Today, the online sphere is no longer just an information repository or a place to search for resources. It has become instead a place supporting both intentional and non-intentional learning. Intentional, formal learning, often leads to certification, whereas informal learning is unstructured and takes place as part of daily work-related or leisure activities.
Cases on Formal and Informal E-Learning Environments: Opportunities and Practices brings together cases outlining the practical aspect of formal, non-formal, and informal online learning. This book introduces conceptual aspects of these types of learning, knowledge-base, new learning paradigms, policy implications, evaluation and concerns, design, and development of online learning.
Hardcover: 454 pages
Publisher: IGI Global; 1 edition (July 31, 2012)
Product Dimensions: 7.2 x 10.2 inches
Yang (curriculum and instruction, Central China Normal U. and State U. of New York at Oswego) and Wang (curriculum, instruction, and special education, U. of Southern Mississippi) collect 19 cases relating practices and research on different formal and informal e-learning environments, for educators, trainers, administrators, and researchers in disciplines from education to instructional technology to computer science. Researchers working in education, technology, and other fields in the US, Europe, Canada, Japan, and Uganda cover network and learning communities, professional and disciplinary implementations, and the pedagogical design and implications of e-learning environments. Specific topics include the use of social media to create personal learning networks and a sense of belonging in off-campus students, connecting first year students to informal and formal learning experiences, an online platform to promote mobility, computer-mediated communication between second language students, blended storytelling with technology in the professional development of police officers, the experiences of homeschooling families with online math instruction, an interactive trivia game for training football referees, digital technology and contextual learning in museums, the use of Web 2.0 tools in a course on the role of gender in models of health care leadership, the use of Twitter chat, and an online theatre learning environment –Annotation ©2012 Book News Inc. Portland, OR
About the Author
Harrison Hao Yang (Ed.D., Florida International Univeristy, 1996) is a Professor in the Department of Curriculum and Instruction at State University of New York at Oswego, USA. His research specialties include assessment and e-folios, distance/flexible education, information literacy, Information Technology diffusion/integration, learning theories, issues and trends on vocational-technical education, and Web/learning communities. Dr. Yang is the recipient of State University of New York (System-wide) Chancellor’s Award for Excellence in Teaching in 2009, and SUNY Oswego President’s Award for Teaching Excellence in 2006.
Shuyan Wang (Ph.D., Ohio University, 2004) is an Associate Professor in the Department of Curriculum, Instruction, and Special Education at The University of Southern Mississippi, USA. Her research interests include technology integration into teaching and learning, technology integration into EFL classroom, distance learning, e-learning, assessment, and electronic portfolios. Dr. Wang has many publications in the format of books, book chapters, and journal articles. She has conducted large number of presentations at local, national, and international conferences.