Åben læring, fjernundervisning

In chapter one, I shall give reasons to explain why education quality and education productivity and online education method have close relationship. I shall indicate what are developed countries and developing countries whose traditional classroom education method's weaknesses and online education method's strengths. Then, I shall bring the cause and effect relationship to explain why excellent online education method can raise student individual learning abilities more easily. In chapter two, I shall explain the reasons why internet channels through online teacher human capital teaching method can affect students who can reduce studying period to graduate fastly. I shall indicate student learning evidences to compare the weaknesses of classroom learning and the strengths of online learning in order to judge whether online teaching method can affect students can reduce studying period to graduate fastly. In chapter three, I shall give evidences to explain why the growth rate of online graduated student number is more than the growth rate of traditional classroom learning graduated student number. In the end, my readers can attempt to make yourself judgement whether online education can assist students to learn more easily to compare to traditional classroom learning method in order to achieve easier graduation.

This book focuses on digital approaches to capacity development, reflecting the greater interest in how digital tools and platforms can be used for capacity development in the 'Global South'. While Covid-19 demonstrated some of the benefits of online learning, the widespread, often uncritical adoption of online tools driven by necessity has left many with an experience of 'emergency online learning'. This book aims to assist in the design of technology-enhanced capacity development by sharing evidence of practices that are principled rather than rushed; inclusive rather than creating new digital divides. Part 1 sets out the main thinking that informs the overall approach and the frameworks that guide practice. Part 2 explores a series of assumptions about technology-enhanced learning (TEL) that are common in the literature and against which data have been tested. It brings new evidence to bear on how TEL can be used more effectively as part of learning and capacity strengthening. Part 3 is designed as a practical guide to walk practitioners through the steps to create relevant, inclusive and sustainable digital learning interventions. Part 4 offers a collection of 16 case studies that illustrate how the principles have been put into practice.

This book examines four distinct areas of education that suffered as a result of the COVID-19 pandemic in Asian and African regions, and tackles the challenges and barriers that came as a result of the shift to online learning.

This volume addresses challenges that the field of English language teacher education has faced in the past several years. The global pandemic has caused extreme stress and has also served as a catalyst for new ways of teaching, learning, and leading. Educators have relied on their creativity and resiliency to identify new and innovative teaching practices and insights that inform the profession going forward. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world and how these innovations can transform education going forward into the future.Paving the way for a revitalized profession, this book is essential reading for the current and future generations of TESOL scholars, graduate students, and professors.

This volume addresses challenges that the field of English language teacher education has faced in the past several years. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world.

This book illustrates the developments of task-based language teaching (TBLT) approaches in relation to the evolution of digital technologies. It highlights how technology-mediated TBLT principles can support English as a Foreign Language (EFL) learning and contribute to understanding new classroom dynamics. Drawing from the key theoretical concepts of TBLT, the author discusses the integration of tasks and technologies from a secondary education perspective, which is often under-represented in the TBLT literature. Morgana looks at how the EFL secondary classroom has been recently re-conceptualised as a social place whose boundaries go far behind the traditional school settings. This book provides theoretical approaches and classroom implementation practices by presenting four case studies on the different L2 skills (reading, writing, listening and speaking).The volume is organised into two main sections. The first section focuses on the theoretical approaches to TBLT and highlights the key concepts behind this methodology. This section also looks at the recent development of a technology-mediated TBLT framework and its implementations in various EFL educational contexts. The second section presents four case studies of secondary-school EFL learners in Italy. Each case study focuses on a different language skill, providing examples of classroom practices in both blended and online learning settings. Pedagogical recommendations for teachers are provided at the end of each case study. The book adopts a multimodal approach and aims at providing scholars in applied linguistics and TBLT practitioners with theories and implementation practices to understand the ways technologies are shaping tasks and mediating students' learning processes.

Contents for this Issue Editor's Preface>ArticlesProfessional and Personal Factors that Shape Online Faculty Careers>Challenges and Digital Solutions with STEM Learning>From the Field 3 Questions for an Online Learning LeaderFeaturing Jeremy Dickerson, >Book ReviewsA Review of Mobile Learning and the Future of L&D>A Review of Personalized Deeper Learning>Media ReviewsRemoving Barriers with Assistive TechnologyCaroline R. Gomez

This volume describes and illustrates powerful principles and practices in key areas of online and distance learning in higher education, including course design and pedagogy, online assessment, open education, inclusive practice and enabling student voice. It offers rich guidance to current and future leaders and practitioners.

This volume describes and illustrates powerful principles and practices in key areas of online and distance learning in higher education, including course design and pedagogy, online assessment, open education, inclusive practice and enabling student voice. It offers rich guidance to current and future leaders and practitioners.

"This reference explores the recent developments, strategies, and innovations in remote teaching and learning that have been implemented globally, covering topics such as emergency remote teaching, psycho-social well-being, and cross-cultural communication"--

"This reference explores the recent developments, strategies, and innovations in remote teaching and learning that have been implemented globally, covering topics such as emergency remote teaching, psycho-social well-being, and cross-cultural communication"--

"This reference explores the recent developments, strategies, and innovations in remote teaching and learning that have been implemented globally, covering topics such as emergency remote teaching, psycho-social well-being, and cross-cultural communication"--

"This reference explores the recent developments, strategies, and innovations in remote teaching and learning that have been implemented globally, covering topics such as emergency remote teaching, psycho-social well-being, and cross-cultural communication"--

This timely collection explores the role of digital technology in language education and assessment during the COVID-19 pandemic. It recognises the unique pressures which the COVID-19 pandemic placed on assessment in language education, and examines the forced shift in assessment strategies to go online, the existing shortfalls, as well as unique affordances of technology-assisted L2 assessment.By showcasing international examples of successful digital and computer-assisted proficiency and skills testing, the volume addresses theoretical and practical concerns relating to test validity, reliability, ethics, and student experience in a range of testing contexts. Particular attention is given to identifying lessons and implications for future research and practice, and the challenges of implementing unplanned computer-assisted language assessment during a crisis.Insightfully unpacking the 'lessons learned' from COVID and its impact on the acceleration of the shift towards online course and assessment delivery, it offers important guidelines for navigating assessment in different instructional settings in times of crisis. It will appeal to scholars, researchers, educators, and faculty with interests in educational measurement, digital education and technology, and language assessment and testing.

This book offers a detailed theoretical analysis of the fields of learning and management in the digital age. Taking an interdisciplinary approach, it opens a dialogue between agile management theory and agile learning theory.

This book offers a detailed theoretical analysis of the fields of learning and management in the digital age. Taking an interdisciplinary approach, it opens a dialogue between agile management theory and agile learning theory.The book argues that there is a tension between participative and action-orientated approaches on the one hand and neoliberal enclosure of the actor on the other hand. It takes this as an opportunity for interdisciplinary dialogue between learning theories and management concepts. With contributions from a range of international experts, chapters discuss the need for suitable theoretical, epistemological, and ethical foundations as well as practice-orientated methods for learning and management to implement appropriate strategies and meet educational challenges.This highly topical book will be of great interest to academics, postgraduate students, and researchers in the fields of digital learning, educational theory, management theory, and communication studies.

This book critically examines how the COVID-19 pandemic has stimulated digital innovation within higher education using case studies from Africa. Imagining a future for post-pandemic higher education, it analyses the challenges and opportunities of remote teaching and learning.

Focusing on creating learning environments, this book explores what it means to be an innovative leader of learning and teaching in higher education.

This book brings together the research work conducted by renowned academics and practitioners on critical and immensely important issues of virtual learning. It provides innovative ideas and empirical findings on the subject.