Bøger af Edwin G Ralph

The authros created this manual particularly for beginning instructors at the post-secondary level who have never had formal teacher training. They not only present the essentials of effective instruction that incorporates technology, but in doing so, review key principles and practices that have been shown to enhance students' motivation to learn. The manual is a distillation of core information derived from both the authors' own professional experience and the body of literature on teaching effectiveness, learning motivation, and the infusion of technology in post-secondary settings. They draw on their respective educational and research backgrounds that range from the elementary through to the college and university levels.The ContentsIn Chapter 1 the authors answer the question: "What are the best principles/practices of effective teaching/learning and learner motivation that are applicable to undergraduate education?" They provide key definitions, explain foundational assumptions, and present a conceptual framework for the book.In Chapter 2 the authors describe a key component undergirding all motivational instruction: the establishment and maintenance of a positive and productive teaching/learning climate. They also analyze the process of effective classroom management, in terms of the teacher's prior planning and actual implementation of wisely selected instructional procedures and technologies. They also offer strategies and suggestions to deal with interpersonal problems and conflicts that may arise in the teaching/learning process.In Chapter 3, the heart of the manual, the authors describe practical components of effective instruction, from both the planning and the implementation aspects. They present specific motivational strategies and possible technologies for conducting both teacher- and learner-centered activities both in f2f and online settings.In Chapter 4 they authors distill key insights they derived from their own educational backgrounds and the related literature regarding critical aspects of motivating the teaching/learning process in adult education. They further provide several examples of technologies that have proven effective in these situations.In Chapter 5 the authors offer further details to consider when seeking to infuse technologies within the entire teaching/learning process. They conclude the book with insights they have learned regarding the role of technology in post-secondary learning.

The title of this book has two meanings. One meaning expresses a sense of relief that during the last several years post-secondary institutions have begun to pay serious attention to the enhancement of instruction on their campuses. There has been an emergence of new organisations, associations, conferences, seminars, and workshops; a proliferation of books, journals, and articles; an expansion of research and investigative inquiry; and a growth of interest among post-secondary faculty-members and administrators -- all of which are devoted to various aspects of the improvement of both teaching and learning at the undergraduate level. These initiatives have combined to furnish undeniable evidence attesting to the pursuit of better teaching and learning in higher education. Increasing numbers of post-secondary educators, students, and tax payers at large not only welcome wholeheartedly this new emphasis, and -- as suggested by the last clause in the title -- they feel it has been long overdue! A second interpretation of the title -- and the one which is a key theme of this book -- emphasises the substantive concept of the use and management of time (and timing) as an integral component of effective instruction. (From the Introduction).