E-learning i blended learning w nauczaniu akademickim. Zagadnienia metodyczne (E-Learning and Blended Learning in Academic Education: Teaching Aspects)

Mokwa-Tarnowska Iwona

ISBN/ISSN: 978-83-7348-613-3

Edition: 1

Publication date: 2017

Number of pages: 178

Keywords: e-learning, blended learning, nauczanie I uczenie się wspomagane narzędziami internetowymi, afordancje i funkcjonalności narzędzi online, metodyka



E-Learning and Blended Learning in Academic Education: Teaching Aspects focuses on various aspects of developing a course in an online environment. It analyses ways of involving course participants in the learning process which takes place in a virtual classroom, on increasing their willingness to actively participate in various online activities as well as on the means of motivating them so that they will become self-directed learners.

Technology-supported learning such as e-learning, blended learning or web-enhanced learning is not about replacing or supplementing traditional face-to-face sessions with as many e-learning technologies as possible, and is not about delivery channels. The most important thing in the move is to effectively blend classroom activities with online ones for pedagogic gain. New web tools can be used to create a learning environment structured around different pedagogical approaches, which can result in improving the quality of educational outcomes.

Incorporating e-learning into teaching is always a challenging move, and it can be successful or unsuccessful. Whichever result will be obtained depends on a wide range of factors ¬– competencies of the staff, their understanding of the affordances and functionalities of online tools and their dedication to using new technologies to improve learning experiences. The inclusion of e-learning resources and activities in the syllabus involves restructuring the whole teaching programme. It also requires the teachers to gain and develop new skills necessary to supervise the educational process. If such a new environment is to be successful, all the staff responsible for changes in the faculty curricula, i.e., the decision makers, the developers of online modules and the faculty tutors have to understand both the potential benefits and drawbacks of new learning design.

The book also provides academic teachers with a variety of good practice examples which will help them develop their own effective courses. Each chapter ends with a substantial amount of advice on how to approach the design process from different perspectives and how to change the educational environment from strictly instructive to collaboratively active.