Adopting blended learning for collaborative work in higher education / Alan Hogarth.

Format:

Book

Author/Creator:

Hogarth, Alan.

Series:

Education in a competitive and globalizing world series.

Education in a competitive and globalizing world series

Language:

English

Subjects (All):

Blended learning--Scotland.

Blended learning.

Educational technology--Scotland.

Educational technology.

Group work in education--Scotland.

Group work in education.

Education, Higher--Scotland.

Education, Higher.

Physical Description:

1 online resource (90 p.)

Edition:

1st ed.

Place of Publication:

New York : Nova Science Publishers, c2009.

Language Note:

English

Summary:

The main aim of this book is to gain a deeper understanding of the attitudes of undergraduate university students to group work and group based technology and how this adds to the concept of blended learning.

Contents:

Intro

ADOPTING BLENDED LEARNINGFOR COLLABORATIVE WORK IN HIGHER EDUCATION

CONTENTS

INTRODUCTION

DRIVERS FOR GROUP WORKING AND COLLABORATIVE TECHNOLOGY

1.1. INTRODUCTION

1.2. GROUP WORK AND GROUPWARE

1.3. GROUPWARE AND ORGANISATIONAL CHANGE

1.4. ENCOURAGING ORGANISATIONAL LEARNING WITH GROUPWARE

1.5. USING GROUP WORK AND GROUP BASED TECHNOLOGY: A HUMAN RESOURCE MANAGERS CASE STUDY

1.6. DISCUSSION OF THE RESULTS

'Traditional' Team Working Practices

Team Working Technology (ICT/Groupware) Practices

THE SOCIAL AND CULTURAL EFFECTS OF USING GROUPWARE FOR COLLABORATIVE ELEARNING

2.1. INTRODUCTION

2.2. ENGENDERING COLLABORATIVE WORKING SKILLS IN THE EDUCATIONAL ENVIRONMENT

2.3. GROUP WORKING WITH COLLABORATIVE TECHNOLOGY

2.4. COLLABORATIVE LEARNING WITH VIRTUAL LEARNING ENVIRONMENTS (VLES)

2.5. POSSIBLE BENEFITS OF USING GROUPWARE (IN VLES) FOR STUDENT PROJECT GROUPS

2.6. USING BLACKBOARD GROUPS FACILITY CASE STUDY ON A 3RD YEAR UNDERGRADUATE PROGRAMME

2.7. SUMMARY

NEW CONCEPTUAL PARADIGMS FOR INTRODUCING GROUP WORK AND GROUP BASED TECHNOLOGY IN THE HIGHER EDUCATION ENVIRONMENT

3.1. INTRODUCTION

3.2. RESEARCH CONCLUSIONS

Conclusion 1

Conclusion 2

Conclusion 3

Conclusion 4

3.3. RECOMMENDATIONS AND PROPOSED CONCEPTUAL FRAMEWORKS

3.4. POSSIBLE BUSINESS BENEFITS

3.5. SUMMARY

TECHNOLOGY ENHANCED LEARNING IN HIGHER EDUCATION

4.1. INTRODUCTION

4.2. ISSUES IN UTILISING LEARNING TECHNOLOGIES

4.3. DRIVERS FOR LEARNING TECHNOLOGIES

4.4. CULTURAL CONCERNS WITH LEARNING TECHNOLOGY

4.5. THE RE-ENGINEERING ASSESSMENT PROJECT (REAP)

4.6. ADOPTING A BLENDED LEARNING APPROACH:DISCUSSION OF QUESTIONNAIRE RESPONSES

4.7. PROPOSED TEACHING AND LEARNING STRUCTURE

Lectures

Seminars

Clinic

4.8. PROPOSED ASSESSMENT

4.9. SUMMARY.

A BLENDED APPROACH TO TEACHING UNDERGRADUATE MODULES

5.1. INTRODUCTION

5.2. THE IMPORTANCE OF INDEPENDENT LEARNING, BLENDED LEARNING AND WEB 2.0 TECHNOLOGIES

5.3. POSSIBLE BUSINESS BENEFITS

5.4. SUMMARY

REFERENCES

INDEX.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

ISBN:

1-61122-015-7

OCLC:

923659486