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020 _a9783319659398
_9978-3-319-65939-8
024 7 _a10.1007/978-3-319-65939-8
_2doi
050 4 _aLB2300-2799.3
072 7 _aJNM
_2bicssc
072 7 _aEDU015000
_2bisacsh
072 7 _aJNM
_2thema
082 0 4 _a378
_223
100 1 _aSadeghi, Sayed Hadi.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_934249
245 1 0 _aE-Learning Practice in Higher Education: A Mixed-Method Comparative Analysis
_h[electronic resource] /
_cby Sayed Hadi Sadeghi.
250 _a1st ed. 2018.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aXVI, 228 p. 27 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aStudies in Systems, Decision and Control,
_x2198-4190 ;
_v122
505 0 _aIntroduction and Overview -- Review of Related Literature -- The Dominant Cultural Dimensions in Comparative Context -- The Current Status of e-Practice -- The Current Issues Concerning e-Practices -- Conclusions.
520 _aThis book investigates e-learning practices at American and Australian institutes of higher learning, their status quo, best-practice examples, and remaining issues. Utilizing a mixed-methods approach, it combines three studies – two using quantitative methods and a third using qualitative methods – in order to gauge the status quo of e-learning.   The first study addresses the dominant cultural dimensions, revealing that the main explanation for the results may be the fact that most suppliers of the Australian university’s e-learning system had an East Asian cultural background and predominantly traditional perspectives on learning. In Study 2, the findings indicate that the levels of e-learning practice at the Australian and US universities surveyed were above average, although the American university was ranked higher in terms of e-learning practices.  In turn, Study 3 investigates current problems in e-learning practice on the basis of four aspects – pedagogy, culture, technology and e-practice – and determines that cultural sensitivity and effective cultural practices show room for improvement, while key technological challenges and issues like faculty polices, quality, LMS, and online support need to be overcome. In general, the outcomes suggest that it is essential for the Australian university surveyed to further develop and update its e-learning system, especially in terms of e-practice, using the same technologies that pioneering countries like America are employing. Indeed, the combination of adopting patterns successfully used in other countries, and adjusting them to the Australian culture, represents the best strategy for educational decision and policy makers.  This book provides the basis for designing a culture-sensitive framework for higher education e-learning practice in American and Australian contexts. Moreover, students’ and teachers’ experiences with e-learning in a comparative higher education context can help higher education instructors and university managers to understand how e-learning relates to, and can be integrated with, other experiences of learning and teaching.
650 0 _aEducation, Higher.
_913082
650 0 _aComputational intelligence.
_97716
650 0 _aArtificial intelligence.
_93407
650 1 4 _aHigher Education.
_934250
650 2 4 _aComputational Intelligence.
_97716
650 2 4 _aArtificial Intelligence.
_93407
710 2 _aSpringerLink (Online service)
_934251
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783319659381
776 0 8 _iPrinted edition:
_z9783319659404
776 0 8 _iPrinted edition:
_z9783319881355
830 0 _aStudies in Systems, Decision and Control,
_x2198-4190 ;
_v122
_934252
856 4 0 _uhttps://doi.org/10.1007/978-3-319-65939-8
912 _aZDB-2-ENG
912 _aZDB-2-SXE
942 _cEBK
999 _c75579
_d75579