- We will send in 10–14 business days.
/images/books/11528810/9781633917538.jpg)
- Author: Melissa Layne
- Publisher: Westphalia Press
- Year: 2016
- Pages: 124
- ISBN-10: 1633917533
- ISBN-13: 9781633917538
- Format: 17.8 x 25.4 x 0.7 cm, minkšti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
Reviews
Description
Internet Learning Journal (ILJ) is a bi-annual, open access, double-blind peer-reviewed academic publication sponsored by The Policy Studies Organization (PSO) and American Public University System (APUS). Our title shows our focus and our ambition. Our multiple delivery platforms represent collective vision and models present day innovation. Our subject matter is the revolution that online learning has brought to the academy. Since the University of Bologna was founded in 1088, instruction was done face-to-face with the technologies of speaking and writing. The digital revolution has now offered an alternative to teaching, learning and scholarship. For the first time, we can look at classroom data, patterns of interaction and patterns of learning fixed in data points. The digital revolution threatens to change how students learn, teachers teach, education institutions manage data and how scholars disseminate this data. We hope to become a forum for the larger issues of data collection, assessment and online learning. We look forward to keeping the great conversation alive.
The promotion ends in 
- Author: Melissa Layne
- Publisher: Westphalia Press
- Year: 2016
- Pages: 124
- ISBN-10: 1633917533
- ISBN-13: 9781633917538
- Format: 17.8 x 25.4 x 0.7 cm, minkšti viršeliai
- Language: English English
Internet Learning Journal (ILJ) is a bi-annual, open access, double-blind peer-reviewed academic publication sponsored by The Policy Studies Organization (PSO) and American Public University System (APUS). Our title shows our focus and our ambition. Our multiple delivery platforms represent collective vision and models present day innovation. Our subject matter is the revolution that online learning has brought to the academy. Since the University of Bologna was founded in 1088, instruction was done face-to-face with the technologies of speaking and writing. The digital revolution has now offered an alternative to teaching, learning and scholarship. For the first time, we can look at classroom data, patterns of interaction and patterns of learning fixed in data points. The digital revolution threatens to change how students learn, teachers teach, education institutions manage data and how scholars disseminate this data. We hope to become a forum for the larger issues of data collection, assessment and online learning. We look forward to keeping the great conversation alive.
Reviews