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ePedagogy in Online Learning

Book Description

ICT tools and the digital age continue to redefine teaching strategies for both the corporate sector and educational institutions. These teaching environments have enabled openness and interaction in order to teach communities to flourish. ePedagogy in Online Learning: New Developments in Web Mediated Human Computer Interaction provides approaches on adopting interactive web tools that promote effective human-computer interaction in educational practices. This book is a vital tool for educational technology practitioners and researchers interested in incorporating e-learning practices in the education sector.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  5. Foreword
  6. Preface
    1. OVERVIEW
    2. OBJECTIVES OF THE BOOK
    3. TARGET AUDIENCE
    4. INTEGRATING ePEDAGOGY INTO ONLINE CLASSROOMS
    5. THE HUMAN-DIMENSIONS OF HCI
    6. WEB-MEDIATED EDUCATION/TRAINING
    7. TERMINOLOGY
    8. SCHOLARLY VALUE AND CONTRIBUTION
    9. CONTRIBUTIONS
    10. SECTION 1: TECHNOLOGY AND CHANGE MANAGEMENT FOR THE WEB 2.0 ENVIRONMENT
    11. SECTION 2: SOCIAL NETWORKING AND COLLABORATIVE LEARNING THROUGH HCI
    12. SECTION 3: ePEDAGOGY AND STUDENTS’ USE OF HCI INTERACTIVE LEARNING ENVIRONMENTS
    13. SECTION 4: RICH INTERNET APPLICATIONS AND HCI IN EDUCATIONAL PRACTICE
  7. Acknowledgment
  8. Section 1: Technology and Change Management for the Web 2.0 Environment: Strategies to Enhance eLearning in the Web 2.0 Environment
    1. Chapter 1: Managing Expectations
      1. ABSTRACT
      2. SETTING THE SCENE
      3. INTRODUCTION
      4. DRIVERS OF CHANGE
      5. MANAGING EXPECTATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    2. Chapter 2: The Role of Social Media as a Tool for Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. SOCIAL MEDIA: EFFECT ON FACTORS IMPORTANT TO LEARNERS
      5. SOCIAL MEDIA: EFFECT ON FACTORS IMPORTANT TO LEARNING
      6. CONCLUSION
    3. Chapter 3: Assessment and Learning Partnerships in an Online Environment
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CONTEXT
      5. THE PROFESSIONAL DEVELOPMENT PROGRAMME
      6. MAKING SENSE OF DATA
      7. LATENT TRAIT OR ITEM RESPONSE THEORY
      8. STUDENT ASSESSMENT SYSTEM
      9. USE OF THE FRAMEWORKS
      10. DISCUSSION
    4. Chapter 4: Development of the Assessment Design and Delivery of Collaborative Problem Solving in the Assessment and Teaching of 21st Century Skills Project
