| 1. |
- Masoumi, Davoud, et al.
(författare)
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Cultural-pedagogical norms in Iranian virtual higher education institutions
- 2014
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Ingår i: Cross-Cultural Online Learning in Higher Education and Corporate Training. - Hershey, PA : IGI Global. - 9781466650244 - 9781466650237 - 1466650230 ; , s. 79-97
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- By discussing the cultural-pedagogically inscribed norms, this chapter argues that, regarding the design and implementation of e-learning from the perspective of globalization, it is critically important to recognize, understand, and thus take into account cultural situatedness. Such cultural-pedagogical norms are often taken for granted in educational settings. Drawing on the literature, this study presents a model of cultural-pedagogical paradigms in higher education in general and e-learning in particular. The authors use this model to explore cultural-pedagogical orientations in Iranian virtual institutions as an instance of a developing country. This is done from a comparative perspective, looking to the similarities and differences of teachers' and learners' points of view. © 2014, IGI Global. All rights reserved.
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| 2. |
- Masoumi, Davoud, et al.
(författare)
-
Quality in E-learning: A Framework for Promoting and Assuring Quality in Virtual Institutions
- 2012
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Ingår i: Journal of Computer Assisted learning (JCAL). - : Wiley. - 1365-2729 .- 0266-4909. ; 28:1, s. 27-41
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Tidskriftsartikel (refereegranskat)abstract
- With the growing demand for e-learning along with striving for excellence associated with globalization, there are worldwide calls for enhancing and assuring quality in e-learning, specifically in the context of the developing countries. Such calls for quality enhancement, accountability, added value, value for money, self-evaluation, and role players’ satisfaction in higher education settings cannot go unheeded. Addressing the concerns regarding enhancing and assuring quality in e-learning, a comprehensive e-quality framework is developed by taking into account the pros and cons of the previous models, frameworks, and studies of e-quality. This e-quality framework offers a structured set of factors and benchmarks as a tool for practical quality work with e-learning in virtual institutions.
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