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A-Z Of lifelong learning / / Jonathan Tummons and Ewan Ingleby
| A-Z Of lifelong learning / / Jonathan Tummons and Ewan Ingleby |
| Autore | Tummons Jonathan |
| Pubbl/distr/stampa | Berkshire, England : , : Open University Press : , : McGraw-Hill Education, , 2014 |
| Descrizione fisica | 1 online resource (178 p.) |
| Disciplina | 374 |
| Soggetto topico | Continuing education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-335-26325-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
A-Z of Lifelong Learning; A-Z ofLifelong Learning; Contents; Introduction: The lifelong learning sector; A; Accreditation of prior learning; Action research; Adult learners; Agency; Andragogy; Assessment; Audit; B; Benefits of learning; Body language; Brain-based learning theory; C; Coaching; Communication; Communities of practice; Constructivism; Continuing professional development; Curriculum; D; Development; Differentiation; Disabilities; Distance learning; Diversity; Dual professionalism; E; Edutainment; E-learning; Employability; Empowerment; Experiential learning; F; Family learning
Flexible learningFormal learning; Functional skills; Further education; G; Gender; H; Higher education; Human capital; I; Inclusion; Informal learning; Institute for Learning; IQER; J; Jargon; K; Key skills; Knowledge; L; Learners; Learning; Learning styles; Lesson planning; Liberal tradition; Lifelong learning; M; Mentees; Mentors; Mixed Economy Group, and HE in FE; Motivation; N; NEETS; O; Observations; Offender learning; Ofsted; Outreach; P; Part-time tutors; Pastoral care; Pedagogy; Personalised learning; Professional learning; Professionalism; Q; Qualifications; Quality assurance; R Recreational learningReflective practice; Research; Resources; S; Safeguarding; Schemes of work; Self-directed learning; Skills; Social learning theory; Social policy; Syllabus; T; Teaching; Technology-enhanced learning; Theory; Training; Transformative learning; U; Underachievement; V; Values; Vocational education; Vocationalism and new vocationalism; Voice; W; Widening participation; Wolf report; Work-based learning; Workers' Educational Association; Y; Youth work; Z; Zone of proximal development; Index; Back cover |
| Record Nr. | UNINA-9910464578703321 |
Tummons Jonathan
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| Berkshire, England : , : Open University Press : , : McGraw-Hill Education, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A-Z Of lifelong learning / / Jonathan Tummons and Ewan Ingleby
| A-Z Of lifelong learning / / Jonathan Tummons and Ewan Ingleby |
| Autore | Tummons Jonathan |
| Pubbl/distr/stampa | Berkshire, England : , : Open University Press : , : McGraw-Hill Education, , 2014 |
| Descrizione fisica | 1 online resource (178 p.) |
| Disciplina | 374 |
| Soggetto topico | Continuing education |
| ISBN | 0-335-26325-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
A-Z of Lifelong Learning; A-Z ofLifelong Learning; Contents; Introduction: The lifelong learning sector; A; Accreditation of prior learning; Action research; Adult learners; Agency; Andragogy; Assessment; Audit; B; Benefits of learning; Body language; Brain-based learning theory; C; Coaching; Communication; Communities of practice; Constructivism; Continuing professional development; Curriculum; D; Development; Differentiation; Disabilities; Distance learning; Diversity; Dual professionalism; E; Edutainment; E-learning; Employability; Empowerment; Experiential learning; F; Family learning
Flexible learningFormal learning; Functional skills; Further education; G; Gender; H; Higher education; Human capital; I; Inclusion; Informal learning; Institute for Learning; IQER; J; Jargon; K; Key skills; Knowledge; L; Learners; Learning; Learning styles; Lesson planning; Liberal tradition; Lifelong learning; M; Mentees; Mentors; Mixed Economy Group, and HE in FE; Motivation; N; NEETS; O; Observations; Offender learning; Ofsted; Outreach; P; Part-time tutors; Pastoral care; Pedagogy; Personalised learning; Professional learning; Professionalism; Q; Qualifications; Quality assurance; R Recreational learningReflective practice; Research; Resources; S; Safeguarding; Schemes of work; Self-directed learning; Skills; Social learning theory; Social policy; Syllabus; T; Teaching; Technology-enhanced learning; Theory; Training; Transformative learning; U; Underachievement; V; Values; Vocational education; Vocationalism and new vocationalism; Voice; W; Widening participation; Wolf report; Work-based learning; Workers' Educational Association; Y; Youth work; Z; Zone of proximal development; Index; Back cover |