      1. ABSTRACT
      2. THE CHANGING CONTEXT OF WORK
      3. PROJECT BACKGROUND: A MULTI-NATIONAL, MULTI-STAKEHOLDER PARTNERSHIP TO DRIVE INNOVATION
      4. A HOLISTIC APPROACH TO TRANSFORMING EDUCATION TO DELIVER 21ST CENTURY SKILLS
      5. ASSESSMENT OF COLLABORATIVE PROBLEM SOLVING SKILLS
      6. ASSESSMENT DESIGN PRINCIPLES AND THEIR RELATIONSHIP TO TECHNOLOGY
      7. FROM PRODUCT SCORING TO PROCESS SCORING
      8. DEVELOPING THE TECHNOLOGY PLATFORM FOR SINGLE STUDENT PROBLEM SOLVING TASKS
      9. CONDUCTING COGNITIVE LABORATORIES FOR TASKS ASSESSING PROCEDURAL SKILLS
      10. DESIRED FEATURES OF TASKS FOR ASSESSING COLLABORATIVE SKILLS
      11. DEVELOPING THE TECHNOLOGY PLATFORM FOR MULTI-USER PROBLEM SOLVING TASKS
      12. CONDUCTING COGNITIVE LABORATORIES FOR TASKS ASSESSING COLLABORATIVE SKILLS
      13. FUTURE GOALS
      14. CONCLUSION
    5. Chapter 5: Facilitating Learning by Going Online
      1. ABSTRACT
      2. INTRODUCTION: E-PESANTREN
      3. LITERATURE REVIEW
      4. DISTANCE EDUCATION IN INDONESIA
      5. ISLAMIC EDUCATION AND THE INTERNET IN INDONESIA
      6. WHAT MAKES THE INTERNET ISLAMIC?
      7. INDONESIAN CASE STUDY BACKGROUND
      8. DISCUSSION AND ANALYSIS
    6. Chapter 6: Rethinking Web 2.0 Learning via Third Space
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. RESEARCH METHODOLOGY
      5. THIRD SPACE THEORY
      6. THIRD SPACES WITHIN ELLUMINATE
      7. DISCUSSION
      8. FUTURE RESEARCH
      9. CONCLUSION
      10. APPENDIX
  9. Section 2: Social Networking and Collaborative Learning through HCI: Synchronous and Asynchronous Learning
    1. Chapter 7: Bringing Web 2.0 into the Learning Environment
      1. ABSTRACT
      2. BACKGROUND
      3. INTRODUCTION
      4. HCI AND POSTSECONDARY SEMINARS
      5. CONSIDERING STRATEGIES TO ANALYZE THE ENVIRONMENT
      6. CASE STUDY
    2. Chapter 8: Networked Learning and Teaching for International Work Integrated Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. INTERNATIONALISING THE CURRICULUM
      4. CASE STUDY: THE USE OF ICT TO SUPPORT WORK INTEGRATED LEARNING ON DUAL CAMPUSES IN AUSTRALIA AND VIETNAM
      5. METHOD
      6. FINDINGS
      7. DISCUSSION OF FINDINGS
      8. CONCLUSION
  10. Section 3: ePedagogy and Students’ Use of HCI Interactive Learning Environments: Performance Measurement Issues – How Can We Tell that People Have Learned Anything?
    1. Chapter 9: Wiki-Mediated Peer Review Process
      1. ABSTRACT
      2. INTRODUCTION
      3. REVIEW OF LITERATURE
      4. THE CURRENT STUDY
      5. RESULTS
      6. SUMMARY AND DISCUSSION
      7. CONCLUSION
      8. APPENDIX 1
      9. APPENDIX 2
      10. APPENDIX 3
      11. APPENDIX 4
    2. Chapter 10: E-Citizenship Skills Online
      1. ABSTRACT
      2. INTRODUCTION
      3. DIGITAL CITIZENSHIP AND CITIZENSHIP 2.0
      4. DIGITAL CITIZENSHIP, SOCIAL TECHNOLOGY, AND INSTRUCTIONAL STRATEGIES
      5. CONTEXT OF THE STUDY
      6. LESSONS LEARNED FROM FACULTY ABOUT USE OF WEB 2.0
      7. CONCLUSION
    3. Chapter 11: A Study on a Problem-Based Learning Method Using Facebook at a Vocational School
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. RESEARCH DESIGN AND IMPLEMENTATION
      5. RESULTS AND DISCUSSION
      6. CONCLUSION AND SUGGESTIONS
    4. Chapter 12: Web-Mediated Education and Training Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ISSUES, CONTROVERSIES, AND PROBLEMS ASSOCIATED WITH THE CREATION OF PERSONALISED INTERACTIVE ELEARNING RESOURCES
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
  11. Section 4: Rich Internet Applications and HCI in Educational Practice- Educational and Training Design: Support Systems, Models, Case Studies, etc.
    1. Chapter 13: The Use of HCI Approaches into Distributed CSCL Activities Applied to Software Engineering Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. INTERACTIONS AS SUPPORT IN CSCL DISTRIBUTED ACTIVITIES
      5. USABILITY/ACCESSIBILITY HCI
      6. CONCLUSION AND FUTURE RESEARCH DIRECTIONS
    2. Chapter 14: A Case Study of Designing Experiential Learning Activities in Virtual Worlds
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. COURSE BACKGROUND
      5. RESEARCH METHODS AND QUESTIONS
      6. DATA ANALYSIS
      7. CONCLUSION AND FUTURE DIRECTIONS
  12. Compilation of References
  13. About the Contributors