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001435990 001__ 1435990
001435990 003__ OCoLC
001435990 005__ 20230309004003.0
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001435990 008__ 210425s2021\\\\si\\\\\\ob\\\\000\0\eng\d
001435990 019__ $$a1247665586$$a1248684791
001435990 020__ $$a9789813366831$$q(electronic bk.)
001435990 020__ $$a9813366834$$q(electronic bk.)
001435990 020__ $$z9789813366824
001435990 020__ $$z9813366826
001435990 0247_ $$a10.1007/978-981-33-6683-1$$2doi
001435990 035__ $$aSP(OCoLC)1247670645
001435990 040__ $$aYDX$$beng$$erda$$epn$$cYDX$$dGW5XE$$dOCLCO$$dEBLCP$$dOCLCF$$dN$T$$dUKAHL$$dSFB$$dOCLCQ$$dCOM$$dOCLCO$$dOCLCQ
001435990 049__ $$aISEA
001435990 050_4 $$aLB2395.7
001435990 08204 $$a378.1/7344678$$223
001435990 1001_ $$aJones, Kevin Anthony,$$eauthor.
001435990 24510 $$aHigher education 4.0 :$$bthe digital transformation of classroom lectures to blended learning /$$cKevin Anthony Jones, Ravi S. Sharma.
001435990 264_1 $$aSingapore :$$bSpringer,$$c[2021]
001435990 300__ $$a1 online resource
001435990 336__ $$atext$$btxt$$2rdacontent
001435990 337__ $$acomputer$$bc$$2rdamedia
001435990 338__ $$aonline resource$$bcr$$2rdacarrier
001435990 504__ $$aIncludes bibliographical references.
001435990 5050_ $$aChapter 1. Introduction -- Chapter 2. Existing knowledge -- Chapter 3. Empirical methodology -- Chapter 4. The learning model -- Chapter 5: Data model and collection -- Chapter 6: Exploratory statistical analysis and discussion -- Chapter 7: Contributions, limitations, and further research.
001435990 506__ $$aAccess limited to authorized users.
001435990 520__ $$aThis book chronicles a 10-year introduction of blended learning into the delivery at a leading technological university, with a longstanding tradition of technology-enabled teaching and learning, and state-of-the-art infrastructure. Hence, both teachers and students were familiar with the idea of online courses. Despite this, the longitudinal experiment did not proceed as expected. Though few technical problems, it required behavioural changes from teachers and learners, thus unearthing a host of socio-technical issues, challenges, and conundrums. With the undercurrent of design ideals such as "tech for good", any industrial sector must examine whether digital platforms are credible substitutes or at best complementary. In this era of Industry 4.0, higher education, like any other industry, should not be about the creative destruction of what we value in universities, but their digital transformation. The book concludes with an agenda for large, repeatable Randomised Controlled Trials (RCTs) to validate digital platforms that could fulfil the aspirations of the key stakeholder groups - students, faculty, and regulators as well as delving into the role of Massive Open Online Courses (MOOCs) as surrogates for "fees-free" higher education and whether the design of such a HiEd 4.0 platform is even a credible proposition. Specifically, the book examines the data-driven evidence within a design-based research methodology to present outcomes of two alternative instructional designs evaluated - traditional lecturing and blended learning. Based on the research findings and statistical analysis, it concludes that the inexorable shift to online delivery of education must be guided by informed educational management and innovation
001435990 650_0 $$aBlended learning.
001435990 650_0 $$aEducation, Higher$$xEffect of technological innovations on.
001435990 650_0 $$aInternet in higher education.
001435990 650_6 $$aApprentissage mixte.
001435990 650_6 $$aEnseignement supérieur$$xEffets des innovations sur.
001435990 650_6 $$aInternet dans l'enseignement supérieur.
001435990 655_0 $$aElectronic books.
001435990 7001_ $$aSharma, Ravi S.,$$eauthor.
001435990 77608 $$iPrint version:$$z9813366826$$z9789813366824$$w(OCoLC)1227272214
001435990 852__ $$bebk
001435990 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-33-6683-1$$zOnline Access$$91397441.1
001435990 909CO $$ooai:library.usi.edu:1435990$$pGLOBAL_SET
001435990 980__ $$aBIB
001435990 980__ $$aEBOOK
001435990 982__ $$aEbook
001435990 983__ $$aOnline
001435990 994__ $$a92$$bISE