Individual preferences in e-learning /
Annotation
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Abingdon, Oxon ; New York :
Routledge, Taylor and Francis Group,
2016.
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| Subjects: | |
| Online Access: | CONNECT |
MARC
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| 100 | 1 | |a Hills, Howard, |e author. | |
| 245 | 1 | 0 | |a Individual preferences in e-learning / |c Howard Hills. |
| 264 | 1 | |a Abingdon, Oxon ; |a New York : |b Routledge, Taylor and Francis Group, |c 2016. | |
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| 500 | |a "First published 2003 by Gower Publishing."--Title page verso. | ||
| 500 | |a "A Gover Book."--Cover. | ||
| 588 | 0 | |a Print version record. | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | 0 | |t Perspectives on Learning -- |t A mouse and a hamster -- |t E-learner and non e-learners -- |t Books and e-learning styles -- |t Historical perspective -- |t The introduction of technology -- |t Learner behaviour -- |t Internet Growth and the Impact on Learning -- |t Cultural aspects of Internet use -- |t The development of the Internet -- |t Commercial exploitation of the World Wide Web -- |t Access to the World Wide Web -- |t Personal preferences and the Internet -- |t Possible futures for the Internet -- |t Increased automation -- |t Learning provisions as customer service -- |t The role of the professional institutes -- |t The unique contribution of on-line learning -- |t Learner choice -- |t The e-learning market place -- |t E-learning delivery software -- |t Implications for the individual in the organization -- |t E-learning types and the reactions of the individual -- |t The Case Against e-Learning -- |t Social aspects of learning -- |t What others bring to the learning activity -- |t Interpersonal differences -- |t Interaction between learners -- |t Observing Learners -- |t Visual presentation aspects of e-learning -- |t The learner's need for control -- |t Minimalist research -- |t Holist and serialist research -- |t Minimalist instructional theory -- |t The weakness of didactic instruction -- |t What learners might say -- |t Minimalist design -- |t Applying these lessons in the future -- |t The nature of individual preferences -- |t Holist and serialist strategies for learning -- |t The learning strategies -- |t Typical errors of comprehension and operation learning -- |t Teaching strategies -- |t Evidence of effective learning. |
| 520 | 8 | |a Annotation |b "Individual Preferences in e-Learning focuses on the process of e-learning, with the emphasis on learning and individual differences. With a firm rooting in previous research, in particular the author's in-depth knowledge of the MBTITM functions, this book shows you how to make e-learning work for different personality types." | |
| 520 | 8 | |a Annotation |b Trainers and educators ask: 'What personality types do best at e-learning; who really likes e-learning?' Better that they should ask: 'How can we make e-learning more appealing to more people?' E-learning is here to stay in the same way that the Internet is here to stay. The classroom, as a mass education tool, was an invention of the industrial age and we have made good use of it. E-learning is an invention of the information age but we have yet to properly realise its potential. Some of the steam has gone out of e-learning. Organizations have experienced problems with technology, variable content, poor course take-up and even greater drop-out. The problem is that what appeals to the organization, a mass training and development medium that can be used to train everyone at once, is at odds with or at least ignorant of the learning needs of the individual. Individual Preferences in e-Learning focuses on the process of e-learning, with the emphasis on learning and individual differences. With a firm rooting in previous research, in particular the author's in-depth knowledge of the MBTI functions, this book shows you how to make e-learning work for different personality types. | |
| 546 | |a English. | ||
| 500 | |a EBSCO eBook Business Collection |5 TMurS | ||
| 500 | |a EBSCO eBook Academic Comprehensive Collection North America |5 TMurS | ||
| 650 | 0 | |a Distance education |x Computer-assisted instruction. | |
| 650 | 0 | |a Internet in education. | |
| 650 | 0 | |a Individual differences. | |
| 655 | 7 | |a Guide (Descripteur de forme) |2 rasuqam | |
| 730 | 0 | |a WORLDSHARE SUB RECORDS | |
| 758 | |i has work: |a Individual preferences in e-learning (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGj6M97yfJW9JH6w47CKbb |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Hills, Howard. |t Individual preferences in e-learning. |d Abingdon, Oxon ; New York : Routledge, Taylor and Francis Group, 2016: |z 0566084562 |w (DLC) 2003049373 |w (OCoLC)52727244 |
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| 952 | f | f | |a Middle Tennessee State University |b Main |c James E. Walker Library |d Electronic Resources |t 0 |e LC5803.C65 |h Library of Congress classification |
