Elearning levels
For most institutions information technologies represent a hole of additional expense. Most campuses have simply bolted new technologies onto a fixed plant, a fixed faculty, and a fixed notion of classroom instruction. Presented results show that all thirty institutions of course redesign online lea...
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| Vydáno v: | Lietuvos matematikos rinkinys Ročník 46; číslo spec.; s. 87 - 92 |
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| Hlavní autor: | |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
Vilniaus universiteto leidykla / Vilnius University Press
21.09.2023
Vilnius University Press |
| Témata: | |
| ISSN: | 0132-2818, 2335-898X |
| On-line přístup: | Získat plný text |
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| Abstract | For most institutions information technologies represent a hole of additional expense. Most campuses have simply bolted new technologies onto a fixed plant, a fixed faculty, and a fixed notion of classroom instruction. Presented results show that all thirty institutions of course redesign online learning program reduced cost by about forty percent on average, increased course-completion rates, improved retention, better student attitudes toward the subject matter.
All universities and colleges of this program have realized promise of technology by means of whole course redesign, active learning, computer-based learning resources, mastery learning, on-demand help, alternative staffing. |
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| AbstractList | For most institutions information technologies represent a hole of additional expense. Most campuses have simply bolted new technologies onto a fixed plant, a fixed faculty, and a fixed notion of classroom instruction. Presented results show that all thirty institutions of course redesign online learning program reduced cost by about forty percent on average, increased course-completion rates, improved retention, better student attitudes toward the subject matter.
All universities and colleges of this program have realized promise of technology by means of whole course redesign, active learning, computer-based learning resources, mastery learning, on-demand help, alternative staffing. For most institutions information technologies represent a hole of additional expense. Most campuses have simply bolted new technologies onto a fixed plant, a fixed faculty, and a fixed notion of classroom instruction. Presented results show that all thirty institutions of course redesign online learning program reduced cost by about forty percent on average, increased course-completion rates, improved retention, better student attitudes toward the subject matter.All universities and colleges of this program have realized promise of technology by means of whole course redesign, active learning, computer-based learning resources, mastery learning, on-demand help, alternative staffing. Straipsnyje aptariama mokymo finansavimo, mokinančiųjų vertinimo, mokymo turinio ir elektroninio mokymo reikšmingumas, mokymo kokybės veiksmingumo ir ryšio skalės. Pateikiami užsienio universitetų ir kolegijų perėjusių prie aktyvių mokymo būdų, naudojant elektroninį mokymą, sėkmės faktoriai ir rezultatai.Nurodomas Estijos ir Švedijos universitetų elektroninio mokymo lygis. For most institutions information technologies represent a hole of additional expense. Most campuses have simply bolted new technologies onto a fixed plant, a fixed faculty, and a fixed notion of classroom instruction. Presented results show that all thirty institutions of course redesign online learning program reduced cost by about forty percent on average, increased course-completion rates, improved retention, better student attitudes toward the subject matter. All universities and colleges of this program have realized promise of technology by means of whole course redesign, active learning, computer-based learning resources, mastery learning, on-demand help, alternative staffing. |
| Author | Baskas, Antanas |
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| Keywords | elektroninis mokymas e-learning |
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| SubjectTerms | e-learning |
| Title | Elearning levels |
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