Online course management : concepts, methodologies, tools, and applications için kapak resmi
Online course management : concepts, methodologies, tools, and applications
Yayın Bilgileri:
Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) :

IGI Global,

Fiziksel Tanımlama:
124 PDFs (4 volumes)
Volume I. Section 1. Fundamental concepts and theories. Chapter 1. Emergence of successful online courses: a student and faculty shift ; Chapter 2. Introducing a teaching innovation to enhance students' analytical and research skills: a blended learning initiative ; Chapter 3. Blended learning and distance education: enablers and barriers ; Chapter 4. Trends of blended learning in K-12 schools: challenges and possibilities ; Chapter 5. Blended and online learning in virtual K-12 schools ; Chapter 6. Implementation of online education for K-12 school children ; Chapter 7. Preparing for online and distance learning courses: factors affecting student learning and retention -- Section 2. Development and design methodologies. Chapter 8. Cultural orientation differences and their implications for online learning satisfaction ; Chapter 9. Active learning application of technology tools and services and increased student achievement: online and blended learning environments in higher education institutions ; Chapter 10. A model for discussing the quality of technology-enhanced learning in blended learning programmes ; Chapter 11. Evaluating learning experience through educational social network support in blended learning ; Chapter 12. The role of social constructivist instructional approaches in facilitating cross-cultural online learning in higher education ; Chapter 13. Building learning spaces: creating online learning environments ; Chapter 14. Tracing online lecturer orchestration of multiple roles and scaffolds over time ; Chapter 15. MOOC and blended learning models: analysis from a stakeholders' perspective ; Chapter 16. Program administration and implementation of an online learning initiative at a historically black college university ; Chapter 17. Communication and collaboration strategies for an effective online professor ; Chapter 18. Understanding online cultural learning styles and academic performance of management students in an ethnic context ; Chapter 19. A skype-Buddy model for blended learning ; Chapter 20. Self-management strategies in a student-driven learning environment ; Chapter 21. Creating online community: challenges and solutions ; Chapter 22. Creating dialogical spaces in blended environments: a case study of classroom design in two English literature courses ; Chapter 23. Designing an online interactive learning program to improve Chinese migrant children's internet skills: a case study at hangzhou minzhu experimental school ; Chapter 24. The community of inquiry framework, blended learning, and the i2Flex classroom model ; Chapter 25. The design and implementation of English instruction in four high schools with CSIEC system ; Chapter 26. Content and language integrated learning in higher education: a technology-enhanced model ; Chapter 27. Familiar or unfamiliar context?: application of m-games in the blended module of l2 learning ; Chapter 28. The psychological domain: enhancing traditional practice in K-12 education ; Chapter 29. A model for teacher training to improve students' 21st century skills in online and blended learning: an approach from film education -- Volume II. Chapter 30. Inclusion and universal Design for learning in Italian schools ; Chapter 31. Arranging and rearranging practice in digital spaces: professional learning amongst teacher educators ; Chapter 32. The adaptation of a residential course to web-based environment for increasing productivity -- Section 3. Tools and technologies. Chapter 33. Designing learning in social online learning environments: a process-oriented approach ; Chapter 34. Placing technology in learner-centered design through blended learning in post-secondary education ; Chapter 35. Cross-analysis of the activity systems of higher education international students in online learning ; Chapter 36. Portraits of the activity systems of international higher education students in online learning ; Chapter 37. Redefining the classroom: integration of open and classroom learning in higher education ; Chapter 38. Considerations for online English language learning: the use of facebook in formal and informal settings in higher education ; Chapter 39. The i2Flex instructional methodology implemented in middle school classes for young EFL and foreign language learners ; Chapter 40. Ipad usage and appropriate applications: K-12 classroom with a 1-to-1 ipad initiative ; Chapter 41. Design of blended mobile learning in an urban environment ; Chapter 42. Minecraft server project: designing synchronous blended learning environments to support distributed mentorship ; Chapter 43. Microblogging as an assisted learning tool in problem-based learning (PBL) in Bahrain: the edmodo case -- Section 4. Utilization and applications. Chapter 44. Making sense of building online learning communities ; Chapter 45. A case study of online MBA courses: online facilitation, case-based learning, and virtual team ; Chapter 46. Teachers conceptions and approaches to blended learning: a literature review ; Chapter 47. Motivational active learning in blended and virtual learning scenarios: engaging students in digital learning ; Chapter 48. Exploring the experiences of students and professors in a blended learning graduate program: a case study of a faculty of education ; Chapter 49. Teacher conceptions and approaches to blended learning environments ; Chapter 50. What are tutors' experiences with online teaching?: a phenomenographic study ; Chapter 51. Using blended learning approach to deliver courses in an engineering programme ; Chapter 52. QR codes and mobile technology used in the blended learning approach ; Chapter 53. Effectiveness of student's note-taking activities and characteristics of their learning performance in two types of online learning ; Chapter 54. Culturally responsive online learning for Asian/Pacific islanders in a Pacific Island university ; Chapter 55. Constructivist internet-blended learning and resiliency in higher education -- Volume III. Chapter 56. Applying the seven principles for good practice in undergraduate education to blended learning environments ; Chapter 57. A blended Chinese-as-a-foreign-language short course: design and perceptions ; Chapter 58. Faculty participation in online higher education: what factors motivate or inhibit their participation? ; Chapter 59. Perceptions and viability of launching LIS e-learning programs in developing countries: a Vietnam case study ; Chapter 60. Taking advantage of MOOCs in K-12 education: a blended approach ; Chapter 61. Gamified - blended learning professional development: a descriptive case study ; Chapter 62. Laying the ground for online English as a second or foreign language (ESL/EFL) composition courses and university internationalization: the case of a U.S.-China partnership ; Chapter 63. Critical success factors in the adoption of technologies in education in higher education: the case of ISCAP (Polytechnic of Porto) ; Chapter 64. Hard-learned lessons: online course development in the years following Hurricane Katrina ; Chapter 65. Challenges faced by key stakeholders using educational online technologies in blended tertiary environments ; Chapter 66. Influencing factors for adopting technology enhanced learning in the medical schools of Punjab, Pakistan ; Chapter 67. Integration of Web 2 technologies for ODL ; Chapter 68. Supporting student self-regulation: in a blended, flipped learning format ; Chapter 69. Blended instruction: helping meet some academic challenges for nontraditional higher education students ; Chapter 70. Meaningful gamification for journalism students to enhance their critical thinking skills -- Section 5. Organizational and social implication. Chapter 71. Social presence and student engagement in online learning ; Chapter 72. Contradictions and expansive transformation in the activity systems of higher education international students in online learning ; Chapter 73.

