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Computer-assisted instruction --- SAS/AF.

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Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning in its different forms? How do institutions understand the costs of e-learning? How might e-learning impact staffing and staff development? This book addresses these and many other questions. The study is based on a qualitative survey of practices and strategies carried out by the OECD Center for Educational Research and Innovation (CERI) at 19 tertiary education institutions from 11 OECD member countries: Australia, Canada, France, Germany, Japan, Mexico, New Zealand, Spain, Switzerland, the United Kingdom and the United States as well as 2 non-member countries: Brazil and Thailand. This qualitative survey is complemented by the findings of a quantitative survey of e-learning in tertiary education carried out in 2004 by the Observatory on Borderless Higher Education (OBHE) in some Commonwealth countries.--Publisher's description.

Higher education --- Education, Higher --- Computer-assisted instruction.

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Avec la fin du boom de la « nouvelle économie », en 2000, l’enthousiasme autour de la cyberformation a laissé place au scepticisme. Mais dans les faits, où en sommes-nous ? Pourquoi et comment différents types d’établissements d’enseignement supérieur s’engagent-ils dans la cyberformation ? Selon eux, quels sont les impacts pédagogiques de la cyberformation dans ses différentes formes, et quel est son coût ? Quelles peuvent être les implications de la cyberformation sur le recrutement et la formation du personnel enseignant ? Cet ouvrage tente de répondre entre autres à ces questions.  

Education, Higher --- Internet in higher education. --- Computer-assisted instruction.

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Your Microlearning Primer Microlearning. Is it a text message or a video? Does it need to be shorter than five minutes? Do you just “chunk” a longer course into smaller pieces? Find the answers to these and other questions in this concise, comprehensive, and first-of-its-kind resource that will accommodate the most- and least-informed about microlearning. Gleaning insights from research, theory, and practice, authors Karl M. Kapp and Robyn A. Defelice debunk the myths around microlearning and present their universal definition. In Microlearning: Short and Sweet , they go beyond the hypothetical and offer tips on putting microlearning into action. Recognizing what makes microlearning effective is critical to avoiding costly, wasteful investments in the latest learning trend or newest shiny object. Only by understanding the nuances behind it can you decide what format and style suits your needs. Whether you are creating an individual product or a series of learning solutions, you need to follow a well-designed plan. This book guides readers through how, when, and why to design, develop, implement, and evaluate microlearning. Case studies punctuate what works and what doesn’t. User-friendly and highly accessible, this book is a must-have for instructional designers and anyone interested in microlearning.

Computer managed instruction. --- Computer-assisted instruction. --- Internet in education.

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Making E-Learning Stick is comprised of 25+ easy-to-implement, low- or no-cost techniques that will increase learning transfer in both asynchronous e-learning and live virtual training.

Employees --- Training of. --- Training of --- Computer-assisted instruction.