Abstract
This chapter concludes the book with three reflections. The first reflection is that quality is a complex concept. Based on the perspective of university teachers, this study finds the diversity of quality teaching and a comparably common perception—students’ deep understanding of the learning subject through interviews with teachers from Italy, China, and the United Kingdom. Since the teaching contexts (such as disciplines, countries, teaching experience, teaching approaches, etc.) are different, this book is not intended to offer a definitive final answer but leads an open dialogue for quality teaching. The second one is for teachers who are interested in using CSCL in teaching practice. Since the quality of collaborative activities largely influences both learning experience and learning effectiveness. Here provides six suggestions in designing collaborative learning activities. The third one is back to the original question, that is, to what extent eLearning has affected the quality of teaching. I do not think there is a single answer that fits for all of us. What I offer is three pairs of dialectical relationships that influence the impact of eLearning on quality teaching, thus, you could use them to reflect on the eLearning’s impact in your case.
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Yang, N. (2020). Reflection on eLearning for Quality Teaching in Higher Education. In: eLearning for Quality Teaching in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4401-9_7
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