Evaluation criteria and the effectiveness of instructional technology in higher education

1976 ◽  
Vol 5 (3) ◽  
pp. 253-275 ◽  
Author(s):  
Stuart Wells
Keyword(s):  
Higher Education ◽  
Instructional Technology ◽  
Evaluation Criteria ◽  
Technology In Higher Education

Reflective E-Learning Pedagogy

2011 ◽  
pp. 18-33
Author(s):  
Leah Herner-Patnode ◽  
Hea-Jin Lee ◽  
Eun-ok Baek
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Instructional Technology ◽  
Learning Opportunities ◽  
Higher Learning ◽  
Delivery Methods ◽  
Institutions Of Higher Learning ◽  
E Learning ◽  
Course Outcomes ◽  
Technology In Higher Education

The number of learning opportunities that are technology mediated (E-learning) is increasing as institutions of higher learning discover the value of technology in reaching larger numbers of students. The challenge for those instructors who implement such technology in higher education is to correctly apply pedagogy that has been successful in student learning to these new delivery methods. In some cases new pedagogy is being created. For successful facilitation of knowledge to take place, instructors must make students partners in the process, help them learn to reflect about their activities, and focus on course outcomes rather than the technology itself. We will share key E-learning pedagogy from different areas of specialty (mathematics education, special education, and instructional technology) in higher education.

Reflective E-Learning Pedagogy

2011 ◽  
pp. 233-248 ◽  
Author(s):  
Leah Herner-Patnode ◽  
Hea-Jin Lee ◽  
Eun-ok Baek
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Instructional Technology ◽  
Learning Opportunities ◽  
Higher Learning ◽  
Delivery Methods ◽  
Institutions Of Higher Learning ◽  
E Learning ◽  
Course Outcomes ◽  
Technology In Higher Education

The number of learning opportunities that are technology mediated (E-learning) is increasing as institutions of higher learning discover the value of technology in reaching larger numbers of students. The challenge for those instructors who implement such technology in higher education is to correctly apply pedagogy that has been successful in student learning to these new delivery methods. In some cases new pedagogy is being created. For successful facilitation of knowledge to take place, instructors must make students partners in the process, help them learn to reflect about their activities, and focus on course outcomes rather than the technology itself. We will share key E-learning pedagogy from different areas of specialty (mathematics education, special education, and instructional technology) in higher education.

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