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Assessment and Evaluation of Time Factors in Online Teaching and Learning

Book Description

For online learning and other forms of distance learning, time management is vital. As a recognized social asset, time constitutes a consistent and complete new approach to online higher education. Assessment and Evaluation of Time Factors in Online Teaching and Learning combines empirical and methodological research to study the role of time comprehensively from an institutional and management perspective, a technological perspective, and a pedagogical perspective. Focusing on higher education, this book is aimed at educational researchers, social science researchers, teachers, and students interested in improving the learning process and experience.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
    2. List of Reviewers
  5. Foreword
  6. Preface
    1. THE TIMES ARE CHANGING
    2. SECTION 1: FRAMING AND CONCEPTUALISATION OF TEMPORAL MATTERS
    3. SECTION 2: SPECIFIC ONLINE SCENARIOS
  7. Section 1: Framing and Conceptualisation of Temporal Matters
    1. Chapter 1: Tracing Online Lecturer Orchestration of Multiple Roles and Scaffolds over Time
      1. ABSTRACT
      2. INTRODUCTION
      3. THE RESEARCH CONTEXT AND DESIGN
      4. DISCUSSION AND CONCLUSION
    2. Chapter 2: Time and the Working Online Learner
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 3. RESEARCHING TIME USE
      4. 4. DAILY LIFE OF THE WORKING STUDENT
      5. 5. TIME FOR STUDY
      6. 6. TIME AND ONLINE ACTIVITY
      7. 7. CONCLUSIONS
    3. Chapter 3: E-Learning, Mobility, and Time
      1. ABSTRACT
      2. INTRODUCTION
      3. THE NATURE AND CHALLENGES OF MOBILE LEARNING
      4. MEETING THE PSYCHOLOGICAL CHALLENGES OF MOBILE LEARNING
      5. CONCLUSION
    4. Chapter 4: Characterizing Online Learners’ Time Regulation
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. TIME FLEXIBILITY AND REGULATION IN ONLINE LEARNING
      4. 3. ONLINE LEARNERS’ TIME REGULATION AT THE UOC (SPAIN)
      5. 4. ONLINE LEARNERS’ TIME REGULATION AT THE CVTIC (FRANCE)
      6. 5. COMPARATIVE ANALYSIS OF ONLINE LEARNERS’ TIME REGULATION AT THE UOC AND CVTIC
      7. 6. PRACTITIONERS’ GUIDELINES
      8. 7. CONCLUSION
    5. Chapter 5: Temporal Flexibility in Online University Courses in Spain and Australia
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. METHOD
      4. 3. RESULTS
      5. 4. DISCUSSION
  8. Section 2: Specific Online Scenarios
    1. Chapter 6: Supporting Learning Self-Regulation through a PLE
      1. ABSTRACT
      2. THE NEED TO SUPPORT TIME MANAGEMENT IN AUTONOMOUS LEARNING ACROSS MULTIPLE CONTEXTS
      3. SELF-DIRECTED LEARNING AND SELF-REGULATED LEARNING IN VIRTUAL ENVIRONMENTS
      4. SUPPORTING SELF-REGULATED TIME MANAGEMENT IN LEARNING PROCESSES
      5. PLES AND SELF-REGULATED LEARNING
      6. A PLE DESIGNED TO SUPPORT TIME MANAGEMENT AND PLANNING: JUST4ME
      7. CONCLUSION
    2. Chapter 7: Fixed and Manipulated Temporal Frames
      1. ABSTRACT
      2. INTRODUCTION
      3. SITUATING TEMPORAL ANALYSIS
      4. PURPOSE OF THE CHAPTER
      5. THEORETICAL CONCEPTS
      6. RESEARCH SETTING
      7. ANALYZING TIME AND CODING OF THE DATA
      8. ASSESSING CONTENT
      9. LINKING TIME, SPACE AND CONTENT
      10. PEDAGOGICAL BENEFITS OF TIME-SPACE-CONTENT EVALUATION
      11. CONCLUSION
    3. Chapter 8: Temporal Considerations in Analyzing and Designing Online Discussions in Education
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMING
      4. EXPLORING KEY TEMPORAL DIMENSIONS OF ONLINE DISCUSSIONS
      5. CONCLUSION
    4. Chapter 9: Micro-Analysis of Collaborative Processes that Facilitate Productive Online Discussions
      1. ABSTRACT
      2. THE VALUE OF TEMPORAL ANALYSIS FOR ONLINE DISCUSSIONS
      3. ANALYTIC DIFFICULTIES AND HOW STATISTICAL DISCOURSE ANALYSIS ADDRESSES THEM
      4. SDA IN THREE STUDIES
      5. CONCLUSION
      6. APPENDIX A: EVALUATION
      7. APPENDIX B: KNOWLEDGE, VALIDITY, AND JUSTIFICATION
      8. APPENDIX C: INVITATIONAL FORM
    5. Chapter 10: Capturing Learning over Time for Supporting Pedagogical Decision Making
      1. ABSTRACT
      2. INTRODUCTION
      3. THE PEDAGOGICAL CHALLENGE: LONG TERM (AND DISTRIBUTED) LEARNING
      4. A PROCESS MODELING APPROACH TO LEARNING DESIGN
      5. FROM DESIGN TO GUIDANCE AND CAPTURING
      6. DISCUSSION AND CONCLUSIONS
  9. Compilation of References
  10. About the Contributors