Handbook of Research on Practices and Outcomes in by Harrison Hao Yang, Steve Chi-Yin Yuen

By Harrison Hao Yang, Steve Chi-Yin Yuen

As schooling keeps to combine technological developments into studying and guideline, a source devoted to the most recent findings and implications turns into invaluable. The guide of analysis on Practices and results in E-Learning: matters and Trends offers academicians, researchers, and practitioners with a entire view of the old, conceptual, theoretical, and useful views of traditional e-learning and leading edge e-learning 2.0. proposing state-of-the-art examine, case reports, top practices, and pedagogical methods and methods, this defining reference resource comprises the most recent and so much mentioned internet 2.0 applied sciences in academic studying and perform.

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Extra resources for Handbook of Research on Practices and Outcomes in E-learning: Issues and Trends

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The possibilities of communication and interaction are greater, the bonds to a community are deepened, and the spirit of cooperation and sharing is increased (Martinez, 2003). 0. 0 and will analyze its potential in terms of training, and its implications on the future of learning. 20 PHASES IN DISTANCE LEARNING It is possible to distinguish different phases in the evolution of distance learning. The first phase was characterized by teaching based on correspondence, that is, the teacher and the student exchange learning materials through the mail.

Thousand Oaks, CA: Corwin Press, Inc. Moe, M. , & Blodget, H. (2000). The knowledge web. New York: Merrill Lynch & Co. 15 Computer-Mediated Learning Morse, K. (2003). Does one size fit all? Exploring asynchronous learning in a multicultural environment. Journal of Asynchronous Learning Networks, 7(1), 37–55. Oliver, R. (2005). Ten more years of educational technologies: How far have we travelled. Australian Educational Computing, 20(1), 1–8. Passerini, K. & Granger, M. J. (2000). The learning effectiveness of instructional technologies: Results from pilot studies.

Oliver (2005) offered his own observations in terms of the developmental progress of educational computing, noting the increasing expenditures on hardware, software and technical support beginning in the mid-1990s. Figuratively speaking, in 1994 alone, more than $6 billion dollars were spent by American colleges and universities on hardware and software, network wiring and technical support. During this same period nearly $2 billion dollars were spent to support learning and instruction. Since then, the investment has continued to grow, but at a less rapid rate.

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