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https://hdl.handle.net/1959.11/13768
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DC Field | Value | Language |
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dc.contributor.author | Phan, Huy | en |
local.source.editor | Editor(s): Mohamed Hamada | en |
dc.date.accessioned | 2013-12-16T16:06:00Z | - |
dc.date.issued | 2013 | - |
dc.identifier.citation | E-Learning: New Technology, Applications and Future Trends, p. 33-54 | en |
dc.identifier.isbn | 9781626189874 | en |
dc.identifier.isbn | 9781626189614 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/13768 | - |
dc.description.abstract | Teaching and learning via online delivery is increasingly becoming a norm for many higher education institutions worldwide. This alternative form of learning is characteristically unique and serves a number of purposes - for example, it is cost effective and convenient for full-time workers who wish to pursue academic studies, part time. Consequently, the acceptance of this mode has led to a rethinking in pedagogical strategies for educators and researchers alike. Educators and researchers have developed and used a myriad of innovations (e.g., animated pedagogical agents) to stimulate students' interests, intellectual curiosities, and to enhance critical thinking skills. Despite the effectiveness and advantages of online delivery, there are a number of pressing issues for continuing consideration and research development. Notably, one aspect that has received appreciable emphases is the cultivation of a social milieu, online, that may yield characteristics reflective of a traditional, face-to-face (FTF) classroom. Note worthy of this, for example, is a need for us to create a sense of realism (e.g., dynamic interaction) in students' learning. In a similar manner, there is recognition for educators to emulate a learning climate that binds learners, disregard of time and geographical differences. This feat, in our view, is not simplistic and entails a number of complexities that require continuing conceptualization. The main tenet of this chapter details a brief theoretical overview of online delivery in higher education contexts, and three identified issues that relate dialectically to this pedagogical approach to teaching and learning: (i) experiential feelings of realism; (ii) the facilitation, if possible, of critical thinking skills in an online learning climate; and (iii) the importance of cognitive overload in the presentation of information for online learning. We conclude this chapter with a scoping of recommendations for continuing research development and advancement. There are, in this analysis, a number of pressing issues for educators and researchers to consider - for example, how does the paradigm of online delivery relate to individuals' cognitive processes for learning? | en |
dc.language | en | en |
dc.publisher | Nova Science Publishers, Inc | en |
dc.relation.ispartof | E-Learning: New Technology, Applications and Future Trends | en |
dc.relation.ispartofseries | Education in a Competitive and Globalizing World | en |
dc.relation.isversionof | 1 | en |
dc.title | Online Delivery for Effective Learning Experience: Consideration and Conceptualization for Further Advancement | en |
dc.type | Book Chapter | en |
dc.subject.keywords | Educational Psychology | en |
dc.subject.keywords | Technology | en |
dc.subject.keywords | Education | en |
local.contributor.firstname | Huy | en |
local.subject.for2008 | 170103 Educational Psychology | en |
local.subject.for2008 | 109999 Technology not elsewhere classified | en |
local.subject.for2008 | 139999 Education not elsewhere classified | en |
local.subject.seo2008 | 930101 Learner and Learning Achievement | en |
local.subject.seo2008 | 930102 Learner and Learning Processes | en |
local.subject.seo2008 | 930299 Teaching and Instruction not elsewhere classified | en |
local.identifier.epublications | vtls086671963 | en |
local.profile.school | School of Education | en |
local.profile.email | hphan2@une.edu.au | en |
local.output.category | B1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20130904-083929 | en |
local.publisher.place | New York, United States of America | en |
local.identifier.totalchapters | 15 | en |
local.format.startpage | 33 | en |
local.format.endpage | 54 | en |
local.title.subtitle | Consideration and Conceptualization for Further Advancement | en |
local.contributor.lastname | Phan | en |
dc.identifier.staff | une-id:hphan2 | en |
local.profile.orcid | 0000-0002-3066-4647 | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:13980 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Online Delivery for Effective Learning Experience | en |
local.output.categorydescription | B1 Chapter in a Scholarly Book | en |
local.relation.url | http://trove.nla.gov.au/version/196056138 | en |
local.search.author | Phan, Huy | en |
local.uneassociation | Unknown | en |
local.year.published | 2013 | en |
local.subject.for2020 | 520102 Educational psychology | en |
local.subject.for2020 | 300199 Agricultural biotechnology not elsewhere classified | en |
local.subject.for2020 | 399999 Other education not elsewhere classified | en |
local.subject.seo2020 | 160101 Early childhood education | en |
local.subject.seo2020 | 160399 Teaching and curriculum not elsewhere classified | en |
Appears in Collections: | Book Chapter School of Education |
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