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001 BRILL9789004681774
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008 231123s2023 gw sb 001 0 eng d
020 _a9789004681774
_q(electronic book)
020 _z9789004681767
_q(print)
024 7 _a110.1163/9789004681774
_2DOI
035 _a(OCoLC)1401950660
040 _aNL-LeKB
_cNL-LeKB
_erda
041 _aeng
050 4 _aLB1028.5
072 7 _aEDU
_x000000
_2bisacsh
072 7 _aJN
_2bicssc
082 0 4 _a371.3
_223
100 1 _aNedermeijer, Jan,
_eauthor.
245 1 0 _aEvidence-Based Blended and Online Learning :
_bCourse Design for University Teachers /
_cJan Nedermeijer.
246 3 _aCourse Design for University Teachers
264 1 _aLeiden ;
_aBoston :
_bBrill,
_c2023.
264 4 _c©2023
300 _a1 online resource (326 pages) :
_billustrations.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aEducational Research E-Books Online, Collection 2023
504 _aIncludes bibliographical references and index.
505 0 _tFront Matter -- Preliminary Material /
_rJan Nedermeijer -- Copyright page /
_rJan Nedermeijer -- Acknowledgements /
_rJan Nedermeijer -- Llist of Figures and Tables /
_rJan Nedermeijer -- Introduction /
_rJan Nedermeijer -- Part 1 Blended Learning Course Design and Development /
_rJan Nedermeijer -- Chapter 1 Evidence-Based Process Course Design /
_rJan Nedermeijer -- Chapter 2 Reading Guide /
_rJan Nedermeijer -- Chapter 3 Evidence-Based or Evidence-Informed Course Design? /
_rJan Nedermeijer -- Chapter 4 Blended and Online Learning /
_rJan Nedermeijer -- Chapter 5 Evidence-Based IT Options in Education /
_rJan Nedermeijer -- Chapter 6 Course Development from a Design Perspective /
_rJan Nedermeijer -- Part 2 Examples of Blended Learning Courses and a Case Study Applying the Basic DD Process /
_rJan Nedermeijer -- Chapter 7 Examples of Blended and Online Pedagogical Models /
_rJan Nedermeijer -- Chapter 8 Redesign Your Course into a Blended Learning Course /
_rJan Nedermeijer -- Chapter 9 Course Program for the 9-Stage DD Process /
_rJan Nedermeijer -- Chapter 10 Case Study Design of the Workshop ‘Redesign Your Course in a Blended Learning Course’ /
_rJan Nedermeijer -- Part 3 A Course Design Toolbox for Teacher Designers /
_rJan Nedermeijer -- Chapter 11 Input from Instructional Sciences Course Development /
_rJan Nedermeijer -- Chapter 12 Curriculum Models in HE /
_rJan Nedermeijer -- Chapter 13 The Model of Hattie and Donoghue about Learning in Higher Education /
_rJan Nedermeijer -- Chapter 14 Instructional Planning and Building Principles to Be Realised in Your Course /
_rJan Nedermeijer -- Chapter 15 Some Common Mistakes (by Earl, 1987 ) /
_rJan Nedermeijer -- Chapter 16 A Serious Game Design of Modern Higher Education ( MHE ) /
_rJan Nedermeijer -- Chapter 17 Description of Various Types of Tests /
_rJan Nedermeijer -- Part 4 Accountability Sources of Features Used in the Basic DD Process /
_rJan Nedermeijer -- Chapter 18 Design Features Used in Design Models from Different Domains /
_rJan Nedermeijer -- Chapter 19 Design Thinking /
_rJan Nedermeijer -- Chapter 20 Problem-Solving Features Relevant to Course Design /
_rJan Nedermeijer -- Chapter 21 Creativity Is Indispensable in the DD Process /
_rJan Nedermeijer -- Chapter 22 Why Do Faculty Hesitate to Adopt Evidence-Based Teaching Methods? /
_rJan Nedermeijer -- Back Matter -- Appendix A Eight Design Principles and Their Consequences for MHE /
_rJan Nedermeijer -- Appendix B The Harris Profile /
_rJan Nedermeijer -- Glossary /
_rJan Nedermeijer -- Index /
_rJan Nedermeijer.
520 _aUniversities and their teachers are more than ever required to (re)design their courses considering online environments. Although face-to-face teaching remains fundamental, exploring online alternatives is becoming increasingly necessary. Still, how can university teacher designers proceed with such a change in their courses? What is the most effective way to design an online course? How can university teacher designers attract the attention of students and make teaching interesting and compelling? Evidence-Based Blended and Online Learning: Course Design for University Teachers answers these questions. It provides a thorough evidence-based overview of each step required to make an effective course redesign. The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book’s design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice. Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways. Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role.
546 _aEnglish
588 _aDescription based on print version record.
650 0 _aBlended learning.
650 0 _aCollege teaching.
650 0 _aEducation, Higher
_xComputer-assisted instruction.
650 0 _aInternet in higher education.
776 0 8 _iPrint version:
_tEvidence-Based Blended and Online Learning : Course Design for University Teachers.
_dLeiden ; Boston : Brill, 2023.
_z9789004681767
_w(OCoLC)1389776689
_w(DLC) 2023032713
830 0 _aEducational Research E-Books Online, Collection 2023.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789004681774
999 _c34053
_d34053