1st Edition

Psychology for the Classroom: E-Learning




ISBN 9780415590938
Published March 9, 2011 by Routledge
160 Pages 14 B/W Illustrations

USD $44.95

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Book Description

Psychology for the Classroom: E-Learning is a lively and accessible introduction to the field of technology-supported teaching and learning and the educational psychology associated with those developments. Offering a substantial and useful analysis of e-learning, this practical book includes current research, offers a grounding in both theory and pedagogical application, and contains illustrative case studies designed to stimulate thinking about technology and education. The author places particular focus on the developing theory and practice of cybergogy as well as interpretations of conventional theories such as behaviourism, cognitivism and constructivism in the context of e-learning.

The book also explores how these developments provide new opportunities, contexts and environments for learning, including:

  • virtual learning environments;
  • social networking;
  • personalisation;
  • social justice;
  • cyber-bullying and e-safety;
  • blended learning;
  • avatars and virtual worlds;
  • cybergogy and new learning domains.

This unique text will appeal to all practising teachers and students alike and provides a valuable and practical guide to the theory and application of e-learning.

Table of Contents

Introduction  Towards a definition of e-learning  Changing thinking; changing the ways of learning  A brief history of technology-enabled learning  Pedagogy, andragogy and cybergogy  Mapping the psychology  Research  Online Learning – a meta-analysis of research  Collaborative and social learning  Using ICT to support teaching  Technology mediated learning  E-safety in e-learning; safe-working in the virtual world  Theory  Stages of cognitive development  An educational software paradigm  Stages of online interactivity  Learning in cyberspace  ID, Id, avatar and persona; the changing face of self  Pedagogy  Using learning technologies  Belief  Motivation  Emotional engagement  Immediacy  Action engagement  Cognitive engagement  Creative and critical thinking  Using virtual learning environments  Social interaction  Engagement  Assessment  Cybergogy – learning in virtual worlds  Strategy  Strategies of the technology-enabled teacher  Computer mediated collaboration  Sustained online learning  Teaching in the virtual world  Using authoring to increase learner engagement  Professionals learning in the virtual world  E-safety in learning and teaching  References

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Author(s)

Biography

John Woollard is Lecturer in Information Technology Education in the School of Education at the University of Southampton. He has previously taught in both primary and secondary schools. He now researches teaching and learning with computers.