000			01955 a2200313 4500
001			1317117158
005			20250317111615.0
008			250312042017GB eng
020			_a9781317117155
037			_bTaylor & Francis _cGBP 34.99 _fBB
040			_a01
041			_aeng
072	7		_aKJMV2 _2thema
072	7		_aJNF _2thema
072	7		_aJNZ _2thema
072	7		_aKJMV2 _2bic
072	7		_aJNF _2bic
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072	7		_aBUS024000 _2bisac
072	7		_aBUS066000 _2bisac
072	7		_aBUS000000 _2bisac
072	7		_a371.358 _2bisac
100	1		_aHoward Hills
245	1	0	_aIndividual Preferences in e-Learning
250			_a1
260			_aOxford _bRoutledge _c20170515
300			_a192 p
520			_bTrainers and educators ask: 'What personality types do best at e-learning; who really likes e-learning?' Better that they should ask: 'How can we make e-learning more appealing to more people?' E-learning is here to stay in the same way that the Internet is here to stay. The classroom, as a mass education tool, was an invention of the industrial age and we have made good use of it. E-learning is an invention of the information age but we have yet to properly realise its potential. Some of the steam has gone out of e-learning. Organizations have experienced problems with technology, variable content, poor course take-up and even greater drop-out. The problem is that what appeals to the organization, a mass training and development medium that can be used to train everyone at once, is at odds with - or at least ignorant of - the learning needs of the individual. Individual Preferences in e-Learning focuses on the process of e-learning, with the emphasis on learning and individual differences. With a firm rooting in previous research, in particular the author's in-depth knowledge of the MBTIâ„¢ functions, this book shows you how to make e-learning work for different personality types.
999			_c5326 _d5326