Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Bücher
Zeitschriften
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
MTZ-Fachkongress

Antriebe und Energiesysteme von morgen


Austausch von Automobil- und Energiewirtschaft

Am 14./15. Mai geht es in Chemnitz um die Mobilitätswende durch Elektro- und Wasserstofffahrzeuge.
Erweiterte Suche
Anmelden
nach oben
Erschienen in:
E-Learning Exequibility in the Information and Knowledge Society Kapitel lesen Erstes Kapitel lesen

2014 | OriginalPaper | Buchkapitel

2. Coresponsibility on Negotiation Process and Issues in Blended Instruction

verfasst von : Sofia B. Dias, José A. Diniz, Leontios J. Hadjileontiadis

Erschienen in: Towards an Intelligent Learning Management System Under Blended Learning

Verlag: Springer International Publishing

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

This chapter underlines the teaching-learning process mediated by technologies, along with the main theoretical assumptions regarding the development of OLEs, viewed through the concepts of multitasking, learning communities, focusing on the coresponsibility of the stakeholders on negotiation process within a blended learning environment.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Vorheriges Kapitel E-Learning Exequibility in the Information and Knowledge Society
Nächstes Kapitel Embracing and Embedding Techno-Pedagogical Strategies
Literatur
Aiello, M., & Willem, C. (2004). El blended learning como práctica transformadora. Pixel-Bit. Revista de Medios y Educación, 23, 21–26.
Al-Zoube, M. (2009). E-learning on the cloud. International Arab Journal of e-Technology, 1(2), 58–64.
Bates, A. W. T., & Sangrà, A. (2011). Managing technology in higher education: strategies for transforming teaching and learning. San Francisco: Jossey-Bass.
Berge, Z.L. (1995). Facilitating Computer Conferencing: Recommendations from the field. Educational Technology, 35(1), 22–30.
Bih, J. (2007). When it comes to e-learning? ACM Ubiquity, 8(43).
Bruns, A. & Humphreys, S. (2007). Building collaborative capacities in learners: the M/cyclopedia project revisited. In Proceedings of the 2007 International Symposium on Wikis (pp. 1-10), Montreal, Canada.
Carrier, L. M., Cheever, N. A., Rosen, L. D., Benitez, S., & Chang, J. (2009). Multitasking across generations: multitasking choices and difficulty ratings in three generations of Americans. Computers in Human Behavior, 25(2), 483–489.CrossRef
Castells, M. (2011). The information age: economy, society and culture: the power of identity (Vol. 2). Oxford: Wiley-Blackwell.
Christensen, J.H. (2009). Using RESTful web-services and cloud computing to create next generation mobile applications. In Proceedings of the 24th ACM SIGPLAN Conference Companion on Object Oriented Programming Systems Languages and Applications (OOPSLA’09) (pp. 627–634). New York, ACM.
Conole, G., de Laat, M., & Darby, J. (2008). ‘Disruptive technologies’, ‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology. Computers & Education, 50(2), 511–524.CrossRef
Dede, C. (2005). Planning for Neomillennial learning styles – shifts in students’ learning style will prompt a shift to active construction of knowledge through mediated immersion. EDUCAUSE Quarterly, 28(1), 7–12.MathSciNet
Dikaiakos, M. D., Katsaros, D., Mehra, P., Pallis, G., & Vakali, A. (2009). Cloud computing: distributed internet computing for IT and scientific research. IEEE Internet Computing, 13(5), 10–13.CrossRef
Erazo, S. B. (2006). Evaluation of the quality (Norm ISO 9126) in applications multimedials. FORMATEX Magazine, 5, 832–836.
Felder, R. M., & Brent, R. (2004). Random thoughts…how to evaluate teaching. Chemical Engineering Education, 38(3), 200–202.
Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674–681.
Foehr, U. G. (2006). Media multitasking among American youth: prevalence, predictors, and pairings. Menlo Park: Kaiser Family Foundation.
Frand, J. L. (2000). The information age mindset - changes in students and implications for higher education. EDUCAUSE Review, 35(5), 14–24.
Gao H., & Zhai, Y. (2010). System design of cloud computing based on mobile learning. In Proceedings of the 3rd International Symposium on Knowledge Acquisition and Modeling (KAM) (pp. 239–242), IEEE Transactions on Knowledge and Data Engineering.
Garrison, D., & Arbaugh, J. (2007). Researching the community of inquiry framework: review, issues, and future directions. The Internet and Higher Education, 10(3), 157–172.CrossRef
Garrison, D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
Gebera, O. T. (2008). Análise y Perspectiva de la modalidade Educativa Blended Learning en el Sistema Universitario Iberoamericano. Revista Iberoamericana de Educación, 50(6), 1–13.
Georgiev, T., Georgieva, E., & Smirikarov, A. (2004). M-Learning: a new stage of E-learning. In International Conference on Computer Systems and Technologies CompSysTech’2004 (pp. IV.28, 1-5). Bulgaria.
