Psychology for the Classroom: E-Learning

by Woollard; John

• ISBN13: 9780415590921
• ISBN10: 0415590922
• Edition: 1st
• Format: Hardcover
• Copyright: 2011-04-21
• Publisher: Routledge

Summary

Psychology for the Classroom: E-learning provides a lively and accessible introduction to the the developing nature of technology-supported teaching and learning and the educational psychology associated with those developments. The author provides a broad, unbiased and practical analysis of e-learning theory and practice, with a particular focus on the developing theories and practice of cybergogy as well as an interpretation of conventional theories of behaviourism, cognitivism and constructivism in the light of e-learning.The book explores how these developments are presenting new opportunities, contexts and environments for learning including: virtual learning environments, cybergogy, social networking, social justice, cyber-bullying, new patterns of learning, visualisations, neural networking, algorithm, programmed learning.Case studies and scenarios demonstrating best practice are used throughout the text to exemplify how theory relates to practice, illustrating how monitored collaboration between learners can result in an effective learning environment where targets are met.Appealing to practising teachers and students alike, this book provides a valuable and practical guide to the theory and application of e-learning, and is applicable to all those responsible for providing effective teaching and learning.Series DescriptionPsychology for the Classroom is a new series providing an invaluable aid for all for trainee and practising teachers who want to better understand the applications of psychology in educational practice. Providing an opportunity to explore key topics in educational psychology and apply them to everyday classroom practice, the series presents complex theory in an accessible and relevant way. Each book follows a set structure introducing the topic, detailing and explaining the history of theoretical thought, and explicitly linking theory to pedagogy and teaching styles. This series forms essential reading for all those responsible for teaching and learning who wish to make informed choices about their own pedagogical approaches.