| Record Nr. | UNINA-9910786410103321 |
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Tummons Jonathan
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| Berkshire, England : , : Open University Press : , : McGraw-Hill Education, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A-Z Of lifelong learning / / Jonathan Tummons and Ewan Ingleby
| A-Z Of lifelong learning / / Jonathan Tummons and Ewan Ingleby |
| Autore | Tummons Jonathan |
| Pubbl/distr/stampa | Berkshire, England : , : Open University Press : , : McGraw-Hill Education, , 2014 |
| Descrizione fisica | 1 online resource (178 p.) |
| Disciplina | 374 |
| Soggetto topico | Continuing education |
| ISBN | 0-335-26325-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
A-Z of Lifelong Learning; A-Z ofLifelong Learning; Contents; Introduction: The lifelong learning sector; A; Accreditation of prior learning; Action research; Adult learners; Agency; Andragogy; Assessment; Audit; B; Benefits of learning; Body language; Brain-based learning theory; C; Coaching; Communication; Communities of practice; Constructivism; Continuing professional development; Curriculum; D; Development; Differentiation; Disabilities; Distance learning; Diversity; Dual professionalism; E; Edutainment; E-learning; Employability; Empowerment; Experiential learning; F; Family learning
Flexible learningFormal learning; Functional skills; Further education; G; Gender; H; Higher education; Human capital; I; Inclusion; Informal learning; Institute for Learning; IQER; J; Jargon; K; Key skills; Knowledge; L; Learners; Learning; Learning styles; Lesson planning; Liberal tradition; Lifelong learning; M; Mentees; Mentors; Mixed Economy Group, and HE in FE; Motivation; N; NEETS; O; Observations; Offender learning; Ofsted; Outreach; P; Part-time tutors; Pastoral care; Pedagogy; Personalised learning; Professional learning; Professionalism; Q; Qualifications; Quality assurance; R Recreational learningReflective practice; Research; Resources; S; Safeguarding; Schemes of work; Self-directed learning; Skills; Social learning theory; Social policy; Syllabus; T; Teaching; Technology-enhanced learning; Theory; Training; Transformative learning; U; Underachievement; V; Values; Vocational education; Vocationalism and new vocationalism; Voice; W; Widening participation; Wolf report; Work-based learning; Workers' Educational Association; Y; Youth work; Z; Zone of proximal development; Index; Back cover |
| Record Nr. | UNINA-9910810837803321 |
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Tummons Jonathan
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| Berkshire, England : , : Open University Press : , : McGraw-Hill Education, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Die absolute Metapher ,lebenslanges Lernen‘ : Eine Argumentationsanalyse / / von Claudia Dellori
| Die absolute Metapher ,lebenslanges Lernen‘ : Eine Argumentationsanalyse / / von Claudia Dellori |
| Autore | Dellori Claudia |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016 |
| Descrizione fisica | 1 online resource (233 p.) |
| Disciplina | 370 |
| Collana | Theorie und Empirie Lebenslangen Lernens |
| Soggetto topico |
Continuing education
Adult education Education and state Lifelong Learning/Adult Education Educational Policy and Politics |
| ISBN | 3-658-10960-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Nota di contenuto | Bildungsbereichsübergreifende Umsetzung lebenslangen Lernens -- Empirische Dimensionalisierung der absoluten Metapher ,lebenslanges Lernen‘ -- Umgang mit der absoluten Metapher ,lebenslanges Lernen‘ -- Verknüpfung wissenssoziologischer Diskursanalyse, Grounded Theory und Argumentationsanalyse. |
| Record Nr. | UNINA-9910483584503321 |
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Dellori Claudia
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| Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Access to Education in Europe : A Framework and Agenda for System Change / / by Paul Downes
| Access to Education in Europe : A Framework and Agenda for System Change / / by Paul Downes |
| Autore | Downes Paul |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (281 p.) |
| Disciplina | 374.001 |
| Collana | Lifelong Learning Book Series |
| Soggetto topico |
Educational sociology
Continuing education Education - Philosophy Sociology of Education Lifelong Learning Educational Philosophy |
