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Curriculum Design and Classroom Management

Book Description

Educational pedagogy is a diverse field of study, one that all educators should be aware of and fluent in so that their classrooms may succeed. Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications presents cutting-edge research on the development and implementation of various tools used to maintain the learning environment and present information to pupils as effectively as possible. In addition to educators and students of education, this multi-volume reference is intended for educational theorists, administrators, and industry professionals at all levels.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. Editor-in-Chief
    2. Associate Editors
    3. Editorial Advisory Board
  5. Preface
  6. Section 1: Fundamental Concepts and Theories
    1. Chapter 1: Literature Review in Conceptions and Approaches to Teaching using Blended Learning
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. LITERATURE REVIEW
      4. 3. METHOD
      5. 4. DISCUSSION
      6. REFERENCES
    2. Chapter 2: Flipping STEM Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CASE STUDY
      5. FUTURE RESEARCH IMPLICATIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
      10. ENDNOTES
    3. Chapter 3: Blended Learning to Support Alternative Teacher Certification
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. BLENDED LEARNING IN TEACHER EDUCATION
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. ACKNOWLEDGMENT
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    4. Chapter 4: Blended and Online Learning in Virtual K-12 Schools
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. BENEFITS OF K-12 BLENDED LEARNING TO STUDENTS
      5. MAJOR OBSTACLES TO K-12 BLENDED LEARNING
      6. SOLUTIONS AND RECOMMENDATIONS
      7. FUTURE RESEARCH DIRECTIONS
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    5. Chapter 5: Factors Predisposing Academics towards the Use of Blended Strategies
      1. ABSTRACT
      2. INTRODUCTION
      3. RESEARCH MODEL
      4. METHOD
      5. QUANTITATIVE FINDINGS
      6. DISCUSSION
      7. RECOMMENDATIONS
      8. CONCLUSION
      9. REFERENCES
    6. Chapter 6: Benefits of the Flipped Classroom Model
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCLUSION
      4. REFERENCES
      5. KEY TERMS AND DEFINITIONS
    7. Chapter 7: Promoting Active Learning through a Flipped Course Design
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FOUNDATIONS
      4. LITERATURE REVIEW
      5. FLIPPED PSYCHOLOGY STATISTICS COURSE: A FIELD EXPERIMENT
      6. DISCUSSION
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    8. Chapter 8: Blended Learning and Technological Development in Teaching and Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. NET GENERATION AND USE OF TECHNOLOGY OUTSIDE OF SCHOOLS
      4. THE DIGITAL ENVIRONMENT
      5. COMPUTER USE AND BLENDED LEARNING IN SCHOOLS
      6. WELL-CONSTRUCTED DIGITAL ENVIRONMENTS PROVIDE ENGAGING AND MEANINGFUL INTERACTION FOR STUDENTS
      7. TEACHING AND BLENDED LEARNING
      8. LEARNING
      9. A SHIFT FROM TEACHING TO LEARNING
      10. THEORIES SUPPORTING NEW VIEWS OF THE LEARNING PROCESS
      11. CONCLUSION
      12. REFERENCES
      13. ADDITIONAL READING
      14. KEY TERMS AND DEFINITIONS
    9. Chapter 9: Online Learning in Illinois High Schools
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ISSUES, CONTROVERSIES, PROBLEMS
      5. METHODOLOGY
      6. RESULTS
      7. DISCUSSION
      8. CONCLUSION
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
    10. Chapter 10: Learning Theory and Online Learning in K-12 Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. INSTRUCTIONAL MODELS (THEORY) AND ONLINE LEARNING IN K-12 EDUCATION
      5. PROSPECTS
      6. CHALLENGES
      7. RECOMMENDATION FOR FUTURE STUDIES
      8. CONCLUSION
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
    11. Chapter 11: Factors Shaping Academics' Use of Technology in Teaching
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FRAMEWORKS AND EMERGENT FACTORS
      5. A PROPOSED THEORETICAL MODEL OF THE ACADEMICS’ USE OF TECHNOLOGY IN TEACHING
