This book discusses the concept of the smart campus and e-learning practice in tertiary education, showing the relevance of the smart campus to the current learning environment. It provides a pedagogical framework for good practice in smart university campuses.

The book outlines the interdisciplinary concept of the smart campus and draws on technology, education, and learning sciences to show how the smart campus can best work. It examines e-practice assessment in three different contexts, namely the United States, Australia, and Iran, from the perspective of administrators, faculty members, and students. Using this international comparative analysis, the book determines the existing advantages and disadvantages of existing e-learning systems. It offers a framework for researchers and developers to accelerate and assess the readiness of current campuses to optimize teaching, learning, and research at the university.

This highly topical book will be essential reading for researchers, scholars, and post-graduate students in the fields of educational technology, digital education, higher education, and e-learning. It will also be useful for higher education instructors and university administrators to understand how smart campus knowledge can be integrated with other learning and teaching experiences.

This book discusses the concept of the smart campus and e-learning practice in tertiary education, showing the relevance of the smart campus to the current learning environment. It provides a pedagogical framework for good practice in smart university campuses.

The book outlines the interdisciplinary concept of the smart campus and draws on technology, education, and learning sciences to show how the smart campus can best work. It examines e-practice assessment in three different contexts, namely the United States, Australia, and Iran, from the perspective of administrators, faculty members, and students. Using this international comparative analysis, the book determines the existing advantages and disadvantages of existing e-learning systems. It offers a framework for researchers and developers to accelerate and assess the readiness of current campuses to optimize teaching, learning, and research at the university.

This highly topical book will be essential reading for researchers, scholars, and post-graduate students in the fields of educational technology, digital education, higher education, and e-learning. It will also be useful for higher education instructors and university administrators to understand how smart campus knowledge can be integrated with other learning and teaching experiences.

This book investigates e-learning practices at American and Australian institutes of higher learning, their status quo, best-practice examples, and remaining issues. Utilizing a mixed-methods approach, it combines three studies – two using quantitative methods and a third using qualitative methods – in order to gauge the status quo of e-learning.  

The first study addresses the dominant cultural dimensions, revealing that the main explanation for the results may be the fact that most suppliers of the Australian university’s e-learning system had an East Asian cultural background and predominantly traditional perspectives on learning. In Study 2, the findings indicate that the levels of e-learning practice at the Australian and US universities surveyed were above average, although the American university was ranked higher in terms of e-learning practices. 

In turn, Study 3 investigates current problems in e-learning practice on the basis of four aspects – pedagogy, culture, technology and e-practice – and determines that cultural sensitivity and effective cultural practices show room for improvement, while key technological challenges and issues like faculty polices, quality, LMS, and online support need to be overcome. 

In general, the outcomes suggest that it is essential for the Australian university surveyed to further develop and update its e-learning system, especially in terms of e-practice, using the same technologies that pioneering countries like America are employing. Indeed, the combination of adopting patterns successfully used in other countries, and adjusting them to the Australian culture, represents the best strategy for educational decision and policy makers. 

This book provides the basis for designing a culture-sensitive framework for higher education e-learning practice in American and Australian contexts. Moreover, students’ and teachers’ experiences with e-learning in a comparative higher education context canhelp higher education instructors and university managers to understand how e-learning relates to, and can be integrated with, other experiences of learning and teaching.

This book discusses the concept of the smart campus and e-learning practice in tertiary education, showing the relevance of the smart campus to the current learning environment. It provides a pedagogical framework for good practice in smart university campuses.

The book outlines the interdisciplinary concept of the smart campus and draws on technology, education, and learning sciences to show how the smart campus can best work. It examines e-practice assessment in three different contexts, namely the United States, Australia, and Iran, from the perspective of administrators, faculty members, and students. Using this international comparative analysis, the book determines the existing advantages and disadvantages of existing e-learning systems. It offers a framework for researchers and developers to accelerate and assess the readiness of current campuses to optimize teaching, learning, and research at the university.

This highly topical book will be essential reading for researchers, scholars, and post-graduate students in the fields of educational technology, digital education, higher education, and e-learning. It will also be useful for higher education instructors and university administrators to understand how smart campus knowledge can be integrated with other learning and teaching experiences.

This book discusses the concept of the smart campus and e-learning practice in tertiary education, showing the relevance of the smart campus to the current learning environment. It provides a pedagogical framework for good practice in smart university campuses.

The book outlines the interdisciplinary concept of the smart campus and draws on technology, education, and learning sciences to show how the smart campus can best work. It examines e-practice assessment in three different contexts, namely the United States, Australia, and Iran, from the perspective of administrators, faculty members, and students. Using this international comparative analysis, the book determines the existing advantages and disadvantages of existing e-learning systems. It offers a framework for researchers and developers to accelerate and assess the readiness of current campuses to optimize teaching, learning, and research at the university.

This highly topical book will be essential reading for researchers, scholars, and post-graduate students in the fields of educational technology, digital education, higher education, and e-learning. It will also be useful for higher education instructors and university administrators to understand how smart campus knowledge can be integrated with other learning and teaching experiences.

This book investigates e-learning practices at American and Australian institutes of higher learning, their status quo, best-practice examples, and remaining issues. Utilizing a mixed-methods approach, it combines three studies – two using quantitative methods and a third using qualitative methods – in order to gauge the status quo of e-learning.  

The first study addresses the dominant cultural dimensions, revealing that the main explanation for the results may be the fact that most suppliers of the Australian university’s e-learning system had an East Asian cultural background and predominantly traditional perspectives on learning. In Study 2, the findings indicate that the levels of e-learning practice at the Australian and US universities surveyed were above average, although the American university was ranked higher in terms of e-learning practices. 

In turn, Study 3 investigates current problems in e-learning practice on the basis of four aspects – pedagogy, culture, technology and e-practice – and determines that cultural sensitivity and effective cultural practices show room for improvement, while key technological challenges and issues like faculty polices, quality, LMS, and online support need to be overcome. 

In general, the outcomes suggest that it is essential for the Australian university surveyed to further develop and update its e-learning system, especially in terms of e-practice, using the same technologies that pioneering countries like America are employing. Indeed, the combination of adopting patterns successfully used in other countries, and adjusting them to the Australian culture, represents the best strategy for educational decision and policy makers. 

This book provides the basis for designing a culture-sensitive framework for higher education e-learning practice in American and Australian contexts. Moreover, students’ and teachers’ experiences with e-learning in a comparative higher education context canhelp higher education instructors and university managers to understand how e-learning relates to, and can be integrated with, other experiences of learning and teaching.