Technology-Enhanced and Collaborative Learning Affordances, approaches and challenges
Coordonnateurs : Martin Stewart, Notari Michele
Technology-enhanced, collaborative and blended learning settings can promote more effective approaches to teaching, learning and assessment when context, agency and individual characteristics are taken into account. This book presents critical insight into the theoretical and practical progress made towards establishing effective, valid and reliable strategies for using and evaluating such approaches, and the challenges and implications of doing so.
Topics explored include technology-enhanced learning and student evaluations; student engagement and the perception of teaching quality; instructional design and assessment strategies; blended network and mobile technologies for enriching learning and for monitoring and assessment; and the motivations of students to engage with evaluation. Contributors examine issues such as the underlying variabilities in student evaluation of teaching; the implications of inherited cultural and pedagogic practices for educators using collaborative and blended learning; and the international empirical progress in research to understand and measure interactions between cognition, successful learning, and individual difference in technology-augmented settings.
This book will be an essential resource for international researchers and undergraduate and postgraduate students wishing to gain a deeper understanding of the leading perspectives and insights into technology enhanced, blended and collaborative learning, as well as for practitioners and policy makers interested in technology applications in education and training in varied pedagogical and cultural settings. This book was originally published as a special issue of Educational Research and Evaluation.
1. Modelling blended solutions for higher education: teaching, learning, and assessment in the network and mobile technology era2. Expectancy theory outcomes and student evaluations of teaching3. What response rates are needed to make reliable inferences from student evaluations of teaching?4. Challenges for collaborative blended learning in undergraduate students5. Measuring cognitive load and cognition: metrics for technology-enhanced learning
Michele Notari teaches and researches at the University of Teacher Education in Bern, Switzerland. He has published in key journals in the area of technology-enhanced learning, a book and several book chapters related to collaborative learning using participative technologies. His current research focus is on using mobile and wearable technologies for learning.
Stewart Martin is Professor of Educational Research at the University of Hull, UK, where his research interests include the educational use of digital technology; immersive virtual reality; images of the self; psychometrics; cognition, learning and technology; and educational leadership and organisational change. He is a National Teaching Fellow of the UK Higher Education Academy, and has published widely in the field of technology and education, is visiting professor at several international universities and is a member of the Editorial Board for the journal Educational Research and Evaluation.
Date de parution : 12-2019
17.4x24.6 cm
Date de parution : 11-2017
17.4x24.6 cm
Thèmes de Technology-Enhanced and Collaborative Learning :
Mots-clés :
Verbal Working Memory Load; Online Collaborative Learning; Educational Research and Evaluation; Set Result; expectancy theory; Vice Versa; mobile technology; Set Process; instructional design; Set Data; teaching quality; Set Format; student evaluations; Blended Solutions; educational strategy; Set Score; blended learning settings; Cognitive Load Theory; collaborative learning; BL; technology enhanced learning; Set Rating; Stefania Bocconi; Intrinsic Cognitive Load; Guglielmo Trentin; Non-response Sampling; David Ernst; Direct Objective Measures; Abdel Azim Zumrawi; Cognitive Load; Simon P; Bates; Extraneous Cognitive Load; Marianne Schroeder; Desired Response Rates; Elisa Monteiro; Set Instrument; Keith Morrison; Required Response Rates; Variability Scenarios; Split Attention Effect; Pilot Group; Underlying Variability; Cognitive Load Measurements