Wielopłaszczyznowa integracja e-nauczania z akademicką praktyką dydaktyczną - studium przypadku uczelni University of Houston-Downtown

Michał Kuciapski

Abstract

The aim of this article is to evaluate the integration of different forms of e-learning that would support the realization of educational processes at the University of Gdańsk (UG). Research was performed as a case study at the University of Houston- Downtown (UHD) so as to transfer best practices to UG. Data come from direct observation and in-depth, structured interviews. The data obtained indicated the conditions for the use of e-learning such as: forms, areas, technologies, methods of realization, gained benefits and challenges. Study indicated that implementation of e-learning at UG in the areas of blended learning, fully e-learning classes and external video-conferencing would be promising (there is little if any need for internal videoconferencing at UG). Fully e-learning programmes are not allowed by Polish educational law, so is extensive use of tutors (trained best students from previous years). Implementation of multifaceted e-learning at UG, similar to the one at UHD would require granting significant budget and, more importantly, establishing Centre for Teaching and Learning supporting development of technical and methodological skills of e-teaching faculty.
Author Michał Kuciapski KIE
Michał Kuciapski,,
- Department of Business Informatics
Other language title versionsMultifaceted integration of e-learning with the practices in higher education - a case study of University of Houston-Downtown
Journal seriese-mentor, ISSN 1731-6758, e-ISSN 1731-7428
Issue year2018
No1 (73)
Pages74-85
Publication size in sheets0.55
Keywords in Englishmultifaceted integration of e-learning, e-learning for higher education, e-learning quality, internal and external videoconferences, blended learning
DOIDOI:10.15219/em73.1341
URL http://www.e-mentor.edu.pl/_pdf/ementor73.pdf
Languagepl polski
LicenseJournal (articles only); published final; Other open licence; with publication
Score (nominal)15
ScoreMinisterial score = 15.0, 21-06-2018, ArticleFromJournal
Ministerial score (2013-2016) = 15.0, 21-06-2018, ArticleFromJournal
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