      6. FUTURE TRENDS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    12. Chapter 12: A Mobile Learning Overview by Timeline and Mind Map
      1. ABSTRACT
      2. INTRODUCTION
      3. THE CONCERNS OF MOBILE LEARNING RESEARCH
      4. ANALYSIS METHODOLOGY
      5. A MOBILE LEARNING TIMELINE
      6. A MIND MAP OF MOBILE LEARNING
      7. RESEARCH
      8. TECHNOLOGY
      9. CONTENT
      10. LEARNING
      11. LEARNER
      12. CONCLUSION
      13. REFERENCES
    13. Chapter 13: Factors Related to Students' Performance of Hybrid Learning in an English Language Course
      1. ABSTRACT
      2. INTRODUCTION
      3. RESEARCH METHODOLOGY
      4. RESEARCH RESULTS
      5. DISCUSSION
      6. CONCLUSION
      7. LIMITATIONS OF THE RESEARCH
      8. REFERENCES
    14. Chapter 14: Technology-Enhanced Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. DATA TYPES
      5. E-LEARNING MODULE AND BLENDED LEARNING
      6. IMPROVING THE QUALITY OF RESEARCH
      7. ISSUES, CONTROVERSIES AND PROBLEMS ENCOUNTERED BY RESEARCHERS
      8. SOLUTIONS AND RECOMMENDATIONS
      9. FUTURE RESEARCH DIRECTIONS
      10. CONCLUSION
      11. REFERENCES
      12. KEY TERMS AND DEFINITIONS
  7. Section 2: Tools and Technologies
    1. Chapter 15: A Quest about eQuest and Blended Learning in Teacher Education
      1. ABSTRACT
      2. OVERVIEW
      3. TEN DIMENSIONS OF eQUEST
      4. CONCLUSION
      5. REFERENCES
      6. APPENDIX
    2. Chapter 16: An Example Application of an Artificial Intelligence-Supported Blended Learning Education Program in Computer Engineering
      1. ABSTRACT
      2. INTRODUCTION
      3. BLENDED LEARNING AND ITS COMPONENTS
      4. THE APPLICATION OF BLENDED LEARNING IN COMPUTER ENGINEERING
      5. ARTIFICIAL INTELLIGENCE PROGRAM FOR TEACHING C PROGRAMMING
      6. EVALUATION
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    3. Chapter 17: A Blended Course to Teach Graphical Programming Using LabVIEW
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHOD
      5. CONCLUSION
      6. FUTURE WORK
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    4. Chapter 18: Fantasy Workshop
      1. ABSTRACT
      2. INTRODUCTION
      3. LEARNING
      4. BLENDED LEARNING
      5. MOTIVATION AND VARIATION
      6. FORMATIVE ASSESSMENT
      7. DIGITAL TRAINING MATERIALS AS SUPPORT FOR DIFFERENT STUDENT TYPES
      8. THE STUDY-FANTASY WORKSHOP
      9. RECOMMENDATIONS
      10. FUTURE RESEARCH DIRECTIONS
      11. CONCLUSION
      12. REFERENCES
      13. ADDITIONAL READING
      14. KEY TERMS AND DEFINITIONS
    5. Chapter 19: Evaluating a Learning Management System to Support Classroom Teaching
      1. ABSTRACT
      2. INTRODUCTION
      3. LEARNING MANAGEMENT SYSTEMS
      4. EVALUATING THE MOODLE PLATFORM
      5. CONCLUSION
      6. REFERENCES
    6. Chapter 20: Blogs in Teacher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHOD
      5. RESULTS
      6. DISCUSSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
      9. APPENDIX: EXAMPLE OF A SEMI-STRUCTURED PROFESSOR-CREATED PROMPT TO GUIDE BLOG SHARING
    7. Chapter 21: Implications of Mobile Devices in a Bachelor of Education Program
      1. ABSTRACT
      2. INTRODUCTION
      3. STUDY CONTEXT
      4. FINDINGS
      5. DISCUSSION AND RECOMMENDATIONS
      6. CONCLUSION
      7. STUDY LIMITATIONS
      8. FURTHER RESEARCH
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
      12. APPENDIX A: PRE-COURSE STUDENT ONLINE SURVEY QUESTIONS
      13. APPENDIX B: FACULTY INTERVIEW QUESTIONS
    8. Chapter 22: Soft and Hard Technologies in Technology Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CASE STUDY: TECHNOLOGY EDUCATION AT THE SECONDARY SCHOOL LEVEL IN HONG KONG
      5. THE INCLUSION OF SOFT TECHNOLOGIES IN TECHNOLOGY EDUCATION
      6. SUGGESTIONS AND RECOMMENDATIONS
      7. FUTURE TRENDS
      8. CONCLUSION
      9. ACKNOWLEDGMENT
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
      12. ENDNOTES
    9. Chapter 23: Use of Tablet Computers and Mobile Apps to Support 21st Century Learning Skills
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. DISCUSSION AND FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    10. Chapter 24: Increasing Research Students' Engagement through Virtual Communities
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND THEORY
      4. MAIN EMPHASIS OF THE CHAPTER
