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Author: Khe Foon Hew
Publisher: Springer Science & Business Media
ISBN: 1461423708
Category : Education
Languages : en
Pages : 146
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Book Description
The increasingly prevalent use of online- or blended-learning in schools universities has resulted in asynchronous online discussion forum becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This proposed academic book contributes to the literature on asynchronous online discussions in the following three main ways: First, it reviews previous research studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, students exhibiting surface-level thinking or students demonstrating low-level knowledge construction in online discussions. It then identifies the various empirically-based guidelines to address the factors. Second, three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation are introduced. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Third, nine exploratory case studies related to student-facilitation and audio-based discussion are reported on and examined. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma. Using audio discussion would be useful for participants with poor typing skills or those who prefer talking to typing. The proposed book is distinctive in comparison to current competitor titles because all the findings and guidelines are empirically-based. Furthermore, the nine expanded case studies provided specifically address the issue of student/peer facilitation and audio-based discussion. Student/peer facilitation and audio discussion are two areas that hitherto received comparatively lesser attention compared to instructor facilitation and text-based discussion.
Author: Khe Foon Hew
Publisher: Springer Science & Business Media
ISBN: 1461423708
Category : Education
Languages : en
Pages : 146
Get Book Here
Book Description
The increasingly prevalent use of online- or blended-learning in schools universities has resulted in asynchronous online discussion forum becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This proposed academic book contributes to the literature on asynchronous online discussions in the following three main ways: First, it reviews previous research studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, students exhibiting surface-level thinking or students demonstrating low-level knowledge construction in online discussions. It then identifies the various empirically-based guidelines to address the factors. Second, three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation are introduced. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Third, nine exploratory case studies related to student-facilitation and audio-based discussion are reported on and examined. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma. Using audio discussion would be useful for participants with poor typing skills or those who prefer talking to typing. The proposed book is distinctive in comparison to current competitor titles because all the findings and guidelines are empirically-based. Furthermore, the nine expanded case studies provided specifically address the issue of student/peer facilitation and audio-based discussion. Student/peer facilitation and audio discussion are two areas that hitherto received comparatively lesser attention compared to instructor facilitation and text-based discussion.
Author: Fu Lee Wang
Publisher: Springer Science & Business Media
ISBN: 3642036961
Category : Computers
Languages : en
Pages : 446
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Book Description
This book constitutes the refereed proceedings of the second International Conference on Hybrid Learning, ICHL 2009, held in Macau, China, in August 2009. The 38 revised full papers presented together with one keynote lecture were carefully reviewed and selected from 149 submissions. The papers are organized in topical sections on interactive hybrid learning systems, effective content development, pedagocical and psychological issues, outcome based teaching and learning, student prospects, improved flexibility of the learning process, computer supported collaborative learning, hybrid learning experiences, practices borderless education, digital library and content management, organizational framework and institutional policy, and learning theory.
Author: Catlin R. Tucker
Publisher: Corwin Press
ISBN: 1452240868
Category : Computers
Languages : en
Pages : 273
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Book Description
This book comes at the right time with answers for teachers, principals, and schools who want to be on the cutting edge of the effective use of technology, the internet, and teacher pedagogy.
Author: Rena M. Palloff
Publisher: John Wiley & Sons
ISBN: 0470605464
Category : Education
Languages : en
Pages : 345
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Book Description
Building Online Learning Communities further explores the development of virtual classroom environments that foster a sense of community and empower students to take charge of their learning to successfully achieve learning outcomes. This is the second edition of the groundbreaking book by Rena Palloff and Keith Pratt and has been completely updated and expanded to include the most current information on effective online course development and delivery. A practical, hands-on guide, this resource is filled with illustrative case studies, vignettes, and examples from a wide variety of successful online courses. The authors offer proven strategies for handling challenges that include: Engaging students in the formation of an online learning community. Establishing a sense of presence online. Maximizing participation. Developing effective courses that include collaboration and reflection. Assessing student performance. Written for faculty in any distance learning environment, this revised edition is based on the authors many years of work in faculty development for online teaching as well as their extensive personal experience as faculty in online distance education. Rena M. Palloff and Keith Pratt share insights designed to guide readers through the steps of online course design and delivery.
Author: Kyei-Blankson, Lydia
Publisher: IGI Global
ISBN: 1466695838
Category : Education
Languages : en
Pages : 638
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Book Description
Online learning has become a prominent and inseparable component of higher education in recent years. Questions related to course structure, levels of interaction, presence, and participation within online courses persist and invite further inquiry for determining factors that encourage effective teaching and learning in online environments. The Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses explores models of course development and delivery techniques to improve instruction, learning, and student satisfaction in online courses. Covering topics such as rates of participation, student engagement and retention, and social development, this handbook serves as a resource for educators in online learning environments, as well as for course designers and developers of online courses and researchers whose agenda includes examining interaction, presence, and participation in online courses.
Author: Susan Loucks-Horsley
Publisher: Corwin Press
ISBN: 1412974143
Category : Education
Languages : en
Pages : 425
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Book Description
The revised classic for designing mathematics and science professional development presents an updated planning framework and many professional development strategies and emphasizes continuous program monitoring and building professional cultures.
