The use of e-learning strategies in teaching is becoming increasingly popular, particularly in higher education. Online Learning and Assessment in Higher Education recognises the key decisions that need to be made by lecturers in order to introduce e-learning into their teaching. An overview of the tools for e-learning is provided, including the use of Web 2.0 and the issues surrounding the use of e-learning tools such as resources and support and institutional policy. The second part of the book focuses on e-assessment; design principles, different forms of online assessment and the benefits and limitations of e-assessment.
- Provides an accessible introduction to teaching with technology
- Addresses the basic aspects of decision-making for successful introduction of e-learning, drawing on relevant pedagogical principles from contemporary learning theories
- Crosses boundaries between the fields of higher education and educational technology (within the discipline of education), drawing on discourse from both areas
Academic staff in higher education who are new to teaching, or new to teaching with technology
List of figures and tables
About the authors
Chapter 1: Where to start
How students learn
What is good teaching practice in higher education?
What are the characteristics of your students?
What are your characteristics as a teacher?
The learning and teaching context
Identifying the learning objectives
Reconceptualising your teaching
Illustrating the ideas in this chapter ...
Chapter 2: Teaching with technology - considering your options
Technology affordances and learning outcomes
Institutional policy and infrastructure
The evolution of internet technologies for learning and assessment
First generation internet technologies: options for interaction
First generation internet technologies: options for managing content
Web 2.0 and other new options for interaction
Web 2.0 and other new options for managing content
Even newer options …
Management and administrative issues
Deciding your options
Illustrating the ideas in this chapter …
Chapter 3: Online learning design and development
Theories and models guiding online learning design
Aligning learning objectives, activities and assessment
Designing online learning activities, resources and support
Interaction between users: online discussion activities
Interaction between users: activities using other communication forms
Interaction with content
Creation of content: individual and group activities
Giving activity feedback: principles, options and issues
Developing your design
General student support issues
Managing and administering online learning
Illustrating the ideas in this ch
- No. of pages:
- © Chandos Publishing 2010
- 15th July 2010
- Chandos Publishing
- eBook ISBN:
- Paperback ISBN:
Dr Benson is a Senior Lecturer in Educational Design and e-Learning at Monash University, Australia. She has an extensive background in adult education, distance education and the use of educational technologies in higher education. She has initiated the design and development of many ‘workbooks’ to support academic professional development workshops on aspects of teaching, and to act as standalone resources for staff. Recent workbooks have included an orientation to educational design and e-learning, and covered specific issues relating to online communication and online assessment.
Dr Brack has educational design experience at Melbourne and Deakin Universities in Australia, and currently works at Monash University. She has an academic background in biochemistry and pursued research and teaching in the discipline before becoming increasingly interested in the challenges and theories of teaching and learning. She approaches online technologies from a functional perspective, incorporating social software (blogs, wikis, podcasting, etc.) and using their networking potential where this contributes positively to the learning and teaching experience.
Monash University, Australia