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    11. Chapter 25: Internet-Based Technology Use in Second Language Learning
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. METHOD
      4. 3. INTERNET-BASED TECHNOLOGIES USE IN SECOND LANGUAGE LEARNING
      5. 4. THE EFFECT OF INTERNET-BASED TECHNOLOGIES ON SECOND LANGUAGE ACQUISITION
      6. 5. STUDENTS’ AND TEACHERS’ PERSPECTIVES OF INTERNET-BASED SECOND LANGUAGE LEARNING
      7. 6. CONCLUSION AND IMPLICATIONS
      8. REFERENCES
    12. Chapter 26: Assistive Technology and Distance Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. DISTANCE LEARNING
      4. LEARNING MANAGEMENT SYSTEMS CLASSIFICATION
      5. INTERACTIONS IN DISTANCE LEARNING
      6. ACCESSIBILITY AND ASSISTANCE TECHNOLOGY FOR STUDENT LEARNING
      7. RESOURCES FOR ACCESSIBILITY IN DISTANCE LEARNING
      8. TRENDS IN DISTANCE LEARNING
      9. CONCLUSION
      10. REFERENCES
      11. ADDITIONAL READING
      12. KEY TERMS AND DEFINITIONS
    13. Chapter 27: Enterprise 2.0 in Engineering Curriculum
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. ISSUES, CONTROVERSIES, PROBLEMS
      6. SOLUTIONS AND RECOMMENDATIONS
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
  8. Section 3: Frameworks and Methodologies
    1. Chapter 28: Blended Course Design
      1. ABSTRACT
      2. INTRODUCTION
      3. PEDAGOGICAL ORGANIZATION IN BLENDED COURSES
      4. METHOD
      5. FINDINGS
      6. DEFINITIONS
      7. MEETINGS FOR THE LEARNER
      8. ONLINE PRIORITY
      9. TECHNOLOGY WITH A PURPOSE
      10. FOCUSED e-INTERACTIONS
      11. ACTIVE LEARNING
      12. DISTRIBUTION OF TIME
      13. PEDAGOGICAL CHUNKING
      14. OUTLIERS AND OMISSIONS
      15. CONCLUSION
      16. REFERENCES
    2. Chapter 29: A Teaching Model for the College Algebra Flipped Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. RESEARCH: STUDYING THE COLLEGE ALGEBRA FLIPPED CLASSROOM
      5. SUGGESTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS AND CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    3. Chapter 30: Blended Learning Support for Undergraduate Students' Research and Writing Skills Development
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FUTURE RESEARCH DIRECTIONS
      5. CONCLUSION
      6. ACKNOWLEDGEMENT
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
      10. ENDNOTES
      11. APPENDIX 1
      12. APPENDIX 2
    4. Chapter 31: Blended Learning for Learners in SMEs
      1. ABSTRACT
      2. INTRODUCTION
      3. BLENDED LEARNING
      4. LEARNING IN SMEs IN EUROPE
      5. LEARNING IN SMEs IN AFRICA
      6. A VISION FOR THE FUTURE OF BLENDED LEARNING
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    5. Chapter 32: Active Learning in the Flipped English Language Arts Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FLIPPING THE ELA CLASSROOM
      5. FINDINGS
      6. DISCUSSION
      7. SOLUTIONS AND RECOMMENDATIONS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
    6. Chapter 33: A Flipped Classroom Design for Preservice Teacher Training in Assessment
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FRAMEWORK
      5. METHOD
      6. RESULTS
      7. FUTURE RESEARCH DIRECTIONS AND CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
      10. ENDNOTES
    7. Chapter 34: Designing Quality Blended Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. COURSE ALIGNMENT IN BLENDED LEARNING DESIGN
      4. ORGANIZATION OF INSTRUCTIONAL COMPONENTS IN BLENDED LEARNING
      5. USING ONLINE DISCUSSIONS IN BLENDED COURSES
      6. USING LEARNING STYLES TO GUIDE THE DESIGN OF BLENDED COURSES
      7. RECOMMENDATIONS FOR IINSTRUCTORS AND NSTRUCTIONAL DESIGN TEAMS
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    8. Chapter 35: A Framework for Promoting Complex Learning in a Blended Learning Environment
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FUTURE RESEARCH DIRECTIONS
      5. CONCLUSION
      6. REFERENCES
      7. ADDITIONAL READING
      8. KEY TERMS AND DEFINITION
    9. Chapter 36: Shifting a Face-to-Face (F2F) Course to the Blended Environment
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    10. Chapter 37: Impact of Technological Advancement on the Higher Education Curriculum and Program Development