Author: Jim Knight
Publisher: Corwin Press
ISBN: 1412994306
Category : Education
Languages : en
Pages : 337
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Book Description
This book describes in simple terms exactly how schools should align and organize professional learning to ensure significant positive change in teaching and student learning. The author's partnership principles-a humanizing approach to professional learning-apply to workshops, intensive learning teams (a focused form of professional learning communities), and instructional coaching. This is the first in a two volume series that is designed to provide a simple (not simplistic) framework and a set of tools for improving teaching in schools. (The second volume, The Big Four, was proposed last year.)
Author: Judith V. Boettcher
Publisher: John Wiley & Sons
ISBN: 0470617624
Category : Education
Languages : en
Pages : 255
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Book Description
The Online Teaching Survival Guide offers faculty a wide array of theory-based techniques designed for online teaching and technology-enhanced courses. Written by two pioneers in distance education, this guidebook presents practical instructional strategies spread out over a four-phase timeline that covers the lifespan of a course. The book includes information on a range of topics such as course management, social presence, community building, and assessment. Based on traditional pedagogical theory, The Online Teaching Survival Guide integrates the latest research in cognitive processing and learning outcomes. Faculty with little knowledge of educational theory and those well versed in pedagogy will find this resource essential for developing their online teaching skills. Praise for The Online Teaching Survival Guide "At a time when resources for training faculty to teach online are scarce, Judith Boettcher and Rita-Marie Conrad have presented a must-read for all instructors new to online teaching. By tying best practices to the natural rhythms of a course as it unfolds, instructors will know what to do when and what to expect. The book is a life raft in what can be perceived as turbulent and uncharted waters." —Rena M. Palloff and Keith Pratt, program directors and faculty, Teaching in the Virtual Classroom Program, Fielding Graduate University "Developed from years of experience supporting online faculty, Judith Boettcher and Rita-Marie Conrad's book provides practical tips and checklists that should especially help those new to online teaching hit the ground running." —Karen Swan, Stukel Distinguished Professor of Educational Leadership, University of Illinois Springfield "This book blends a fine synthesis of research findings with plenty of practical advice. This book should be especially valuable for faculty teaching their first or second course online. But any instructor, no matter how experienced, is likely to find valuable insights and techniques." —Stephen C. Ehrmann, director, Flashlight Program for the Study and Improvement of Educational Uses of Technology; vice president, The Teaching, Learning, and Technology Group
Author: Alfred Rovai
Publisher: Elsevier
ISBN: 1780631626
Category : Education
Languages : en
Pages : 267
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Book Description
The purpose of this book is to increase understanding of the major theories, issues, challenges, and solutions related to online distance education. It balances practical advice with a description of the theoretical and research-based underpinnings for the culturally-responsive strategies presented. An important integrating theme is the impact of globalization and internationalization on all aspects of distance education. Consequently, the book examines the implications of global reach and cross-border education and promotes the integration of global learning in academic programs. - Addresses the global reach of distance education and associated cultural, linguistic, and accreditation issues - Describes the latest online learning technologies, e.g., blogs, wikis, podcasting, mobile learning, virtual worlds, etc. - Addresses the culture of higher education and forces that are moving higher education in new directions, e.g., academic capitalism, consumerism, and competition among non-profit, for-profit, and corporate universities
Author: Michael Simonson
Publisher: IAP
ISBN: 1641136286
Category : Education
Languages : en
Pages : 368
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Book Description
Teaching and Learning at a Distance is written for introductory distance education courses for preservice or in- service teachers, and for training programs that discuss teaching distant learners or managing distance education systems. This text provides readers with the basic information needed to be knowledgeable distance educators and leaders of distance education programs. The teacher or trainer who uses this book will be able to distinguish between appropriate uses of distance education. In this text we take the following themes: The first theme is the definition of distance education. Before we started writing the first edition of Teaching and Learning at a Distance we carefully reviewed the literature to determine the definition that would be at the foundation of our writing. This definition is based on the work of Desmond Keegan, but is unique to this book. This definition of distance education has been adopted by the Association for Educational Communications and Technology and by the Encyclopedia Britannica. The second theme of the book was the importance of research to the development of the contents of the book. The best practices presented in Teaching and Learning at a Distance are validated by scientific evidence. Certainly there are “rules of thumb”, but we have always attempted to only include recommendations that can be supported by research. The third theme of Teaching and Learning at a Distance is derived from Richard Clark’s famous quote published in the Review of Educational Research that states that media are mere vehicles that do not directly influence achievement. Clark’s controversial work is discussed in the book, but is also fundamental to the book’s advocacy for distance education – in other words, we authors did not make the claim that education delivered at a distance was inherently better than other ways people learn. Distance delivered instruction is not a “magical” approach that makes learners achieve more. The fourth theme of the book is equivalency theory. Here we presented the concept that instruction should be provided to learners that is equivalent rather than identical to what might be delivered in a traditional environment. Equivalency theory helps the instructional designer approach the development of instruction for each learner without attempting to duplicate what happens in a face to face classroom. The final theme for Teaching and Learning at a Distance is the idea that the book should be comprehensive – that it should cover as much of the various ways instruction is made available to distant learners as is possible. It should be a single source of information about the field.
