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Sax Boria
E-Portfolios and the College Community: Towards a New Model of the Online Classroom
e-mentor, 2017, nr 2, s. 82-86, tab., bibliogr. 9 poz.
Słowa kluczowe
Zdalne nauczanie, Technologie cyfrowe, Szkolnictwo wyższe
e-learning, Digital technologies, Higher education
If knowledge is socially constructed, as most contemporary models of online education maintain, it is likely to be lost if that community disperses abruptly at the end of an academic semester. Digital technologies of the online classroom, especially e-portfolios, create more fluid learning communities, which can continue to evolve and grow after a term has ended. These communities, in turn, suggest emerging models of an academic institution, in which the traditional Socratic goal of wisdom will, once again, become the central point or orientation. (original abstract)
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Biblioteka Szkoły Głównej Handlowej w Warszawie
Biblioteka Główna Uniwersytetu Ekonomicznego w Katowicach
Pełny tekst
  1. Barrett H.C., Electronic Portfolios,
  2. Chen H.L., T.P. Light, Electronic Portfolios and Student Success: Effectiveness, Efficiency, and Learning, Association of American Colleges and Universities, Washington 2010.
  3. Etzioni A., The New Golden Rule: Community and Morality in a Democratic Society, Basic Books, New York 1996.
  4. Peters O., Distance Education in Transition: New Trends and Challenges, Oldenburg 2003, p. 153.
  5. Sax B., All that knowledge, and so what? Scholarship in the digital university, "On the Horizon" 2005, Vol. 13, No. 4, pp. 216-219,
  6. Sax B., Knowledge and Wisdom in Academia, "Dialogue and Universalism" 2009, Vol. 19, No. 1/2, p. 77,
  7. Schejbal D., Right here, right now: a department store for learning, "e-mentor" 2016, nr 4(66), s.74-77,
  8. Shea P., Swan K., Pickett A., Teaching Presence and Establishment of Community in Online Education, [in:] Janet Moor (ed.), Elements of Quality in Online Education, Emerging Communities: Wisdom from the Sloan Consortium, Newham 2005.
  9. Vygotsky L.S., The Vygotsky Reader, R. van der Veer, J.Valsiner (eds.), Blackwell, Oxford 1994.
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