Abstract
In this study the pedagogical understanding of e-practice in a higher education comparative context, using an Australian and an American institute was investigated. The theoretical framework focus was on e-learning practice in the area of pedagogy. The studied e-pedagogical sub variables were learner-centre interactivity, socio-communication, assessment, e-resources and e-Environment. Participants were postgraduate students, lecturers and staff engaged with online learning and teaching. Comparing the answers of Australians and Americans in the three levels of institute position showed that there were significant differences in evaluation of the e-pedagogical practice factor between Australian and American administrative staff, where Australians significantly evaluated the e-pedagogical practice factor higher than Americans. The results of analysis of variance (ANOVA) also revealed that there was significant difference in evaluation of the e-pedagogical practice factor between Australian and American lecturers indication that Americans evaluated this factor more significant than Australians. Moreover, an ANOVA test revealed that there was significant difference in evaluation of the e-pedagogical practice factor between Australian and American students, showing that American students evaluated this factor significantly higher than Australian students.
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Sadeghi, S.H., Bagnall, N., Jacobson, M.J. (2020). e-Pedagogical Practice Assessment in a Higher Education Comparative Context. In: Auer, M., Tsiatsos, T. (eds) The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, vol 916. Springer, Cham. https://doi.org/10.1007/978-3-030-11932-4_30
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