| ISBN |
9789401787956
9401787956 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Acknowledgements.-Foreword by Sue Waddington, President of the European Association for the Education of Adults (2008-2013).-1. Introduction: Developing a Conceptual Framework for Access to Education for Socio-Economically Marginalised Groups - A Systems Focus.-Chapter 1: Summary -- 2. System Blockages for Access to Education in Europe: Paper Commitments and Substantive Gaps -- 2.1 The European Union’s strategic priority on paper of access and lifelong learning as a means of fostering social inclusion: Falling between two stools in the ET2020 targets ? -- 2.2 Access to education for marginalised groups: A neglected focus in university rankings -- Chapter 2: Summary -- 3. Conceptual Framework and Agenda: Beyond Bronfenbrenner (1979;1995) to Interrogation of Blocked Systems via Structural Indicators -- 3.1Conceptual Framework: Interrogating Bronfenbrenner’s (1979; 1995) systems framework in educational, developmental and community psychology for access to education.-3.2 The need for focus on system blockage and displacement in moving from inert to inclusive systems: Key limitations to Bronfenbrenner’s (1979; 1995) understanding of systems -- Chapter 3: Summary -- 4. Structural Indicators for System Level Change for Access to Education for Marginalised Groups -- 4.1 An agenda of structural indicators for system level change for access to education for marginalised groups at international, national and institutional levels -- 4.2 Key interpretative principles underpinning a systemic review of structural indicators for access to education derived by analogy from international rights discourse -- 4.3 Structural indicators: A key strategic gap in the OECD (Organisation for Economic Cooperation and Development) international education indicators.-Chapter 4: Summary -- 5. Access to Higher Education for Socio-Economically Marginalized Groups: Indicators at Macro-Exo levels -- 5.1 A central driving committee at State level for access to higher education andlifelong learning for marginalised groups (Structural Indicator) – including clear funding sources -- 5.2 Clarification of the criteria to ascertain socio-economic exclusion (Structural Indicator) given the observed tendency, especially in Central and Eastern European countries, for targeting to occur for more easily identifiable target groups like those with a disability or from an ethnic minority – in contrast with groups experiencing socio-economic exclusion -- Chapter 5: Summary -- 6. Access to Higher Education for Socio-Economically Marginalized Groups: Indicators at Macro-Exo levels -- 6.1 The need for a formal obligation on institutions from the State to improve access and for incentives for third level institutions such as differentiated funding from the State based on implementation of access goals (Structural Indicator) -- 6.2 State-led incentives to different faculties and departments within third level institutions to increase access: A faculty and department level focus to increase access (Structural Indicator) -- 6.3 An access strategy for the so-called ‘elite’ universities (Structural Indicator) -- 6.4 Representation of target groups, including ethnic minorities in the decision making structures and processes at national level regarding access to education (Structural Indicator) -- 6.5 A system of reserved places or equivalent approach to increase participation of underrepresented groups at third level (Structural Indicator) -- 6.6 A coherent support strategy for access to third level education for orphans and young people in care (Structural Indicator) -- Chapter 6: Summary -- 7.Access to Higher Education for Socio-Economically Marginalized Groups: Indicators at Micro-Meso levels -- 7.1 Education institutional strategies for access for groups experiencing socio-economic exclusion (Structural Indicator) -- 7.2 Development of outreach institutional strategies that go beyond mere information based models (Structural Indicator) -- 7.3 Availability of schooland university institutions free of charge during summertime and evenings for community groups from marginalised areas (Structural Indicator) -- 7.4 Outreach strategy to communicate with spokespersons, opinion makers and community leaders in socio-economically marginalised or ethnic minority communities (Structural Indicator) -- 7.5 Formal links between universities and Non-Governmental Organisations representing marginalised groups (Structural Indicator) -- 