistical Learning 606 $aData Structures and Information Theory 606 $aMethodology of Data Collection and Processing 606 $aLinear Models and Regression 606 $aInstructional Theory 615 0$aEducational technology. 615 0$aMachine learning. 615 0$aData structures (Computer science) 615 0$aInformation theory. 615 0$aSampling (Statistics) 615 0$aRegression analysis. 615 0$aLearning, Psychology of. 615 14$aDigital Education and Educational Technology. 615 24$aStatistical Learning. 615 24$aData Structures and Information Theory. 615 24$aMethodology of Data Collection and Processing. 615 24$aLinear Models and Regression. 615 24$aInstructional Theory. 676 $a378.17344678 700 $aJones$b Kevin Anthony$0846889 702 $aRavishankar$b Sharma 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910484041703321 996 $aHigher Education 4.0$94327479 997 $aUNINA