      1. ABSTRACT
      2. INTRODUCTION
      3. FUTURE TRENDS
      4. CONCLUSION
      5. REFERENCES
      6. KEY TERMS AND DEFINITIONS
      7. ENDNOTES
    11. Chapter 38: Blending in the Humanities
      1. ABSTRACT
      2. INTRODUCTION
      3. COURSE MODEL: CINE 101, INTRODUCTION TO CINEMA, AND VISUAL CULTURE
      4. ASSESSMENT
      5. WHY BLEND IN THE HUMANITIES?
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    12. Chapter 39: Optimizing Blended Teaching and Learning in Brick-and-Mortar Institutions
      1. ABSTRACT
      2. INTRODUCTION
      3. TEACHER BELIEF
      4. FACULTY RESISTANCE TO CHANGE
      5. ALTERNATIVE SUPPORT FOR FACULTY
      6. LIMITATIONS OF A ONE-SIZE-FITS-ALL PD APPROACH
      7. ALTERNATIVE APPROACHES FOR CMS USE
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    13. Chapter 40: Designing Sustainability Curricula
      1. ABSTRACT
      2. INTRODUCTION
      3. ORGANISATIONAL BACKGROUND
      4. SETTING THE STAGE
      5. CASE DESCRIPTION
      6. CURRENT CHALLENGES FACING THE ORGANIZATION
      7. CONCLUSION
      8. REFERENCES
    14. Chapter 41: Managing and Planning Technology Usage and Integration in Teacher Education Programs in an Emergent Nation
      1. ABSTRACT
      2. INTRODUCTION
      3. PURPOSE OF THE STUDY
      4. TEACHER EDUCATION PROGRAMS IN NIGERIA
      5. ITS/ISS AND TEACHER EDUCATION
      6. DISCUSSION
      7. CONCLUSION AND RECOMENDATIONS
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    15. Chapter 42: Moving Beyond a Focus on Delivery Modes to Teaching Pedagogy
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. PEDAGOGY OF TEACHING
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    16. Chapter 43: Prioritization of Design Requirements for Quality Engineering Education
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. ANALYTIC NETWORK PROCESS (ANP)
      4. 2. DETERMINATION OF WEIGHTS IN FUZZY ENVIRONMENT
      5. 3. METHODOLOGY
      6. 4. CASE STUDY
      7. 5. RESULTS AND DISCUSSION
      8. 6. CONCLUSION
      9. REFERENCES
      10. APPENDIX
  9. Section 4: Cases and Applications
    1. Chapter 44: How Do They Fare?
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THEORETICAL FRAMEWORK: TRANSACTIONAL DISTANCE
      5. A QUASI-EXPERIMENT AT A MODERATELY SELECTIVE COLLEGE
      6. DISCUSSION
      7. RECOMMENDATIONS
      8. CONCLUSION
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
    2. Chapter 45: Blended for Student Engagement and Retention
      1. ABSTRACT
      2. INTRODUCTION
      3. BLENDED LEARNING THROUGH THE SCHOLARLY LENSES
      4. BLENDED LEARNING AT NAU
      5. LESSONS LEARNED
      6. CONCLUDING REMARKS: THE ROAD TRAVELLED
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    3. Chapter 46: The Effects of Problem-Based Learning with Flipped Classroom on Elementary Students' Computing Skills
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. METHOD
      5. RESULTS
      6. DISCUSSION
      7. CONCLUSION
      8. REFERENCES
    4. Chapter 47: Barriers to Blended Teaching and Learning in Sub-Saharan Africa
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. GLOBALISATION AND TECHNOLOGY EDUCATION
      5. BLENDED LEARNING AND SUB-SAHARA AFRICA EDUCATION
      6. BARRIERS TO BLENDED LEARNING IN SUB-SAHARAN AFRICA
      7. FUTURE TRENDS
      8. CONCLUSION
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
    5. Chapter 48: Introducing a Teaching Innovation to Enhance Students' Analytical and Research Skills
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. DISCUSSION FORUM AS A BLENDED LEARNING INITIATIVE