Guzdial, M., & Soloway, E. (2002). Teaching the Nintendo generation to program. Communications of the ACM, 45(4), 17–21.CrossRef
Howland, J. L., & Moore, J. L. (2002). Student perceptions as distance learners in internet-based courses. Distance Education, 23(2), 183–195.CrossRef
Kaufman, L. M. (2009). Data security in the world of cloud computing. IEEE Security and Privacy, 7(4), 61–64.CrossRef
Kester, L., Sloep, P., Brouns, F., Peter van, R., Croock, M. de, & Koper, R. (2006). Enhancing social interaction and spreading tutor responsibilities in bottom-up organized learning networks. In P. Kommers, P. Isaias, A. Goikoetxea (Eds.), Proceedings of the IADIS International Conference on Web Based Communities (pp. 80–87), Educational Technological Expertise Centre, Open University of the Netherlands, Heerlen.
Lewandowski, J.-C. (2003). Sur les nouvelles façons de former Le e-learning, enjeux et outils. Paris: Éditions d’Organisation.
Mitchener, J. (2008). Device futures. In P. W. Warren, J. Davies, & D. Brown (Eds.), ICT futures: delivering pervasive, real-time and secure services (pp. 27–38). West Sussex, England: Wiley.CrossRef
Oblinger, D. (2004). The next generation of educational engagement. Journal of Interactive Media in Education, 8.
Organisation for Economic Cooperation and Development (OECD) (2008). New millennium learners Initial findings on the effects of digital technologies on school-age learners. OECD/CERI International Conference Learning in the 21st Century: Research, Innovation and Policy. Paris: OECD.
Pedró, F. (2006). The new millennium learners: challenging our v iews on ICT and learning. Paris: OECD-CERI.
Prensky, M. (2010). Teaching digital natives: partnering for real learning. Thousand Oaks: Corwin Press.
Redmond, P., & Lock, J. V. (2006). A flexible framework for online collaborative learning. The Internet and Higher Education, 9(4), 265–276.CrossRef
Romeo, G. (2006). Engage, empower, enable: developing a shared vision for technology in education. In D. Hung & M. S. Khine (Eds.), Engaged learning with emerging technologies. Dordrecht, The Netherlands: Springer.
Sharples, M., Taylor, J., & Vavoula, G. (2007). A theory of learning for the mobile Age. In R. Andrews & C. Haythornthwaite (Eds.), The sage handbook of elearning research (pp. 221–248). London: Sage.
Small, G. W., & Vorgan, G. (2008). iBrain: surviving the technological alteration of the modern mind. New York: HarperCollins.
Stevens, K. (2010). Three stages in the social construction of virtual learning environmets. In B. Ertl (Ed.), E-collaborative knowledge construction: learning from computer-supported and virtual environments (pp. 233–239). Hershey: IGI Global.
Tapscott, D. (2009). Grown up digital: how the net generation is changing your world. New York: McGraw-Hill.
Thieme, R. (2006). Meeting Homo Zappiens. In Veen & Vrakking (Eds.), Homo zappiens: growing up in a digital age (pp.27–52). London: Network Continuum Education.
Veen, W., & Vrakking, B. (2006). Homo Zappiens: growing up in a digital age. London: Network Continuum Education.
Visser, L., & West, P. (2005). The Promisse of m-learning for distance education in South Africa and other developing nations. In Y. Visser, L. Visser, M. Simonson, & R. Amirault (Eds.), Trends and issues in distance education - international perspectives (pp. 131–136). Greenwich: Information Age Publishing.
Visser, Y.L. (2005). Dynamism and evolution in student support and instruction in distance education. In Y. Visser, L. Visser, M. Simonson, & R. Amirault (Eds.), Trends and issues in distance education - international perspectives (pp. 287–307). Greenwich, Information Age Publishing.
Wenger, E. (1998). Practice. In Communities of Practice: Learning, Meaning, and Identity (pp. 43–142). Cambridge, Cambridge University Press.
Wheeler, S. (2005). British distance education. In Y. Visser, L. Visser, M. Simonson, R. Amirault (Eds.), Trends and Issues in distance education—international perspectives (pp. 137–161) Greenwich, Information Age Publishing.
Yeh, Y.C. (2012). A co-creation Blended KM model for cultivating critical-thinking skills. Computers & Education, 59(4), 1317-1327.
Zhang, W., & Wang, L. (2005). A comparative review of online teaching and learning tools used in international distance learning. In Y. Visser, L. Visser, M. Simonson, & R. Amirault (Eds.), Trends and Issues in distance education - international perspectives (pp. 245–259). Greenwich, Information Age Publishing.
Metadaten
Titel
Coresponsibility on Negotiation Process and Issues in Blended Instruction
verfasst von
Sofia B. Dias
José A. Diniz
Leontios J. Hadjileontiadis
Copyright-Jahr
2014
Buch
Towards an Intelligent Learning Management System Under Blended Learning

Print ISBN: 978-3-319-02077-8

Electronic ISBN: 978-3-319-02078-5

Copyright-Jahr: 2014

DOI
https://doi.org/10.1007/978-3-319-02078-5_2

Premium Partner

    Bildnachweise