Student Engagement in Campus-Based and Online Education
University Connections
Nonfiction, Reference & Language, Education & Teaching, Higher Education
| Author: | Hamish Coates | ISBN: | 9781134161522 |
| Publisher: | Taylor and Francis | Publication: | September 27, 2006 |
| Imprint: | Routledge | Language: | English |
| Author: | Hamish Coates |
| ISBN: | 9781134161522 |
| Publisher: | Taylor and Francis |
| Publication: | September 27, 2006 |
| Imprint: | Routledge |
| Language: | English |
Blended learning is firmly established in universities around the world, yet to date little attention has been paid to how students are enaging with this style of learning.
Presenting a theoretically-based and empirically-validated model of engagement, this book examines the application of the model to improve the quality and productivity of university education. Covering the key qualities of blended learning, it analyses how online learning influences campus-based education, develops the student perspective of online learning, examines online learning systems as agents of change, provides insights and guidance for educational developers and administrators attempting to improve quality of learning, and considers how institutions can maximise educational returns from large investments in online learning technologies.
Illustrated with case studies and developing ideas for practice, this book will be valuable reading for researchers and developers keen to improve their understanding of the emerging dynamics of contemporary student engagement with online learning.
Blended learning is firmly established in universities around the world, yet to date little attention has been paid to how students are enaging with this style of learning.
Presenting a theoretically-based and empirically-validated model of engagement, this book examines the application of the model to improve the quality and productivity of university education. Covering the key qualities of blended learning, it analyses how online learning influences campus-based education, develops the student perspective of online learning, examines online learning systems as agents of change, provides insights and guidance for educational developers and administrators attempting to improve quality of learning, and considers how institutions can maximise educational returns from large investments in online learning technologies.
Illustrated with case studies and developing ideas for practice, this book will be valuable reading for researchers and developers keen to improve their understanding of the emerging dynamics of contemporary student engagement with online learning.
