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Individual Preferences in e-Learning [Kietas viršelis]

  • Formatas: Hardback, 192 pages, aukštis x plotis: 246x174 mm, weight: 486 g
  • Išleidimo metai: 29-Dec-2003
  • Leidėjas: Gower Publishing Ltd
  • ISBN-10: 0566084562
  • ISBN-13: 9780566084560
Kitos knygos pagal šią temą:
Individual Preferences in e-LearningDidesnis paveikslėlis
  • Formatas: Hardback, 192 pages, aukštis x plotis: 246x174 mm, weight: 486 g
  • Išleidimo metai: 29-Dec-2003
  • Leidėjas: Gower Publishing Ltd
  • ISBN-10: 0566084562
  • ISBN-13: 9780566084560
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780566084560.html
Raktažodžiai:
Trainers and educators ask: 'What personality types do best at e-learning; who really likes e-learning?' Better that they should ask: 'How can we make e-learning more appealing to more people?' E-learning is here to stay in the same way that the Internet is here to stay. The classroom, as a mass education tool, was an invention of the industrial age and we have made good use of it. E-learning is an invention of the information age but we have yet to properly realise its potential. Some of the steam has gone out of e-learning. Organizations have experienced problems with technology, variable content, poor course take-up and even greater drop-out. The problem is that what appeals to the organization, a mass training and development medium that can be used to train everyone at once, is at odds with - or at least ignorant of - the learning needs of the individual. Individual Preferences in e-Learning focuses on the process of e-learning, with the emphasis on learning and individual differences. With a firm rooting in previous research, in particular the author's in-depth knowledge of the MBTIā¢ functions, this book shows you how to make e-learning work for different personality types.

Recenzijos

'...This book is essential reading for anyone about to design or implement an e-learning programme - providing both academic rigour and pragmatic realism in a format that is easy to read and understand.' Karen Velasco, Managing Director, PeopleSolve Ltd and Chairman, Forum for Technology in Training 'I found this book stimulating and interesting as I have found few book specifically looking at learning preferences in eLearning...I would recommend the book.' ITOL (Institute of Training and Occupational Learning) Website 'E-learning is often denigrated by those who have tried it but did not like it and this book shows with great clarity why this may have been so. Now, designers of e-learning will have no excuses if their products do not connect with learners. I recommend this book to any e-learning content designer or to anyone thinking of using e-learning as part of a learning programme. Detailed and rigorous throughout; the chapter summaries are particularly useful. You can be confident that you will not find a better treatise on this subject anywhere.' Vaughan Waller, Chairman of the eLearning Network, UK

List of Figures ix
List of Tables xi
1 Perspectives on Learning 1(18)
Why read this book?
1(1)
What is in this book?
2(2)
A mouse and a hamster
4(2)
E-learner and non e-learners
6(1)
Books and e-learning styles
7(1)
Historical perspective
8(4)
The introduction of technology
12(4)
Learner behaviour
16(1)
Summary
17(2)
2 Internet Growth and the Impact on Learning 19(26)
Cultural aspects of Internet use
19(1)
The development of the Internet
20(1)
Commercial exploitation of the World Wide Web
21(2)
Access to the World Wide Web
23(1)
Personal preferences and the Internet
24(1)
Possible futures for the Internet
25(1)
Increased automation
26(1)
Learning provisions as customer service
27(1)
The role of the professional institutes
27(1)
The unique contribution of on-line learning
28(2)
Learner choice 29
30(1)
The e-learning market place
30(3)
E-learning delivery software
33(2)
Implications for the individual in the organization
35(4)
E-learning types and the reactions of the individual
39(3)
Summary
42(3)
3 The Case Against e-Learning 45(26)
Social aspects of learning
46(13)
What others bring to the learning activity
59(1)
Interpersonal differences
60(1)
Interaction between learners
61(6)
Summary
67(4)
4 Observing Learners 71(26)
Visual presentation aspects of e-learning
71(1)
The learner's need for control
72(1)
Minimalist research
73(1)
Holist and serialist research
74(1)
Minimalist instructional theory
75(4)
The weakness of didactic instruction
79(2)
What learners might say
81(1)
Minimalist design
82(3)
Applying these lessons in the future
85(2)
The nature of individual preferences
87(1)
Holist and serialist strategies for learning
87(2)
The learning strategies
89(3)
Typical errors of comprehension and operation learning
92(1)
Teaching strategies
92(1)
Evidence of effective learning
93(1)
Applying these findings to e-learning design
94(1)
Summary
95(2)
5 Personality and Learning 97(26)
Bias due to personality: the effect on e-learning
97(1)
Example of type personality inventory - MBTI
98(1)
MBTI personality dimensions
99(2)
MBTI functions as learning activities
101(1)
Kolb's learning modes
102(2)
MBTI functions as a learning cycle
104(3)
Making judgments about what you learn
107(3)
How does e-learning contribute?
110(1)
Personal preferences for learning activities
110(10)
Individual needs
120(1)
Summary
120(3)
6 Using Personality in e-Learning Choices 123(30)
Designing e-learning for individual preferences
123(2)
Introvert types
125(4)
Common features of introvert learning preferences
129(1)
Extrovert types
130(5)
Common features of extrovert learning preferences
135(1)
Can we create 16 different courses?
135(1)
Features of e-learning related to personality preferences
136(4)
The virtual learning set
140(1)
Praise and personality
140(3)
The contribution made by others to an individual's learning 141
Personality and content presentation
143(2)
People roles in e-learning
145(2)
Action learning and e-learning
147(1)
Planning learning and e-learning
148(1)
Summary - an idealized learning model based on MBTI research
149(4)
7 From Theory to Practice 153(20)
Theoretical basis for a functional learning model
153(5)
The functional learning cycle
158(1)
Example of inter-personal skills training in interviewing
159(7)
Example of training for project management
166(2)
Conclusion
168(5)
References and Other Reading 173(2)
Index 175
Howard Hills has been applying technology to learning since 1972 in a career that has spanned banking, training consultancy, defence research, aerospace, nuclear industries, naval service and project management. He now provides coaching and training for internal training teams in e-learning, its design, development, implementation and benefit extraction. Howard is author of Gower's Team-Based Learning and applies the principles in this book with work teams to improve their performance. He is an MBTIā¢ practitioner and has carried out extensive research into the relationship between personality and learning.