Blended learning in China: at the crossroads ; Chapter 74. Students support services: a case of blended learning in higher learning institutions in Tanzania ; Chapter 75. Blended learning in higher education: a developing country perspective ; Chapter 76. "We had a blast!": an empirical affirmation of blended learning as the preferred learning mode for adult learners ; Chapter 77. Characterizing online learners' time regulation: comparative case studies of virtual campuses in France and Spain ; Chapter 78. Social presence in online dissertation classes ; Chapter 79. Connecting communication to curriculum and pedagogy in online environments ; Chapter 80. Factors that contribute to students' course satisfaction while attending online or distance learning courses ; Chapter 81. Experiences of an online doctoral course in teacher education ; Chapter 82. Factors influencing international student success in a K-12 blended learning program ; Chapter 83. Assistive technology and distance learning: making content accessible ; Chapter 84. Teaching English for academic purposes through the use of digital tools ; Chapter 85. From "Sage on the stage" to facilitator of learning: a transformative learning experience for new online nursing faculty -- Volume IV. Chapter 86. Profiling and supporting adult learners ; Chapter 87. The teacher's role in the blended classroom ... or when 1 1 2 ; Chapter 88. Interactive online learning: solution to learn entrepreneurship in sparsely populated areas? ; Chapter 89. Generation of authentic learning and learners: the conditions of learning underpinning blended learning and online forums ; Chapter 90. EMxC3 emlearning cultivating connected communities: sustainable workforce talent development ; Chapter 91. Materials design and pedagogy for technology-enhanced language learning ; Chapter 92. Information superhighway and continuous professional development for the networked teachers: online communities of practice -- Section 6. Critical issues and challenges. Chapter 93. The use of reusable learning objects to enhance the delivery of veterinary education: a literature review ; Chapter 94. Best practices of teaching cross-cultural adults in online format ; Chapter 95. Teachers' experience as foreign language online learners: developing teachers' linguistic, cultural, and technological awareness ; Chapter 96. The activity system of higher education students using technology ; Chapter 97. Differences in generational characteristics and their implications for cross-cultural online learning and knowledge management ; Chapter 98. A review of activity theory studies of domestic and international students using technology in higher education ; Chapter 99. Adult millennials: conceptualizing a student subpopulation with implications for online teaching and learning ; Chapter 100. The cost-effect analysis of integration of CSIEC system into English instruction ; Chapter 101. A blended approach to Canadian First Nations education: the SCcyber E-learning community ; Chapter 102. A distributed community of practice to facilitate communication, collaboration, and learning among faculty ; Chapter 103. A Design theory for vigilant online learning systems ; Chapter 104. Human systems engineering and educational technology ; Chapter 105. Adaptation of descriptive metadata for managing educational resources in the GREDOS repository ; Chapter 106. Adult learners online: cultural capacity assessment and application -- Section 7. Emerging trends. Chapter 107. Adoptability of e-textbooks featuring educational online games ; Chapter 108. Reflections on distance higher education in Africa: challenges and opportunities ; Chapter 109. Using blended learning and emerging technologies to transform the adult learning experience ; Chapter 110. Blending digital content in teacher education programs ; Chapter 111. Affordances in digital textbook use and development ; Chapter 112. Leadership in global open, online, and distance learning.
"This book is a comprehensive reference source for the latest scholarly material on the trends, techniques, and management of online and distance learning environments and examines the benefits and challenges of these developments. Highlighting a range of pertinent topics such as blended learning, social presence, and educational online games"-- Provided by publisher.


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E-Kitap 2470339-1001 LB2395.7 .O54 2018e IGI InfoSci

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The rapid growth in online and virtual learning opportunities has created culturally diverse classes and corporate training sessions. Instruction for these learning opportunities must adjust to meet participant needs. Online Course Management: Concepts, Methodologies, Tools, and Applications is a comprehensive reference source for the latest scholarly material on the trends, techniques, and management of online and distance-learning environments and examines the benefits and challenges of these developments. Highlighting a range of pertinent topics, such as blended learning, social presence, and educational online games, this multi-volume book is ideally designed for administrators, developers, instructors, staff, technical support, and students actively involved in teaching in online learning environments.