Inhalt

In this study, e-learning support strategies of three innovative American research universities are investigated. The findings from over 50 interviews are presented in form of detailed qualitative case studies. On the basis of a comparative analysis recommendations are formulated on how structural and cultural conditions for e-learning support may be derived in order to effectively reach out to the faculty. The necessity of adequate strategic management practice on different levels is illustrated. This study was motivated by the current e-learning developments in German-speaking Europe. Hence, the potential and the limitations of a transfer of the study findings to the Swiss context is thoroughly considered.

Autoreninfo

Dr. Franziska Zellweger Moser studied business administration and business teaching at the University of St. Gallen, Switzerland. For her dissertation work she spent a year (03/04) as a visiting scholar at the MIT Center for Educational Computing Initiatives in Boston. As a scientific collaborator at the Institute for Business Education and Educational Management she has been involved with the implementation of media-supported self-studies at the University of St. Gallen since 2002.

Pressestimmen

Das Buch bietet allen Interessierten einen gelungenen Einblick in die Möglichkeiten, E-Learning in der Hochschullehre zu implementieren. Durch die Betrachtung von amerikanischen Studien und die Übertragung in den europäischen Kontext werden der interkulturelle Blick geschärft und die jeweils kulturellen Bedingungen reflektiert.

Petra Bauer u.a. in Die Deutsche Schule, 3/2008.

Das Buch bietet allen Interessierten einen gelungenen Einblick in die Möglichkeiten, E-Learning in der Hochschullehre zu implementieren. Durch die Betrachtung von amerikanischen Studien und die Übertragung in den europäischen Kontext, werden der interkulturelle Blick geschärft und die jeweils kulturellen Bedingungen reflektiert.

Petra Bauer u.a. in: Die Deutsche Schule, 100. Jg. H.3. 2008.