The Changing Dynamics of Teaching and Learning Spaces: Where does the Printed Book Fit?
The evolution of teaching and learning spaces from physical spaces to incorporate digital/virtual spaces is a phenomenon now accepted as commonplace. In rich multi-modal teaching and learning environments we consider how digital resources have impacted the role of educators in defining their own rol...
| Publicado en: | International Journal of the Book Vol. 5; no. 1; pp. 99 - 106 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Common Ground Research Networks
2007
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=29405417&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 29405417 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14479516 17TF jtl: International Journal of the Book issn: 14479516 maglogo: N pubinfo: dt: 2007 vid: 5 iid: 1 pid: 22359 pub: Common Ground Research Networks artinfo: ui: 29405417 ppf: 99 ppct: 7 formats: fmt: @attributes: type: P size: 318KB tig: atl: The Changing Dynamics of Teaching and Learning Spaces: Where does the Printed Book Fit? aug: au: Burch, Tony Nagy, Judy affil: Deakin University, Vic, Australia su: Effective teaching Educational objectives Teacher effectiveness Computer assisted instruction Internet in education Online information services sug: subj: Effective teaching Educational objectives Teacher effectiveness Computer assisted instruction Internet in education Online information services keyword: e-Learning Engaged Learning Communities Learning Resources On-line Learning Social and Teacher Presence Online Student Learning Experiences The Future of Text-Books ab: The evolution of teaching and learning spaces from physical spaces to incorporate digital/virtual spaces is a phenomenon now accepted as commonplace. In rich multi-modal teaching and learning environments we consider how digital resources have impacted the role of educators in defining their own role, and the resources utilised to supplement online education with a social presence reminiscent of a classroom experience. Using the conceptual framework for e-learning posed by Garrison and Anderson (2003) we consider the place of text based books alongside a diversity of resources, in a process that no longer privileges the printed book and yet retains it, in an increasingly marginalised position, in the higher education sector. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of the Book is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of the Book holder: Common Ground Research Networks dt: @attributes: year: 2007 holdings: @attributes: islocal: N |
|---|