7.6 Outreach strategy to engage young immigrants and young members of a target group: Cohort effect as a positive potential (Structural Indicator) -- 7.7 An access strategy of third level institutions which engages with primary and secondary students experiencing socio-economic marginalisation (Structural Indicator) -- 7.8 Preparatory admission courses (Structural Indicator) -- 7.9 Challenge to institutional staff attitudes -- Chapter 7: Summary -- 8. Non-formal education: Indicators at Macro-Exo levels -- 8.1 Introduction: Non-formal education as a key path to overcoming fear of failure in marginalised groups -- 8.2 The need for a national and regional strategy for non-formal education –to relate but not reduce non-formal education to the formal system (Structural Indicator) -- 8.3 The need for agreed, nonreductionist, accountability processes in the non-formal sector: Due to less accountability provided by non-formal educational institutions in a climate of increasing need for accountability (Structural Indicator) -- 8.4 Funded strategies to develop local community lifelong learning centres (Structural Indicator) -- 8.5 Non-formal education as a key bridge to ethnic minorities, immigrants and those experiencing social exclusion -- Chapter 8: Summary -- 9. Non-formal Education: Indicators at Micro-Meso Levels -- 9.1 A strategy to develop community leaders (Structural Indicator) -- 9.2 National strategies for lifelong learning to include the arts as a key bridge into societal and systemic participationvia non-formal education (Structural Indicator) -- 9.3 Non-formal as a path to formal education (Structural Indicator) -- 9.4 Staff continuity and development in non-formal education (Structural Indicator) -- 9.5 Pathways to overcome process difficulties regarding recognition of prior learning -- Chapter 9: Summary -- 10. Prison Education: Indicators at Macro-Exo Levels -- 10.1 Introduction: Prison education as a domain of lifelong learning -- 10.2 A national strategy of education for prisoners (Structural Indicator) -- 10.3 Opportunities for distance education and web-based learning in prison(Structural Indicator).-10.4 An education strategy for high security prisons (Structural Indicator) -- 10.5 Overcoming ambivalence from prison officers in some countries to prisoner Learning -- Chapter 10: Summary -- 11. Prison education: Indicators at Micro-Meso levels -- 11.1 Establishment and implementation of a principle of normality in prisons (Structural Indicator) -- 11.2 Individual education plans for prisoners (Structural Indicator) -- 11.3 Initial assessment approaches for prisoners (Structural Indicator) -- 11.4 Sufficient space in prison for education (Structural Indicator) -- 11.5 Professional development support and resource materials for teachers in prisons (Structural Indicator) -- 11.6 Prisoner exchange based on educational reasons, including bridges to external education institutions (Structural Indicator) -- 11.7 Overcoming practical problems to allow the prisoner to study in prison and at third level -- 11.8 Peer effects on motivation to learn in prison -- Chapter 11: Summary -- 12. Conclusion -- 12.1 Developing a European Union agenda of structural indicators for access to higher education and lifelong learning for socioeconomically excluded groups -- 12.2 Developing a conceptual framework to move from blocked systems of exclusion towards systems of inclusion for access to higher education and lifelong learning: From diametric to concentric systems of relation -- Chapter12: Summary -- Appendix A: Glossary of key terms -- Appendix B: Illustrative examples of a Structural Indicators Matrix Tool for Access to Education for Socio-Economically Marginalised Groups: Higher education, Non-Formal education, Prison education. |
| Record Nr. | UNINA-9910483644303321 |
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Downes Paul
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| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Access, Lifelong Learning and Education for All / / edited by Gareth Parry, Michael Osborne, Peter Scott
| Access, Lifelong Learning and Education for All / / edited by Gareth Parry, Michael Osborne, Peter Scott |
| Autore | Parry Gareth |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2023 |
| Descrizione fisica | 1 online resource (353 pages) |
| Disciplina | 374 |
| Altri autori (Persone) |
OsborneMichael
ScottPeter |
| Collana | Palgrave Studies in Adult Education and Lifelong Learning |
| Soggetto topico |
Continuing education
