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Assessment and Evaluation of Time Factors in Online Teaching and Learning

Release Date: October, 2013. Copyright © 2014. 359 pages.
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DOI: 10.4018/978-1-4666-4651-3, ISBN13: 9781466646513, ISBN10: 1466646519, EISBN13: 9781466646520
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Barbera, Elena and Peter Reimann. "Assessment and Evaluation of Time Factors in Online Teaching and Learning." IGI Global, 2014. 1-359. Web. 16 Apr. 2014. doi:10.4018/978-1-4666-4651-3


Barbera, E., & Reimann, P. (2014). Assessment and Evaluation of Time Factors in Online Teaching and Learning (pp. 1-359). Hershey, PA: IGI Global. doi:10.4018/978-1-4666-4651-3


Barbera, Elena and Peter Reimann. "Assessment and Evaluation of Time Factors in Online Teaching and Learning." 1-359 (2014), accessed April 16, 2014. doi:10.4018/978-1-4666-4651-3

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Assessment and Evaluation of Time Factors in Online Teaching and Learning
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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 and List of Contributors

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Table of Contents
Som Naidu
Elena Barbera, Peter Reimann
Chapter 1
Bronwen Cowie, Elaine Khoo
The chapter focuses on how time and the temporal aspects of the affordances and constraints of the online environment can be leveraged as a resource... Sample PDF
Tracing Online Lecturer Orchestration of Multiple Roles and Scaffolds over Time
Chapter 2
Bill McNeill
This chapter explores the issues surrounding the time use of the internationally located postgraduate distance learner who combines study with a... Sample PDF
Time and the Working Online Learner
Chapter 3
Melody M. Terras, Judith Ramsay
Psychological theory and research has contributed to the characterisation and resolution of numerous applied problems in educational and... Sample PDF
E-Learning, Mobility, and Time: A Psychological Framework
Chapter 4
Margarida Romero, Christophe Gentil
The importance of the time factor in online learning is starting to be recognized as one of the main factors in the learners’ achievements and drop... Sample PDF
Characterizing Online Learners’ Time Regulation: Comparative Case Studies of Virtual Campuses in France and Spain
Chapter 5
Elena Barberà, Marc Clarà, Patrick A. Danaher, Henriette van Rensburg
Temporal flexibility in learning is one of the main promises and advantages of online learning, as well as one of its most important... Sample PDF
Temporal Flexibility in Online University Courses in Spain and Australia
Chapter 6
Iolanda Garcia, Begoña Gros, Ingrid Noguera
In the knowledge society, autonomous and Self-Directed Learning (SDL) have become particularly important for professional development and lifelong... Sample PDF
Supporting Learning Self-Regulation through a PLE: Dealing with the Time Management Dimension
Chapter 7
Katalin Kabat-Ryan
The chapter focuses on evaluating the temporal rhythms of written messages on an asynchronous discussion board in a distance learning class, and it... Sample PDF
Fixed and Manipulated Temporal Frames: Procedural Analysis of Students’ Perceptions of Electronic Time on the Discussion Board
Chapter 8
Alyssa Friend Wise, Yuting Zhao, Simone Hausknecht, Ming Ming Chiu
Time plays a fundamental role in both the benefits and challenges of using online discussions as a pedagogical tool. This makes temporal... Sample PDF
Temporal Considerations in Analyzing and Designing Online Discussions in Education: Examining Duration, Sequence, Pace, and Salience
Chapter 9
Ming Ming Chiu, Inge Molenaar, Gaowei Chen, Alyssa Friend Wise, Nobuko Fujita
Studying time with statistics can help shed light on cause-effect relationships in large online data sets and address three sets of research... Sample PDF
Micro-Analysis of Collaborative Processes that Facilitate Productive Online Discussions: Statistical Discourse Analyses in Three Studies
Chapter 10
Peter Reimann, Wilfrid Utz, Roland Unterberger, Wolfgang Halb
This chapter aims for a methodological contribution to online learning research and to the practical use of temporal information for pedagogical... Sample PDF
Capturing Learning over Time for Supporting Pedagogical Decision Making: A Process Modeling Approach

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

Topics Covered

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

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.