Isbn: 9789811544033 - elearning for quality teaching in higher education: teachers’ perception, practice, and interventions (9 Ergebnisse)

XI, 157 Seiten. Softcover. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Sprache: Englisch.

PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

Zustand: New. In.

Zustand: NEW.

Zustand: New. Investigates university teachers perception of quality teaching in Italy, the UK and China Examines the impact of computer-supported collaborative learning on the quality of teaching in large classesHelps readers to understand th.

Paperback. Zustand: Brand New. 172 pages. 9.25x6.10x0.41 inches. In Stock.

Taschenbuch. Zustand: Neu. eLearning for Quality Teaching in Higher Education | Teachers' Perception, Practice, and Interventions | Nan Yang | Taschenbuch | xi | Englisch | 2021 | Springer | EAN 9789811544033 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.…

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This 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.…