      5. RESULTS AND DISCUSSION
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
      11. APPENDIX
    6. Chapter 49: Blended Learning Methods in Introduction to Teaching and Sociology of Education Courses at a University of Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CONCEPTS AND USES OF BLENDED LEARNING
      5. METHOD
      6. RESULTS
      7. DISCUSSION AND CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    7. Chapter 50: Blended Learning Implementation in Accounting Discipline
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. BACKGROUND OF STUDY
      4. 3. RESEARCH DESIGN
      5. 4. RESULTS
      6. 5. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    8. Chapter 51: 21st Century Distance Learning in Sub-Saharan Africa
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FUTURE RESEARCH DIRECTIONS
      5. CONCLUSION
      6. REFERENCES
      7. ADDITIONAL READING
      8. KEY TERMS AND DEFINITIONS
    9. Chapter 52: Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria
      1. ABSTRACT
      2. INTRODUCTION
      3. BLENDED LEARNING
      4. BLENDED LEARNING IN CAMEROON AND NIGERIA
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. ACKNOWLEDGMENT
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    10. Chapter 53: A Comparative Study of Business and Engineering Students' Attitude to Mobile Technologies in Distance Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. EMPIRICAL STUDY
      5. CONCLUSION
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
    11. Chapter 54: Blended Learning at Ajman University of Science and Technology
      1. ABSTRACT
      2. INTRODUCTION
      3. BLENDED LEARNING AT AUST
      4. BENEFITS OF BLENDED LEARNING
      5. CHALLENGES OF BLENDED LEARNING
      6. STUDENT SATISFACTION
      7. FACULTY SATISFACTION
      8. MAIN FOCUS OF THE CHAPTER
      9. STUDENT SATISFACTION
      10. INSTRUCTOR SATISFACTION
      11. LIMITATIONS
      12. FUTURE RESEARCH DIRECTIONS
      13. CONCLUSION
      14. REFERENCES
      15. ADDITIONAL READING
      16. KEY TERMS AND DEFINITIONS
    12. Chapter 55: Blended Learning Experience of Graduate Students
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. QUESTION OF THE DAY
      5. THE STUDY
      6. LITERATURE REVIEW
      7. RESEARCH DESIGN
      8. RESULTS
      9. RECOMMENDATIONS AND FUTURE RESEARCH DIRECTIONS
      10. CONCLUSION
      11. REFERENCES
      12. ADDITIONAL READING
      13. KEY TERMS AND DEFINITIONS
    13. Chapter 56: Flipping the Classroom in a Teacher Education Course
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FLIPPED CLASSROOM IN HIGHER EDUCATION
      5. METHOD
      6. DATA COLLECTION
      7. FINDINGS
      8. DISCUSSION
      9. UNDERSTANDING FLIPPED CLASSROOM IMPLEMENTATION FOR FACULTY AND STUDENTS
      10. FUTURE RESEARCH DIRECTIONS
      11. CONCLUSION
      12. REFERENCES
      13. ADDITIONAL READING
      14. KEY TERMS AND DEFINITIONS
    14. Chapter 57: Case Study of a Hybrid Undergraduate Elementary Certification Program
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. PRE-SCHOOL AND PRIMARY WEEKEND PROGRAM
      5. METHODOLOGY
      6. RESEARCH RESULTS
      7. DISCUSSION
      8. SOLUTIONS AND RECOMMENDATIONS
      9. FUTURE RESEARCH DIRECTIONS
      10. CONCLUSION
      11. REFERENCES
      12. ADDITIONAL READING
      13. KEY TERMS AND DEFINITIONS
    15. Chapter 58: Blended Learning and Digital Curation
      1. ABSTRACT
      2. INTRODUCTION
      3. DIGITAL CURATION
      4. LEARNING ACTIVITIES AND DIGITAL CURATION
      5. THE CONTEXT: UNIVERSITY’S THIRD YEAR ECONOMICS COURSE
