Assessment and Evaluation of Time Factors in Online Teaching and Learning

Assessment and Evaluation of Time Factors in Online Teaching and Learning

Elena Barbera (Universitat Oberta de Catalunya, Spain) and Peter Reimann (University of Sydney, Australia)
Indexed In: SCOPUS
Release Date: October, 2013|Copyright: © 2014 |Pages: 359
ISBN13: 9781466646513|ISBN10: 1466646519|EISBN13: 9781466646520|DOI: 10.4018/978-1-4666-4651-3

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.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Automatic Feedback Technologies
  • Continuous Assessment Technologies
  • Curricular Timings
  • Institutional Flexibility
  • Learning Support Structures
  • Online Discourse
  • Synchrony and Asynchrony

Reviews and Testimonials

Education scholars explore the various dimensions of time as education increasingly migrates to cyberspace. Online learning does not increase the time available for learning, though it makes it more flexible, but is also requires learners to monitor and manage their own time, which not all learners are very good at. The topics include tracing online lecturer orchestration of multiple roles and scaffolds over time, characterizing online learners' time regulation at virtual campuses in France and Spain, temporal flexibility in online university courses in Spain and Australia, procedural analysis of students' perception of electronic time on the discussion board, and a process modeling approach to capturing learning over time for supporting pedagogical decision making.

– Annotation ©2013 Book News Inc. Portland, OR

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Elena Barbera PhD in Educational Psychology and Senior researcher at eLearn Center (Universitat Oberta de Catalunya/Barcelona). She is currently Director of Research for the eLearn Center. She is also director of the doctorate programme in Education and ICT at UOC and adjunct professor for the international doctorate in Nova Southeastern University in Florida (USA). Her research activity is specialised in the area of educational psychology, relating in particular to web based knowledge-construction processes, interaction in e-learning environments, assessment and quality and time factor in distance learning using ICT. As head of the EDUS research group she currently participates in national and international projects. She is external evaluator of national and European research projects (elearning and Lifelong Learning calls) and impact journals (Computers and Education, Educational Technology & Society). She trains university teachers around the world and has more than a hundred papers and fifteen books in the field of education with ICT.
Peter Reimann has a PhD in psychology from the University of Freiburg, Germany. Since 2002, he has been holding a position as Professor in the Faculty of Education and Social Work, University of Sydney. Currently, he is splitting his time between Australia and Europe, where he is the Scientific Coordinator of Next-Tell, a large research project funded by the European Commission in the area of educational technology research. His primary research areas are cognitive learning research with a focus on educational computing, multimedia-based and knowledge-based learning environments, e-learning, and the development of evaluation and assessment methods. Peter has helped to organize various conferences over the years, recently the International Conference of the Learning Sciences, and is on the editorial board of numerous journals, among the Journal of the Learning Sciences and Educational Psychologist.

Indices