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ERIC Number: ED520379
Record Type: Non-Journal
Publication Date: 2011-Mar-14
Pages: 160
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-0-4155-9093-8
ISSN: N/A
Psychology for the Classroom: E-Learning
Woollard, John
Routledge, Taylor & Francis Group
"Psychology for the Classroom: E-Learning" is a lively and accessible introduction to the field of technology-supported teaching and learning and the educational psychology associated with those developments. Offering a substantial and useful analysis of e-learning, this practical book includes current research, offers a grounding in both theory and pedagogical application, and contains illustrative case studies designed to stimulate thinking about technology and education. The author places particular focus on the developing theory and practice of cybergogy as well as interpretations of conventional theories such as behaviourism, cognitivism and constructivism in the context of e-learning. The book also explores how these developments provide new opportunities, contexts and environments for learning, including: (1) virtual learning environments; (2) social networking; (3) personalisation; (4) social justice; (5) cyber-bullying and e-safety; (6) blended learning; (7) avatars and virtual worlds; and (8) cybergogy and new learning domains. This unique text will appeal to all practising teachers and students alike and provides a valuable and practical guide to the theory and application of e-learning. Included in the table of contents are the following chapters: (1) Introduction; (2) Research; (3) Theory; (4) Pedagogy; and (5) Strategy. (Includes references and an index.)
Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Publication Type: Books; Reports - Evaluative
Education Level: Adult Education; Elementary Secondary Education; Postsecondary Education
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A