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[null,"1.","Record Nr.",null,"UNISA990002798950203316"]
[null,null,"Autore",null,"HODGETTS, Richard M."]
[null,null,"Titolo",null,"Administrative policy : text and cases in the policy sciences / Richard M. Hodgetts, Max S. Wortman, Jr"]
[null,null,"Pubbl/distr/stampa",null,"New York : Wiley, c1980"]
[null,null,"ISBN",null,"0471036056"]
[null,null,"Edizione",null,"[2.ed]"]
[null,null,"Descrizione fisica",null,"XVI, 712 p. ; 26 cm"]
[null,null,"Collana",null,"The Wiley series in management"]
[null,null,"Collocazione",null,"P08 1240"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9910484041703321"]
[null,null,"Autore",null,"Jones Kevin Anthony"]
[null,null,"Titolo",null,"Higher Education 4.0 : The Digital Transformation of Classroom Lectures to Blended Learning / / by Kevin Anthony Jones, Sharma Ravishankar"]
[null,null,"Pubbl/distr/stampa",null,"Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2021"]
[null,null,"ISBN",null,"9789813366831"]
[{"$nulls":4},"9813366834"]
[null,null,"Edizione",null,"[1st ed. 2021.]"]
[null,null,"Descrizione fisica",null,"1 online resource (296 pages)"]
[null,null,"Disciplina",null,"378.17344678"]
[null,null,"Soggetti",null,"Educational technology"]
[{"$nulls":4},"Machine learning"]
[{"$nulls":4},"Data structures (Computer science)"]
[{"$nulls":4},"Information theory"]
[{"$nulls":4},"Sampling (Statistics)"]
[{"$nulls":4},"Regression analysis"]
[{"$nulls":4},"Learning, Psychology of"]
[{"$nulls":4},"Digital Education and Educational Technology"]
[{"$nulls":4},"Statistical Learning"]
[{"$nulls":4},"Data Structures and Information Theory"]
[{"$nulls":4},"Methodology of Data Collection and Processing"]
[{"$nulls":4},"Linear Models and Regression"]
[{"$nulls":4},"Instructional Theory"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"Chapter 1. Introduction -- Chapter 2. Existing knowledge -- Chapter 3. Empirical methodology -- Chapter 4. The learning model -- Chapter 5: Data model and collection -- Chapter 6: Exploratory statistical analysis and discussion -- Chapter 7: Contributions, limitations, and further research."]
[null,null,null,"Sommario/riassunto","This book chronicles a 10-year introduction of blended learning into the delivery at a leading technological university, with a longstanding tradition of technology-enabled teaching and learning, and state-of-the-art infrastructure. Hence, both teachers and students were familiar with the idea of online courses. Despite this, the longitudinal "]
[{"$nulls":4},"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. ."]