Psychology for the classroom: e-learning
Psychology for the classroom: e-learning
Psychology for the Classroom: E-Learning describes and reflects upon the developing nature of technology-supported teaching and learning and the educational psychology associated with those developments. Through examples drawn from research, presentation of theory, description of pedagogy and illustration by vignette, the book informs teachers and allows them to modify and develop their teaching in order to exploit the affordances of the new technologies and our understanding of their applications as well as to better meet the challenges both to teachers and teaching but also to the intellectual and cognitive demands placed upon learners. There is a particular emphasis placed upon the developing theories and practice of cybergogy as well as an interpretation of conventional theories of behaviourism, cognitivism and constructivism in the light of the online teaching and training practices.
The author has taken an overview of what has been written and promoted to educators in the area of e-learning theory and practice, and the result is an informative and potentially very useful guide which should be read by all of us who are interested in, or responsible for, planning and encouraging effective teaching and learning with technology.
The purpose of the proposed book is to provide background, detail of research in the topic of e-learning through internet-based technologies and the implications for teaching and learning to date, an outline of the main points of theory generated from the research, a view of the pedagogical implications which can be drawn out of the research, a consideration of how the pedagogical suggestions are being turned into teaching practice. The book will provide a foundation of research leading to practical strategies, all presented in an unbiased way, in order to inform teachers and to allow them to make choices about possible changes to their ways of teaching in the e-learning environment.
Much of the research and development related to e-learning includes the actions of the teachers and trainers, the technology in the form of hardware, the technology in the form of software and the strategies and procedures of technology-enabled teaching.
978-0-415-59093-8
Woollard, John
85f363e3-9708-4740-acf7-3fe0d1845001
Woollard, John
85f363e3-9708-4740-acf7-3fe0d1845001
Woollard, John
(2011)
Psychology for the classroom: e-learning
(Psychology for the Classroom),
Abingdon, GB.
Routledge, 124pp.
(In Press)
Abstract
Psychology for the Classroom: E-Learning describes and reflects upon the developing nature of technology-supported teaching and learning and the educational psychology associated with those developments. Through examples drawn from research, presentation of theory, description of pedagogy and illustration by vignette, the book informs teachers and allows them to modify and develop their teaching in order to exploit the affordances of the new technologies and our understanding of their applications as well as to better meet the challenges both to teachers and teaching but also to the intellectual and cognitive demands placed upon learners. There is a particular emphasis placed upon the developing theories and practice of cybergogy as well as an interpretation of conventional theories of behaviourism, cognitivism and constructivism in the light of the online teaching and training practices.
The author has taken an overview of what has been written and promoted to educators in the area of e-learning theory and practice, and the result is an informative and potentially very useful guide which should be read by all of us who are interested in, or responsible for, planning and encouraging effective teaching and learning with technology.
The purpose of the proposed book is to provide background, detail of research in the topic of e-learning through internet-based technologies and the implications for teaching and learning to date, an outline of the main points of theory generated from the research, a view of the pedagogical implications which can be drawn out of the research, a consideration of how the pedagogical suggestions are being turned into teaching practice. The book will provide a foundation of research leading to practical strategies, all presented in an unbiased way, in order to inform teachers and to allow them to make choices about possible changes to their ways of teaching in the e-learning environment.
Much of the research and development related to e-learning includes the actions of the teachers and trainers, the technology in the form of hardware, the technology in the form of software and the strategies and procedures of technology-enabled teaching.
Text
Elearningka.pdf
- Author's Original
More information
Accepted/In Press date: 1 February 2011
Identifiers
Local EPrints ID: 163897
URI: http://eprints.soton.ac.uk/id/eprint/163897
ISBN: 978-0-415-59093-8
PURE UUID: 29486c3a-50f3-478b-9104-6cdac930eab9
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Date deposited: 15 Sep 2010 09:29
Last modified: 14 Mar 2024 02:41
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