E-learning in tertiary education. Where do we stand?

Institution	OECD
Titel	E-learning in tertiary education. Where do we stand?
Quelle	Paris: OECD (2005), 289 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	92-64-00920-5
DOI	10.1787/9789264009219-en
Schlagwörter	Vergleichsuntersuchung; Partnerschaft; Computernutzung; Neue Technologien; Programmangebot; Zeitschrift; Lernprozess; Didaktik; Lernmethode; Curriculum; Lernmittel; Datenbanksystem; Internationalisierung; Regierung; Finanzierung; Kosten-Nutzen-Relation; Strukturwandel; Hochschulbildung; Studium; Tertiärbereich; Statistik; Studienfach; E-Learning; Teilnehmer; Internationaler Vergleich; Buch; Infrastruktur; Modularisierung; Netzwerk; Organisation; Welt; Australien; Brasilien; Deutschland; Frankreich; Großbritannien; Japan; Kanada; Mexiko; Neuseeland; OECD-Staaten; Schweiz; Spanien; Thailand; USA
Abstract	E-learning is becoming increasingly prominent in tertiary education. Rationales for its development vary and include widening access to education, on-campus pedagogic innovation, enhancement of distance learning, organisational change, knowledge-sharing and revenue generation. Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning in its different forms? How do institutions understand the costs of e-learning? How might e-learning impact staffing and staff development? This book addresses these and many other questions. The study is based on a qualitative survey of practices and strategies carried out by the OECD Centre for Educational Research and Innovation (CERI) at 19 tertiary education institutions from 11 OECD member countries ... and two non-member countries ... . This qualitative survey is complemented by the findings of a quantitative survey of e-learning in tertiary education carried out in 2004 by the Observatory of Borderless Higher Education (OBHE) in some Commonwealth countries. The book [can] be of particular interest to policy makers, academic leaders, and e-learning practitioners, researchers and developers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/2