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024 7 $a10.1007/978-3-319-05425-4
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035   $a(EBL)1731050
035   $a(OCoLC)884585524
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035   $a(DE-He213)978-3-319-05425-4
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100   $a20140527d2014      u|         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aEvaluation of Online Higher Education $eLearning, Interaction and Technology /$fby Ana Balula, António Moreira
205   $a1st ed. 2014.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2014.
215   $a1 online resource (108 p.)
225 1 $aSpringerBriefs in Education,$x2211-193X
300   $aDescription based upon print version of record.
311 08$a9783319054247 
311 08$a3319054244 
320   $aIncludes bibliographical references and index.
327   $aIntroduction -- E-teaching Evaluation in Higher Education -- SCAI: A Three-dimension Model for E-teaching Evaluation in Higher Education -- SCAI: Implementation -- Conclusion -- References.
330   $aThe work presents a theoretical framework for the evaluation of e-Teaching that aims at positioning the online activities designed and developed by the teacher as to the Learning, Interaction and Technology Dimensions. The theoretical research that underlies the study was developed reflecting current thinking on the promotion of quality of teaching and of the integration of information and communication tools into the curriculum in Higher Education (HE), i.e., bearing in mind some European guidelines and policies on this subject. This way, an answer was sought to be given to one of the aims put forward in this study, namely to contribute towards the development of a conceptual framework to support research on evaluation of e-teaching in the context of HE. Based on the theoretical research carried out, an evaluation tool (SCAI) was designed, which integrates the two questionnaires developed to collect the teachers' and the students' perceptions regarding the development of e-activities. Consequently, an empirical study was structured and carried out, allowing SCAI tool to be tested and validated in real cases. From the comparison of the theoretical framework established and the analysis of the data obtained, we found that the differences in teaching should be valued and seen as assets by HE institutions rather than annihilated in a globalizing perspective.
410  0$aSpringerBriefs in Education,$x2211-193X
606   $aEducational technology
606   $aLearning, Psychology of
606   $aDigital Education and Educational Technology
606   $aInstructional Psychology
615  0$aEducational technology.
615  0$aLearning, Psychology of.
615 14$aDigital Education and Educational Technology.
615 24$aInstructional Psychology.
676   $a378.166
700   $aBalula$b Ana$4aut$4http://id.loc.gov/vocabulary/relators/aut$01457370
702   $aMoreira$b António$4aut$4http://id.loc.gov/vocabulary/relators/aut
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910768473203321
996   $aEvaluation of Online Higher Education$93657903
997   $aUNINA