000 03996nam a22005535i 4500
001 978-981-15-4401-9
003 DE-He213
005 20210304030529.0
007 cr nn 008mamaa
008 200420s2020 si | s |||| 0|eng d
020 _a9789811544019
024 7 _a10.1007/978-981-15-4401-9
_2doi
040 _cМУБИС
050 4 _aLB1028.3
072 7 _aJNV
_2bicssc
072 7 _aEDU039000
_2bisacsh
072 7 _aJNV
_2thema
082 0 4 _a371.33
_223
100 1 _aYang, Nan.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aeLearning for Quality Teaching in Higher Education
_h[electronic resource] :
_bTeachers’ Perception, Practice, and Interventions /
_cby Nan Yang.
250 _a1st ed. 2020.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2020.
300 _aXI, 157 p. 31 illus., 24 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aIntroduction -- Literature Review -- Exploration on University Teachers’ Perception of Quality Teaching and Quality Teaching Practice -- Exploration on Computer-Supported Collaborative Learning in Large Class Teaching -- Implementation of Computer-Supported Collaborative Learning for Quality Teaching in Large Classes -- Evaluation and Ethical Considerations.-Conclusion -- Development and Initial Evaluation of Designing Effective Collaboration among Students (DECAS) -- References -- Appendices.
520 _aThis book explores the impact of eLearning on the quality of teaching in higher education, focusing on three main issues: university teachers’ perception of quality teaching, their strategies for achieving quality teaching in practice, and interventions that design and implement online collaborative activities in a large class. The book argues that if eLearning targets the real problems in practice and is appropriately designed and implemented, it can improve the teaching quality at universities. It also demonstrates the complexity of teachers’ perception of quality teaching and contextual factors that affect teaching practice and quality. Further, it explores university teachers’ perception of quality teaching in Italy, the UK and China – an aspect that is rarely addressed in the literature – and reveals why the impact of ICTs on university teaching is not as great as in other fields by explaining the issues that threaten the quality of day-to-day teaching. Lastly, it confirms that traditional lecturing, combined with online collaborative activities, improves the quality of teaching compared to traditional lecturing alone. As such, this book is a necessary and important resource for the research community.
650 0 _aEducational technology.
650 0 _aEducation—Data processing.
650 0 _aHigher education.
650 0 _aLearning.
650 0 _aInstruction.
650 1 4 _aTechnology and Digital Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O47000
650 2 4 _aEducational Technology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O21000
650 2 4 _aComputers and Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/I24032
650 2 4 _aHigher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O36000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811544002
776 0 8 _iPrinted edition:
_z9789811544026
776 0 8 _iPrinted edition:
_z9789811544033
856 4 0 _uhttps://doi.org/10.1007/978-981-15-4401-9
942 _2ddc
_cEBOOK
999 _c102478
_d102478