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What now? Evaluating eLearning CPD practice in Irish third‐level education

https://doi.org/10.1080/03098770601167864
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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Networked Learning: Perspectives and Issues
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Situated Learning
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Our first time: two higher education tutors reflect on becoming a ‘virtual teacher’
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Strategies for Motivating Higher Education Faculty to Use Technology
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Note University teachers' beliefs about goals and characteristics of good instruction
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The role of educational developers in the expansion of educational technology
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E-moderating: the key to teaching and learning online
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The power of the 6 three model for enhancing academic teachers' capacities for effective online teaching and learning: Benefits, initiatives and future directions
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E-Learning in the 21st Century
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E-Moderating
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Technology supported learning and teaching: a staff perspective

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Technology-Enhanced Learning
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Learning Theories
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Designing and Delivering Online Professional Development Courses for Online Educators
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Towards Supporting Academic Authors, Researchers, and PhD Students in Higher Education
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A Reflection on Teachers' Experience as E-Learners
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Students’ Views of E-Learning
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E-Mentors
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Designing and Delivering Online Professional Development Courses for Online Educators
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Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.