Education, Higher Professional education Vocational education Lifelong Learning Higher Education Professional and Vocational Education |
| ISBN |
9783031123429
9783031123412 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Contents 1 Introduction -- Part I Access Beyond Elites -- Chapter 2 Access, Equity and Widening Participation -- Chapter 3 Human Capital Theory and Its Discontents -- Chapter 4 Adult and Lifelong Learning Epistemologies in Africa -- Chapter 5 Widening Access to Higher Education: Changing Demographics, Overcoming Old Barriers and the Role of Lifelong Learning -- Part II Alternative Pathways -- Chapter 6 Beyond the Segmentation Between Vocational Training and Higher Education: New Qualification Pathways in Germany -- Chapter 7 Community Colleges in the United States: Navigating Multiple Missions During Uncertain Times -- Chapter 8 The Alternative Route Revisited -- Chapter 9 Higher Level Vocational Qualifications as Pathways to Work and Further Study -- Part III Learning in Community Settings -- Chapter 10 Partial Inclusions: Smart Cities, Labour Market and Educational Opportunities in India -- Chapter 11 Community Learning Centres in the Asia Region: Popular Education and Community Transformation -- Chapter 12 Learning Outside the Academy: Conceptual Debates and Research Challenges -- Chapter 13 Relations in Learning and Research: The Case of the Centre for Research in Lifelong Learning. |
| Record Nr. | UNINA-9910683356803321 |
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Parry Gareth
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| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Achieving Quality Education for All : Perspectives from the Asia-Pacific Region and Beyond / / edited by Phillip Hughes
| Achieving Quality Education for All : Perspectives from the Asia-Pacific Region and Beyond / / edited by Phillip Hughes |
| Edizione | [1st ed. 2013.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2013 |
| Descrizione fisica | 1 online resource (241 p.) |
| Disciplina | 379 |
| Altri autori (Persone) | HughesPhillip |
| Collana | Education in the Asia-Pacific Region: Issues, Concerns and Prospects |
| Soggetto topico |
International education
Comparative education Education and state Continuing education International and Comparative Education Educational Policy and Politics Lifelong Learning |
| ISBN |
9781283849906
1283849909 9789400752948 9400752946 |
| Classificazione |
5,3
DK 1040 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction; Kelli Hughes -- Introduction by the Series Editors; Rupert Maclean -- Foreword: Let a Hundred Flowers Blossom; Phillip Hughes -- SECTION 1: The Public Sector in Education -- SECTION 2: Quality in Teaching -- SECTION 3: Making Equity Work -- SECTION 4: Looking More Widely -- SECTION 5: Concluding Comments -- Index. |
| Record Nr. | UNINA-9910438341803321 |
| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Achieving your award in education and training / / Liz Keeley-Browne
| Achieving your award in education and training / / Liz Keeley-Browne |
| Autore | Keeley-Browne Liz |
| Pubbl/distr/stampa | Maidenhead, England : , : Open University Press, , 2014 |
| Descrizione fisica | 1 online resource (210 p.) |
| Disciplina | 378.125 |
| Soggetto topico |
College teaching
Adult learning Continuing education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-335-26437-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Half title; Title; Copyright; Praise for this book; Dedication; Contents; Welcome; Introduction: the new Certificate qualification; Section A The Mandatory Core; 1 Understanding roles, responsibilities and relationships in education and training (Module 1); 2 Planning to meet the needs of learners in education and training (Module 2); 3 Delivering education and training (Module 3); 4 Assessing learners in education and training (Module 4); 5 Using resources for education and training (Module 5); Section B Optional Unit; 6 Action research (optional unit); Section C Teaching Practice Support
7 Becoming an effective practitionerBibliography; Index; Adverts |
| Record Nr. | UNINA-9910458479903321 |
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Keeley-Browne Liz
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| Maidenhead, England : , : Open University Press, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The Acquisition of Knowledge and Skills for Taskwork and Teamwork to Control Complex Technical Systems : A Cognitive and Macroergonomics Perspective / / by Annette Kluge
