9789048177868 - advances in research on networked learning (computer-supported collaborative learning series, band 4) (3 Ergebnisse)
Sprache: Englisch
Verlag: Springer, 2011
Serie: Buch 2 von 12 - Computer-Supported Collaborative Learning
- Softcover
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Advances in Research on Networked Learning
Goodyear, Peter M. (Editor) / Banks, Sheena (Editor) / Hodgson, Vivien (Editor) / McConnell, David (Editor)
Sprache: Englisch
Verlag: Springer Netherlands, 2011
Serie: Buch 2 von 12 - Computer-Supported Collaborative Learning
- Softcover
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Paperback. Zustand: Brand New. 256 pages. 9.00x6.00x0.58 inches. In Stock.
Sprache: Englisch
Verlag: Springer Netherlands, Springer Netherlands, 2011
Serie: Buch 2 von 12 - Computer-Supported Collaborative Learning
- Softcover
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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Networked learning is learning in which information and communications technology (ICT) is used to promote connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources. Netw…orked learning is an area which has great practical and theoretical importance. It is a rapidly growing area of educational practice, particularly in higher education and the corporate sector. This volume brings together some of the best research in the field, and uses it to signpost some directions for future work. The papers in this collection represent a major contribution to our collective sense of recent progress in research on networked learning. In addition, they serve to highlight some of the largest or most important gaps in our understanding of students' perspectives on networked learning, patterns of interaction and online discourse, and the role of contextual factors. The range of topics and methods addressed in these papers attests to the vitality of this important field of work. More significant yet is the complex understanding of the field that they combine to create. In combination, they help explain some of the key relationships between teachers' and learners' intentions and experiences, the affordances of text-based communications technologies and processes of informed and intelligent educational change.
