Literaturnachweis - Detailanzeige
| Autor/inn/en | Durkee, David; Brant, Stephen; Nevin, Pete; Odell, Annette; Williams, Godfried; Melomey, Divina; Roberts, Hedley; Imafidon, Chris; Perryman, Roy; Lopes, Anna |
|---|---|
| Titel | Implementing E-Learning and Web 2.0 Innovation: Didactical Scenarios and Practical Implications |
| Quelle | In: Industry and Higher Education, 23 (2009) 4, S.293-300 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-4222 |
| Schlagwörter | Electronic Learning; Grounded Theory; Student Attitudes; Action Research; Problem Based Learning; Teaching Methods; Innovation; Models; Virtual Classrooms; Cooperation; Social Networks; Web Sites; Lifelong Learning; Information Technology; Internet; Vignettes; Best Practices; Asynchronous Communication; Educational Environment; United Kingdom; United Kingdom (London) Schülerverhalten; Projektforschung; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Co-operation; Kooperation; Social network; Soziales Netzwerk; Web-Design; Life-long learning; Lebenslanges Lernen; Informationstechnologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Großbritannien |
| Abstract | This paper examines the practical implications for teachers wishing to incorporate e-learning and Web 2.0 technologies into their pedagogy. The authors concentrate on applied didactical scenarios and the impacts of e-learning innovations. The methods applied stem from grounded theory and action research. An analytical framework was derived by inverting problem-based learning (PBL). Three practices at the University of East London (UEL) are examined in the context of this framework, using, respectively, a formal virtual learning environment, Facebook and Skype. The paper's findings have implications and provide guidance for those planning and implementing online collaboration and learning in education and industry. (Contains 2 figures.) (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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