Web-Based Teaching and Learning across Culture and Age
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- Hardcover ausgewählt
- Taschenbuch
- eBook
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Sprache:Englisch
Fr. 138.00
inkl. gesetzl. MwSt.,
Beschreibung
Produktdetails
Einband
Gebundene Ausgabe
Erscheinungsdatum
24.05.2013
Verlag
Springer UsSeitenzahl
170
Maße (L/B/H)
24.1/16/1.5 cm
Gewicht
414 g
Auflage
2013
Sprache
Englisch
ISBN
978-1-4614-0862-8
With limited empirical research available on online teaching across cultures especially with Native and Hispanic American students, this book will present the findings of a two-year, Spencer-funded study in creating an inclusive (i.e., multicultural and intergenerational) instructional design model for online learning. The book is expected to provide the readers a field guide of teaching approach (comprising pedagogical, technical, relational and other suggestions for teaching) for inclusive e-learning, with a foundation in the research on how students from different cultures and generation groups learn online.
This two-year, multi-course-site study, as a first effort to examine online college teaching and learning effective across culture and age, contributed a list of important findings on the following questions:
• To what extent are online learning and interaction experiences and performances consistent across varied ethnic/cultural, and age groups and in what ways do they vary?
• What online instructional contexts do students and faculty, especially non-traditional and minority students, identify as supporting learning and student success?
• What are the relationships between online instructional contexts, online learning performance, and learning success of students with diverse ethnicity/culture and age background?
By consolidating the findings for the aforementioned research questions, the researchers of this study have developed a data-driven online instructional design model that can work as a field guide on cross-cultural and intergenerational teaching and learning for online education practitioners.
This two-year, multi-course-site study, as a first effort to examine online college teaching and learning effective across culture and age, contributed a list of important findings on the following questions:
• To what extent are online learning and interaction experiences and performances consistent across varied ethnic/cultural, and age groups and in what ways do they vary?
• What online instructional contexts do students and faculty, especially non-traditional and minority students, identify as supporting learning and student success?
• What are the relationships between online instructional contexts, online learning performance, and learning success of students with diverse ethnicity/culture and age background?
By consolidating the findings for the aforementioned research questions, the researchers of this study have developed a data-driven online instructional design model that can work as a field guide on cross-cultural and intergenerational teaching and learning for online education practitioners.
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