Knowledge, communication and eLearning in Higher Education Perception and differences of traditional and modern academic status

Tomescu, Silvia-Adriana Knowledge, communication and eLearning in Higher Education Perception and differences of traditional and modern academic status., 2010 . In 5th International Conference on European Integration - Realities and Perspectives, Galati, 13-14 mai 2010. (In Press) [Conference paper]

Microsoft Word Cunoastere.doc Download (145kB)

English abstract

The aim of the present analyze is to underline the importance of a systemic approach of knowledge communication in eLearning academic sphere, in order to improve the efficiency and quality of research. At the same time, we intend to notice and shape the evolution of both teacher and learner status in higher education. The rhetoric about knowledge is often associated with organization and transfer of information. To provide students with a modern understanding of the „shared values“ in higher education has become an important objective. The teachers have to adapt new forms of e-delivery of discipline content, form and inform about e-resources for learning. We have to develop national strategies and add value to the role of university as a key factor in e-learning. The knowledge transfer at academic level, can be fully realized only when information encounters in the student the optimal set of tools designed to facilitate learning, and an individual style of thinking, so as to analyze fundamental questions and to be able to validate or invalidate the information. The teacher status evolves from content expert to metacognition expert, from guide in valuable information search to knowledge communicator. The present analyze reflects some aspects of the consequences that new forms of communication evolved during transition from traditional to e-academic environment.

Item type:	Conference paper
Keywords:	Knowledge, e-learning, communication, academic status
Subjects:	G. Industry, profession and education. > GH. Education. G. Industry, profession and education. > GG. Curricula aspects. G. Industry, profession and education. > GI. Training.
Depositing user:	Silvia-Adriana Tomescu
Date deposited:	11 Jul 2010
Last modified:	02 Oct 2014 12:17
URI:	http://hdl.handle.net/10760/14734

References

American Association for Advanced Science. Benchmarks for scientific literacy. Washington, DC: AAAS

Goodyear, Peter. (2000). Effective networked learning in higher education : notes and guidelines, Networked learning Higher Education (JISC CALT), 73. Available online: http://csalt.lancs.ac.uk/jisc

Grix, Jonathan.(2001). Demystifying postgraduate research. : from MA to PhD. Birmingham: University of Birmingham Press

http://www.elearningeuropa.info/directory/index.php?page=doc&doc_id=15527&doclng=6

Moon, Jenifer. (2008). Critical Thinking : an exploration of theory and practice. London: Rutledge.

Morine-Dershimer, Greta&Kent, Todd.(1999). The complex nature and sources of teachers’ pedagogical knowledge. In J. Gess-Newsome and N. Lederman(Eds.) Examining Pedagogical Content Knowledge 21-50 Dordrecht, The Netherlands: Kluwer.

National Research Council. National Science Education Standards. Washington, DC: National Academy Press.

Neacsu, Ioan.(1990). Instruire si invatare. Bucuresti: Editura Ştiinţifică.

Park, S., & Oliver, J. S. (2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284.

Shulman, Lee.(1987). Knowledge and teaching : foundation of the new reform. Harvard Educational Review, 15(2), 4-14

Downloads

Actions (login required)

View Item