Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of...

Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of...

With the spread of the covid-19, countries are implementing emergency plans to slow down and limit the spread of the virus - and prepare for a possible longer term disruption of school and university attendance. Every week of school closure will imply a massive loss in the development of human...

Are the new information and communication technologies transforming education and learning in OECD countries? There is certainly an upsurge in investigations and inquiries into e-learning by all kinds of parties and interest groups -- governmental, professional, commercial -- and from education...

Learning resources are often considered key intellectual property in a competitive higher education world. However, more and more institutions and individuals are sharing their digital learning resources over the Internet, openly and for free, as Open Educational Resources (OER). This study,...

Leaders and academics can improve the quality of higher education teaching, and thereby the quality of their graduates, by reflecting on institution-wide practices. This book explores the interplay between actors within institutions, organisational structure, commitment of senior leadership,...