      6. PROFESSIONAL DEVELOPMENT SUPPORT
      7. BLENDED DIGITAL CURATION SEQUENCE
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    16. Chapter 59: Co-Constructed Curricula
      1. ABSTRACT
      2. INTRODUCTION
      3. REFERENCES
      4. KEY TERMS AND DEFINITIONS
    17. Chapter 60: Teaching of Fluid Mechanics in Engineering Course
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FLUID MECHANICS TEACHING IN UWS
      5. CONCLUSION
      6. ACKNOWLEDGMENT
      7. REFERENCES
    18. Chapter 61: The Role of Blogging in a Changing Society
      1. EXECUTIVE SUMMARY
      2. INTRODUCTION
      3. BACKGROUND: WELCOME TO THE NEW WORLD WIDE WEB
      4. DEFINITIONS OF KEY TERMS: INTRODUCING BLOGS
      5. BLOG AS ONLINE COURSE TOOL
      6. THE CHALLENGE OF BLOGS IN EDUCATION: TEACHING AND LEARNING
      7. VALUE, IMPORTANCE AND USEFULNESS: EDUCATIONAL BLOGGING
      8. BLOGS EVALUATION CRITERIA
      9. DEVELOPING A BLOG
      10. BLOGS IN PRACTICE: CASE STUDIES
      11. CASE STUDY 1: BLOGS AND COGNITIVE ABILITIES
      12. CASE STUDY 2: BLOGS AS A COGNITIVE TOOL
      13. CASE STUDY 3: BLOGS AS A PROBLEM SOLVING TOOL
      14. PROPOSED THEORETICAL FRAMEWORK
      15. MAIN FOCUS OF THE CHAPTER
      16. SOLUTIONS AND RECOMMENDATIONS
      17. FUTURE RESEARCH DIRECTIONS
      18. CONCLUSION: EDUCATIONAL AND SCIENTIFIC SIGNIFICANCE
      19. REFERENCES
      20. ADDITIONAL READING
      21. KEY TERMS AND DEFINITIONS
    19. Chapter 62: Successful Cases in Technology-Enabled Active Teaching and Metacognitive Learning Strategies in Blended Learning for Globalization
      1. ABSTRACT
      2. INTRODUCTION
      3. THE SCIENCE OF INTELLIGENCE AND WISDOM
      4. CONCLUSION
      5. ACKNOWLEDGMENT
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
      8. APPENDIX: LEARNING HOW TO LEARN SAMPLE MOODLE ONLINE DISCUSSION BOARD FROM HELP UNIVERSITY MALAYSIA
    20. Chapter 63: M-Learning in the Middle East
      1. ABSTRACT
      2. INTRODUCTION
      3. THE ORIGINS AND CONCEPTS OF E-LEARNING AND M-LEARNING
      4. SURVEY IN M-LEARNING
      5. CONCLUSIONS
      6. IMPLICATIONS FOR FUTURE RESEARCH
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
  10. Section 5: Issues and Challenges
    1. Chapter 64: Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. EXPERIMENTAL STUDIES
      5. CONCLUSION AND IMPLICATIONS
      6. ACKNOWLEDGMENT
      7. REFERENCES
    2. Chapter 65: Using Blended Principles to Bridge the Gap between Online and On-Campus Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. EXISTING COURSE DESIGN
      4. LESSONS LEARNED AND FUTURE IDEAS FOR COURSE DESIGN
      5. REFERENCES
      6. ADDITIONAL READING
      7. KEY TERMS AND DEFINITIONS
    3. Chapter 66: Triumphs and Tribulations of the Flipped Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE FLIPPED CLASSROOM
      5. GETTING STARTED
      6. FIRST ATTEMPT TO INTRODUCE THE FLIPPED MODEL TO STUDENTS
      7. IF AT FIRST YOU DON’T SUCCEED, TRY, TRY, AND TRY AGAIN
      8. BEST USE OF FACE-TO-FACE TIME
      9. SCREEN CASTING
      10. WHAT INFORMATION COULD STUDENTS GAIN ON THEIR OWN?
      11. CHALLENGES
      12. WHAT HAS CHANGED?
      13. COLLABORATION
      14. CONCLUSION
      15. REFERENCES
      16. KEY TERMS AND DEFINITIONS
      17. APPENDIX A
      18. APPENDIX B
    4. Chapter 67: The Integration of Culturally Relevant Pedagogy and Project-Based Learning in a Blended Environment
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE CASE (STUDY) FOR PROJECT-BASED LEARNING AND CULTURALLY RELEVANT PEDAGOGY
