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Full-Text Articles in Education
Learning Theories: Epedagogical Strategies For Massive Open Online Courses (Moocs) In Higher Education, Eileen O'Donnell, Mary Sharp, Seamus Lawless, Liam O'Donnell
Learning Theories: Epedagogical Strategies For Massive Open Online Courses (Moocs) In Higher Education, Eileen O'Donnell, Mary Sharp, Seamus Lawless, Liam O'Donnell
Books/Book Chapters
This chapter reviews various learning theories about e-pedagogical strategies for the effective use of massive open online courses (MOOCs) in higher education. E-pedagogical strategies refer to the various teaching methods or approaches used by educators when encouraging students to engage with online learning. An up-to-date broad knowledge of learning theories is required by educators to inform and inspire their teaching approaches. Before developing lesson plans, educators should have a clear idea of the learning outcomes which they hope the learners will achieve by engaging with the lessons, be they delivered on or off line. By knowing the desired learning outcomes …
Embedding Reflective Practice And Creativity To Link A Modularised Curriculum., Muireann Okeeffe, Roisin Donnelly
Embedding Reflective Practice And Creativity To Link A Modularised Curriculum., Muireann Okeeffe, Roisin Donnelly
Books/Book Chapters
Providing space for students to reflect and integrate their learning is the theme of this chapter, where Muireann has researched ways of integrating ePortfolios into the curriculum to encourage students to develop and reflect on their learning through student-led communities of practice.
Does Accredited Professional Development For Academics Improve Teaching And Learning In Higher Education?, Claire Mcavinia, Roisin Donnelly, Claire M. Mcdonnell, Orla Hanratty, Jen Harvey
Does Accredited Professional Development For Academics Improve Teaching And Learning In Higher Education?, Claire Mcavinia, Roisin Donnelly, Claire M. Mcdonnell, Orla Hanratty, Jen Harvey
Books/Book Chapters
This Chapter examines the extent to which we can assess whether accredited professional development programmes for academics have improved teaching – and students’ learning – in higher education. A review of the literature will be presented, along with new research undertaken in our home institution. The authors are part of a team delivering accredited programmes in teaching at tertiary level, and have collaborated to examine the impact of their work and that of the team over more than ten years in this area. Our findings from both the literature and our most recent research within our own institution indicate a …
Technology-Enhanced Learning: Towards Providing Supports For Phd Students And Researchers In Higher Education., Eileen O'Donnell, Liam O'Donnell
Technology-Enhanced Learning: Towards Providing Supports For Phd Students And Researchers In Higher Education., Eileen O'Donnell, Liam O'Donnell
Books/Book Chapters
No abstract provided.