Adult Learning Technologies
Considering the growth of online education programs, as well as the demand for more schooling to get ahead in a troubled economy, this book bundle of
16 scholarly titles addresses in-demand topics on higher, adult, and distance education, professional development and ePortfolios, collaborative and self-directed learning, and much more. This compelling compilation of research aids professionals in improving instructional training strategies to educate students in today’s information age.
Release date: May 1, 2011
ISBN13: 9781609609962|EISBN13: 9781609609955
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| $2,769.75 List Price: $3,294.95 | |
Description
E-learning has become a major force in adult education. Since most working adults cannot come to campuses for classroom instruction, acquiring knowledge through technology affords them the opportunity to learn anywhere, anytime.
The Adult Learning Technologies book bundle is a specialized reference compilation that supports research in the field of educational technologies. This premier package includes 16 scholarly titles focusing on higher, adult, and distance education, professional development and ePortfolios, as well as collaborative and self-directed learning. These titles represent IGI Global’s unique coverage of the impact and effective use of technology in today’s learning environments.
Topics Covered
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Adult Learning
- Applied E-Learning
- Business & Technical Education
- Technologies in Higher Education
Books Included in this Collection
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Giuliana Dettori (Institute for Educational Technology, National Research Council, Italy), Donatella Persico (Institute for Education Technology-National Research Council, Italy).
© 2011.
498 pages.
Self-Regulated Learning (SRL) is the process through which individuals control their own learning, from the cognitive, meta-cognitive, behavioral, emotional and motivational points of view. Through Information and Communication Technologies (ICTs) it is an important interdisciplinary competence which...
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George D. Magoulas (Birkbeck College, University of London, UK).
© 2011.
452 pages.
The emerging knowledge society places new requirements on the educational sector to support the needs of individuals and organizations. In the discipline of lifelong learning, which is one of the most important forces driving education in the 21st century, e-learning has become a collaborative and...
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Terry T. Kidd (Texas A&M University, USA), Jared Keengwe (Department of Teaching and Learning, University of North Dakota, Grandforks, ND, USA).
© 2010.
293 pages.
As instructors move further into the incorporation of 21st century technologies in adult education, a new paradigm of digitally-enriched mediated learning has emerged. Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes provides a comprehensive framework of trends and...
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Terry T. Kidd (Texas A&M University, USA).
© 2010.
376 pages.
The expanding field of adult learning encompasses the study and practice of utilizing sound instructional design principals, technology, and learning theory as a means to solve educational challenges and human performance issues relating to adults, often occurring online. Online Education and Adult...
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Viktor Wang (California State University at Long Beach, USA).
© 2010.
334 pages.
As adult learners and educators pioneer the use of technology in the new century, attention has been focused on developing strategic approaches to effectively integrate adult learning and technology in different learning environments. Integrating Adult Learning and Technologies for Effective Education...
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William Ritke-Jones (Cybermations Consulting Group, USA).
© 2010.
426 pages.
Corporations are beginning to see the educational potential of virtual realities in the workplace. Thanks to its unique characteristics as well as its ability to bring dispersed people together in an almost “real” environment for relatively low cost, virtual environments may become the preferred...
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Adrian Bromage (Coventry University, UK), Lynn Clouder (Coventry University, UK), Jill Thistlethwaite (University of Warwick, UK), Frances Gordon (SHU, UK).
© 2010.
480 pages.
Interprofessionalism, an emerging model and philosophy of multi-disciplinary and multi-agency working, has in increasingly become an important means of cultivating joint endeavors across varied and diverse disciplinary and institutional settings. Interprofessional E-Learning and Collaborative Work...
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Karim A. Remtulla (University of Toronto, Canada).
© 2010.
244 pages.
Workplace e-learning as a socially and culturally negotiated and perpetuated phenomenon remains uncommon, as does the availability of taxonomies that further analyze this idea critically, paradigmatically, and perspectivally. Socio-Cultural Impacts of Workplace E-Learning: Epistemology, Ontology and...
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Roisin Donnelly (Dublin Institute of Technology, Ireland), Fiona McSweeney (Dublin Institute of Technology, Ireland).
© 2009.
440 pages.
Over the past decade, computer-enhanced learning has increased in demand due to developments in technological aids such as multimedia presentation and the internet. In this age of technology, it is imperative for teachers to consider the importance of technological integration in the classroom. Applied...
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Viktor Wang (California State University at Long Beach, USA).
© 2009.
1028 pages.
As career and technical education continues to evolve, technology applications are rapidly becoming vital instruments for instructional training and valuable learning tools for the overall enhancement of student experience. The Handbook of Research on E-Learning Applications for Career and Technical...
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Richard Caladine (University of Wollongong, Australia).
© 2008.
344 pages.
Online learning is transcending from the text-rich educational experience of the past to a video- and audio-rich learning transformation. The greater levels of media-rich content and media-rich interaction that are currently prevalent in online leisure experiences will help to increase e-learning's...
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Yukiko Inoue (University of Guam, Guam).
© 2007.
308 pages.
Instructors at universities face many of the same concerns. They have to prepare and organize their courses, teach those courses and provide assignments, assess the learning of the students, and then evaluate the effectiveness of their teaching style. Even though these experiences are common, learning...
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Tony Herrington (University of Wollongong, Australia), Jan Herrington (University of Wollongong, Australia).
© 2006.
340 pages.
As greater accountability in higher education grows, authentic learning has found a prominent place in the education agenda. Technology continues to open up possibilities for innovative and effective learning opportunities, and students and teachers are no longer happy to accept familiar...
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Ali Jafari (Indiana University-Purdue University Indianapolis, USA), Catherine Kaufman (ePortConsortium, USA).
© 2006.
648 pages.
The Handbook of Research on ePortfolios is the single source for comprehensive coverage of the major themes of ePortfolios, addressing all of the major issues, from concept to technology to implementation. It is the first reference publication to provide a complete investigation on a variety of...
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Tim S. Roberts (Central Queensland University, Australia).
© 2006.
333 pages.
How can assessment practices be used to assist and improve the learning process? Self, Peer and Group Assessment in E-Learning attempts to answer this question by bringing together 13 contributions from prominent researchers and practitioners actively involved in all aspects of self, peer and group...
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Miltiadis D. Lytras (Effat University, Saudi Arabia), Ambjörn Naeve (Royal Institute of Technology, Uppsala University, and Stockholm University, Sweden).
© 2005.
432 pages.
In the context of Knowledge Society, the convergence of knowledge and learning management is a critical milestone. Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective provides state-of–the art knowledge through a balanced theoretical and technological...
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