      5. FINDINGS
      6. DISCUSSION
      7. IMPLICATIONS
      8. RECOMMENDATIONS FOR FUTURE RESEARCH
      9. CONCLUSION
      10. REFERENCES
      11. ADDITIONAL READING
      12. KEY TERMS AND DEFINITIONS
    5. Chapter 68: Starting with the Learner
      1. ABSTRACT
      2. STARTING WITH THE LEARNER: DESIGNING LEARNER ENGAGEMENT INTO THE CURRICULUM
      3. CONCLUSION
      4. REFERENCES
      5. KEY TERMS AND DEFINITIONS
    6. Chapter 69: Quality Assurance in Transnational Education Management
      1. ABSTRACT
      2. INTRODUCTION
      3. WHY QA FOR CURRICULA?
      4. QA FOR THE GS CURRICULUM
      5. CONCLUSION AND RECOMMENDATIONS
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
      8. ENDNOTES
    7. Chapter 70: High School Teachers' Gender-Oriented Perceptions of Technology Integration
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. TEACHERS' PRECEPTIONS OF TECHNOLOGY AND REPORTED INTEGRATION
      5. FINDINGS AND DISCUSSION OF RESULTS
      6. IMPLICATIONS AND SCHOLARLY SIGNIFICANCE
      7. RECOMMENDATIONS AND FUTURE RESEARCH
      8. IMPLICATIONS FOR ONLINE LEARNING
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
      12. APPENDIX 1
      13. APPENDIX 2
    8. Chapter 71: E-Learning Training Courses on Multicultural Education
      1. ABSTRACT
      2. INTRODUCTION
      3. 1. THEORETICAL UNDERPINNINGS
      4. 2. THE CONTEXT OF THE STUDY: A DISTANCE LEARNING TRAINING COURSE FOR TEACHERS AND ITS SIGNIFICANCE
      5. 3. DESCRIPTION OF THE PLATFORM THAT WAS USED
      6. 4. PARTICIPANTS’ INVOLVEMENT AND INTERACTION
      7. 5. FUTURE RESEARCH DIRECTIONS
      8. 6. DISCUSSION AND CONCLUDING REMARKS: USING E-LEARNING TRAINING EDUCATIONAL PROCEDURES IN MULTICULTURAL SCHOOL SETTINGS
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
      12. ENDNOTES
    9. Chapter 72: Academics' Perceptions of Using Technology with Face-to-Face Teaching
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHOD AND INSTRUMENTS
      5. RESULTS
      6. DISCUSSION
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    10. Chapter 73: Multicultural Considerations for Curriculum Developers of Online Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. DIMENSIONAL MODEL OF NATIONAL CULTURE
      4. CULTURAL IMPACT OF GLOBALIZATION ON COURSE DESIGN
      5. DIMENSION ONE: POWER DISTANCE AND CULTURALLY SENSITIVE DESIGN CONSIDERATIONS
      6. DIMENSION TWO: INDIVIDUALISM AND COLLECTIVISM ADDRESSED
      7. DIMENSION THREE: MASCULINITY VERSUS FEMININITY
      8. DIMENSION FOUR: ADDRESSING UNCERTAINTY AVOIDANCE ISSUES
      9. DIMENSION FIVE: LONG-TERM VERSUS SHORT-TERM ORIENTATION
      10. MULTICULTURAL DESIGN STRATEGIES TO PROMOTE CULTURAL INCLUSION
      11. KNOWLEDGE ABOUT CULTURE IN THE DESIGN PROCESS
      12. RECOMMENDATIONS
      13. CONCLUSION
      14. REFERENCES
    11. Chapter 74: Intercultural Communication and Sustainable Leadership
      1. ABSTRACT
      2. ORGANISATIONAL BACKGROUND
      3. SETTING THE STAGE
      4. CASE DESCRIPTION
      5. CHALLENGES PAST AND PRESENT FACING THE ORGANIZATION
      6. SOLUTIONS AND RECOMMENDATIONS
      7. FUTURE DIRECTIONS INCLUDING RESEARCH
      8. CONCLUSION
      9. ACKNOWLEDGMENT
      10. REFERENCES
    12. Chapter 75: Improve Collaboration Skills Using Cyber-Enabled Learning Environment
      1. ABSTRACT
      2. INTRODUCTION
      3. THE DEFINITION OF COLLABORATION AND TEAMWORK
      4. BACKGROUND AND RATIONALE
      5. DIMENSIONS OF TEAMWORK EDUCATION
      6. DESIGN FRAMEWORK PROCESS
      7. APPLICATION OF FRAMEWORK
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    13. Chapter 76: Artful Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCLUSIONS AND FUTURE DIRECTIONS
      4. REFERENCES
      5. KEY TERMS AND DEFINITIONS
  11. Section 6: Emerging Trends
    1. Chapter 77: Preparing to Teach with Flipped Classroom in Teacher Preparation Programs