| The Acquisition of Knowledge and Skills for Taskwork and Teamwork to Control Complex Technical Systems : A Cognitive and Macroergonomics Perspective / / by Annette Kluge |
| Autore | Kluge Annette |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (201 p.) |
| Disciplina | 658.31245 |
| Soggetto topico |
Psychology, Industrial
Operations research Management science Continuing education Adult education Industrial and Organizational Psychology Operations Research, Management Science Lifelong Learning/Adult Education |
| ISBN | 94-007-5049-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: Why this Book has been Written: Purpose and Structure of the Book -- Chapter 2: Controlling Complex Technical Systems: The Control Room Operator’s Tasks in Process Industries -- Chapter 3: Required Knowledge and Skills to Control a Complex Technical System - Job Analysis Related to Training -- Chapter 4: Basic Learning Processes and Supportive Learning Mechanisms for Task Work and Teamwork to Control Complex Systems -- Chapter 5: Training Design for Instance-Based Learning – The "Staged Process Control Readiness Training" (SPCRT). |
| Record Nr. | UNINA-9910298075503321 |
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Kluge Annette
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| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Adapting to Online and Blended Learning in Higher Education : Supporting the Retention and Success of the Expanded and Diversified Intake / / edited by David Kember, Robert A. Ellis, Si Fan, Allison Trimble
| Adapting to Online and Blended Learning in Higher Education : Supporting the Retention and Success of the Expanded and Diversified Intake / / edited by David Kember, Robert A. Ellis, Si Fan, Allison Trimble |
| Autore | Kember David |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (460 pages) |
| Disciplina | 378.17344678 |
| Altri autori (Persone) |
EllisRobert A
FanSi TrimbleAllison |
| Soggetto topico |
Education, Higher
Educational technology Teaching Continuing education Higher Education Digital Education and Educational Technology Didactics and Teaching Methodology Lifelong Learning |
| ISBN |
9789819908981
9789819908974 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1 Introduction -- Part A: Adopting a contemporary model of admission and course delivery to expand and diversify the student intake -- Chapter 2 Review of schemes for admitting a more diverse student body in higher education -- Chapter 3 Why Tasmania has a particular need to increase educational participation -- Chapter 4 Expanding and diversifying intakes through the adoption of open and online learning -- Chapter 5 Characteristics of the diverse student body and the multiple associated challenges they face -- Chapter 6 Catering for rural, regional and remote students with online learning -- Chapter 7 Coping mechanisms adopted by the diverse student body -- Part B: Supporting the retention and success of online and blended learners -- Chapter 8 Review of support provided by student support services -- Chapter 9 Review of literature on attrition -- Chapter 10 Modelling retention and success in traditional and contemporary universities -- Chapter 11 Comparison of student support services in four universities -- Chapter 12 Perceptions of support services by blended and online learners -- Part C: Implementing a model for the retention and success of online and blended learners -- Chapter 13 International perspectives on the transformation of teaching, learning and support in the new normal -- Chapter 14 Modelling the way teachers can support the retention and success of online students -- Chapter 15 Detailed characterisation of online teaching which optimises student support -- Chapter 16 Supporting blended learners in the new normal -- Chapter 17 Peer student support and the formation of learning communities -- Chapter 18 A teaching quality enhancement initiative which uses evaluation feedback to enable online and blended teaching to provide support to students -- Chapter 19 Practical implications of implementing a model of supporting retention and success for online and blended learners -- Chapter 20 Conclusion. |
| Record Nr. | UNINA-9910726280903321 |
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Kember David
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Soggetto topico
-
Continuing education
(393)
- Lifelong Learning (165)
- Adult education (141)
- Professional education (75)
- Vocational education (69)