000			03850nam a22004695i 4500
001			978-1-4614-0863-5
003			DE-He213
005			20140220082810.0
007			cr nn 008mamaa
008			130525s2013 xxu| s |||| 0|eng d
020			_a9781461408635 _9978-1-4614-0863-5
024	7		_a10.1007/978-1-4614-0863-5 _2doi
050		4	_aLC8-6691
072		7	_aYQT _2bicssc
072		7	_aEDU039000 _2bisacsh
082	0	4	_a371.33 _223
100	1		_aKe, Fengfeng. _eauthor.
245	1	0	_aWeb-Based Teaching and Learning across Culture and Age _h[electronic resource] / _cby Fengfeng Ke, Alicia Fedelina Chávez.
264		1	_aNew York, NY : _bSpringer New York : _bImprint: Springer, _c2013.
300			_aX, 170 p. 4 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aPreface -- Part I Diversity in Online Learning Contexts -- 1.Introduction and Background -- 2.Multicultural and Intergenerational Teaching and Learning: Current Research -- 3.A Two-Year Research Project on Web-Based Teaching and Learning -- Part II Study Findings -- 4.Diversity in Online Learning Interaction and Participation -- 5.Cultural Constructs in Teaching and Learning -- 6.Online Interaction and Learning Contexts Design and Learner Success -- Part III Designing for Success in Online Learning Contexts -- 7.Inclusive Design of Online Teaching and Learning -- 8.Promoting Inclusive, Deep Learning in Online Contexts -- 9.Concluding Thoughts on Web-Based Teaching and Learning across Culture and Age.
520			_aIdentity and diversity permeate teaching and learning. Technology-mediated learning environment designs are infused with cultural values, norms, and assumptions. In addition, age-related diversity mediates interactions, learning, perceptions of instruction, self-regulation, and experience with technology. Individual instructors and/or instructional designers are both cultural insiders and cultural outsiders to diverse groups of online learners. Learning difficulties are likely to arise when underlying pedagogical values, norms, and epistemologies in an online learning setting are culturally inappropriate or ineffective for a learner group. Instructors and learners are usually unaware of how identity and diversity manifest in teaching and learning, and hence experiencing challenges in negotiating academic norms. With limited empirical research available about online teaching and learning across culture and age, this book presents the findings of a two-year study in exploring an inclusive (i.e., multicultural and intergenerational) instructional design approach for online learning. The book provides readers an overall understanding of epistemological and pragmatic differences in how students from different cultures and generation groups learning online. Data-driven suggestions on the cultural analysis, design, and facilitation of an inclusive online learning environment are provided. Any professional in the area of online teaching and learning, researchers and educators alike, will benefit from the insights into cross-cultural and intergenerational teaching and learning provided.
650		0	_aEducation.
650		0	_aCurriculum planning.
650		0	_aConsciousness.
650	1	4	_aEducation.
650	2	4	_aEducational Technology.
650	2	4	_aCognitive Psychology.
650	2	4	_aCurriculum Studies.
650	2	4	_aLearning & Instruction.
700	1		_aFedelina Chávez, Alicia. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781461408628
856	4	0	_uhttp://dx.doi.org/10.1007/978-1-4614-0863-5
912			_aZDB-2-SHU
999			_c94893 _d94893