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FOUNDATION
      4. RESEARCH SUPPORTING THE USE OF FLIPPED CLASSROOM
      5. SUGGESTIONS FOR USING FLIPPED CLASSROOM
      6. SUGGESTIONS FOR SUCCESSFULLY USING AND CREATING VISUAL MEDIA
      7. INSTRUCTOR AND LEARNER MOTIVATION TO USE FLIPPED CLASSROOM
      8. CONCLUSION
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
      12. APPENDIX A
      13. APPENDIX B: SAMPLE VIEWING GUIDE
    2. Chapter 78: Innovations in Blended-Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. PROFICIENCY IN READING
      5. THE PILOT PROJECT STUDY
      6. CONCLUSION AND RECOMMENDATIONS FOR FURTHER RESEARCH
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    3. Chapter 79: The Ever-Evolving Educator
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FUTURE RESEARCH DIRECTIONS
      5. CONCLUSION
      6. REFERENCES
      7. ADDITIONAL READING
      8. KEY TERMS AND DEFINITIONS
    4. Chapter 80: Challenges and Opportunities in the First Year of a 11 iPad Initiative in a High-Poverty, Highly Diverse Urban High School
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY AND DATA SOURCES
      5. PRELIMINARY FINDINGS
      6. DISCUSSION
      7. RECOMMENDATIONS FOR PRACTICE
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
      11. APPENDIX 1. CLASSROOM OBSERVATION PROTOCOL INSTRUMENT
      12. APPENDIX 2. HIGH SCHOOL TEACHER FOCUS GROUP PROTOCOL
      13. APPENDIX 3. ONLINE STUDENT TECHNOLOGY SKILLS AND EXPERIENCES SURVEY
      14. APPENDIX 4. STUDENT IPAD USE SURVEY
      15. APPENDIX 5. TEACHER IPAD SURVEY
    5. Chapter 81: E-Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. UNPACKING THE PROBLEM
      5. METHODOLOGY
      6. INTERVENTION
      7. PILOT TEST
      8. REFLECTIONS ON THE PROJECT
      9. PILOT REVIEW OF THE eCLASSROOM
      10. PROGRAMME DESIGN AND IMPLEMENTATION EXPERIENCES
      11. RECOMMENDED CHANGES TO THE PROGRAMME
      12. SUMMARY
      13. ACKNOWLEDGMENT
      14. REFERENCES
    6. Chapter 82: To Flip Or Not To Flip? That's Not The Question
      1. ABSTRACT
      2. INTRODUCTION
      3. COMPONENTS OF FLIPPED INSTRUCTION
      4. FLIPPED INSTRUCTION IN CALL
      5. CONCLUSION
      6. REFERENCES
    7. Chapter 83: The Future of Curriculum Development in Distance Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
    8. Chapter 84: Service Science in Higher Education
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. LOGIC, PRINCIPLES, AND PHILOSOPHIES IN SERVICE SCIENCE
      4. 3. SERVICE SCIENCE IN HIGHER EDUCATION
      5. 4. AN TRANSNATIONAL EXPANSION FOR SERVICE INNOVATION
      6. 5. CONCLUSION
      7. REFERENCES
    9. Chapter 85: Librarian without Building in an E-Learning Environment
      1. ABSTRACT
      2. INTRODUCTION
      3. OBJECTIVES OF THE STUDY
      4. BACKGROUND
      5. SYNCHRONOUS E-LEARNING
      6. ASYNCHRONOUS E-LEARNING
      7. E-LEARNING TOOLS
      8. ADVANTAGES OF E-LEARNING
      9. PROBLEMS OF E-LEARNING
      10. CONTEMPORARY TRENDS IN E-LEARNING AND WHAT IT AFFORDS
      11. CONCEPT OF LIBRARIAN WITHOUT BUILDING
      12. CHARACTERISTICS AND SKILLS OF LIBRARIAN WITHOUT BUILDING IN AN E- LEARNING ENVIRONMENT
      13. STATEMENT OF THE PROBLEM
      14. METHODOLOGY
      15. DISCUSSION OF FINDINGS
      16. RECOMMENDATIONS
      17. FUTURE RESEARCH DIRECTIONS
      18. CONCLUSION
      19. REFERENCES
      20. ADDITIONAL READING
      21. KEY TERMS AND DEFINITIONS
    10. Chapter 86: Trends of Blended Learning in K-12 Schools
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. PEDAGOGY OF BLENDED LEARNING IN K-12 SCHOOLS
      5. BENEFITS OF BLENDED LEARNING TO K-12 STUDENTS
      6. CHALLENGES OF BLENDED LEARNING IN K-12 SCHOOLS
      7. SOLUTIONS AND RECOMMENDATIONS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. ADDITIONAL READING
      12. KEY TERMS AND DEFINITIONS