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008 140527s2014 sz | s |||| 0|eng d
020 |a9783319054254|9978-3-319-05425-4
024 7 |a10.1007/978-3-319-05425-4|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1028.3
072 7|aJNV|2bicssc
072 7|aEDU000000|2bisacsh
072 7|aJNV|2thema
082 04|a371.33|223
090 |aDK/14510
100 1 |aBalula, Ana.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aEvaluation of Online Higher Education|h[electronic resource] :|bLearning, Interaction and Technology /|cby Ana Balula, António Moreira.
250 |a1st ed. 2014.
264 1|aCham :|bSpringer International Publishing :|bImprint: Springer,|c2014.
300 |aXV, 93 p. 45 illus., 16 illus. in color.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aSpringerBriefs in Education,|x2211-193X
505 0 |aIntroduction -- E-teaching Evaluation in Higher Education -- SCAI: A Three-dimension Model for E-teaching Evaluation in Higher Education -- SCAI: Implementation -- Conclusion -- References.
520 |aThe work presents a theoretical framework for the evaluation of e-Teaching that aims at positioning the online activities designed and developed by the teacher as to the Learning, Interaction and Technology Dimensions. The theoretical research that underlies the study was developed reflecting current thinking on the promotion of quality of teaching and of the integration of information and communication tools into the curriculum in Higher Education (HE), i.e., bearing in mind some European guidelines and policies on this subject. This way, an answer was sought to be given to one of the aims put forward in this study, namely to contribute towards the development of a conceptual framework to support research on evaluation of e-teaching in the context of HE. Based on the theoretical research carried out, an evaluation tool (SCAI) was designed, which integrates the two questionnaires developed to collect the teachers' and the students' perceptions regarding the development of e-activities. Consequently, an empirical study was structured and carried out, allowing SCAI tool to be tested and validated in real cases. From the comparison of the theoretical framework established and the analysis of the data obtained, we found that the differences in teaching should be valued and seen as assets by HE institutions rather than annihilated in a globalizing perspective.
650 0|aEducational technology.
650 0|aLearning, Psychology of.
650 14|aDigital Education and Educational Technology.
650 24|aInstructional Psychology.
700 1 |aMoreira, António.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9783319054247
776 08|iPrinted edition:|z9783319054261
830 0|aSpringerBriefs in Education,|x2211-193X
856 40|uhttps://doi.org/10.1007/978-3-319-05425-4
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)