You are previewing Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs.
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Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs

Book Description

As e-learning has evolved into a global change agent in higher education, it has become more diverse in its form and applications. Now that many institutions have implemented e-learning programs as part of their course offerings, it is essential for these institutions to fully grasp how best to facilitate continued improvements and accessibility in online education. The Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs highlights several significant elements of e-learning, including program planning, quality standards, and online course development, as well as institutional, student, and faculty support. Serving as a critical resource for online and hybrid learning programs, this publication is designed for use by administrators, educators, instructional designers, and doctorate-level students in the field of education.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board
  6. List of Reviewers
  7. Preface
    1. INTRODUCTION
    2. OBJECTIVES
    3. TARGET AUDIENCE
    4. ORGANIZATION OF THE BOOK
    5. FULL INTRODUCTION OF THE SECTIONS
    6. CONCLUSION
    7. REFERENCES
  8. Acknowledgment
  9. Section 1: Quality Standards and Institutional Program Planning
    1. Chapter 1: Garnering Faculty Buy-In to Improve Online Program Quality
      1. ABSTRACT
      2. BACKGROUND
      3. METHODOLOGY
      4. RECOMMENDATIONS FOR SCORECARD IMPLEMENTATION
      5. SCORECARD EXECUTION
      6. SCORING GAINS AND LOSSES
      7. NEXT STEPS
      8. CONCLUSION
      9. FUTURE RESEARCH DIRECTIONS
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
    2. Chapter 2: Exploring Chinese Faculty Perceptions of Quality Standards for Online Education
      1. ABSTRACT
      2. INTRODUCTION
      3. METHOD
      4. RESULTS
      5. RECOMMENDATIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
      9. APPENDIX
    3. Chapter 3: Improving U.S. College Graduation Rates with Quality Online and Blended Degree Completion Programs
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND: AN UNDEREDUCATED AMERICA
      4. BUILDING BLENDED ADULT DEGREE COMPLETION PROGRAMS
      5. THE BLENDED DEGREE COMPLETION PROGRAM AT LONG ISLAND UNIVERSITY
      6. SOLUTIONS AND RECOMMENDATIONS
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    4. Chapter 4: From 0 to 60
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND AND RATIONALE
      4. CASE STUDY OF THE WARNER ONLINE START-UP
      5. SOLUTIONS AND RECOMMENDATIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    5. Chapter 5: Moving e-Learning Forward
      1. ABSTRACT
      2. INTRODUCTION
      3. STRATEGIC CONCERNS FOR e-LEARNING
      4. GROWING QUALITY ELEARNING PROGRAMS
      5. INTERNAL AND EXTERNAL CONCERNS FOR ELEARNING ADMINISTRATION
      6. DEVELOPING AN e-LEARNING PROGRAM
      7. SOLUTIONS AND RECOMMENDATIONS
      8. WHAT ELEARNING ADMINISTRATORS SHOULD BE FOLLOWING
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
  10. Section 2: Student Support
    1. Chapter 6: A New Model of Online Student Service in the Digital Age
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. OUTLINE OF STUDY
      5. RECOMMENDATIONS
      6. CONCLUSION
      7. FUTURE RESEARCH DIRECTIONS
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    2. Chapter 7: DELES Analysis of E-Learning Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. DELES LEARNING CONSTRUCTS
      5. DELES
      6. RESEARCH STUDY
      7. SOLUTIONS AND RECOMMENDATIONS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
    3. Chapter 8: The Relationship between Individual Student Attributes and Online Course Completion
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHODOLOGY
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
  11. Section 3: Faculty Support
    1. Chapter 9: Exploration of Faculty's Perceptions on Technology Change
      1. ABSTRACT
      2. INTRODUCTION
      3. PHENOMENON OF CHANGE
      4. FACULTY’S PERCEPTIONS OF CHANGE: TRANSITIONS TO NEW TECHNOLOGY
      5. IMPLICATIONS TECHNOLOGY CHANGE HAS ON FACULTY PREPAREDNESS
      6. SOLUTIONS AND RECOMMENDATIONS
      7. RECOMMENDATIONS FOR FUTURE RESEARCH
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    2. Chapter 10: Arranging and Rearranging Practice in Digital Spaces
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHODOLOGY AND DATA COLLECTION
      5. FINDINGS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. ACKNOWLEDGMENT
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    3. Chapter 11: Ensuring Quality
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. EXAMINING FACULTY ROLE AND PRACTICE
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    4. Chapter 12: Ready-to-Teach Online Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THEORETICAL FOUNDATION
      5. PARTICIPANTS AND SETTING
      6. DATA COLLECTION
      7. DATA ANALYSIS AND FINDINGS
      8. SOLUTIONS AND RECOMMENDATIONS
      9. IMPLICATIONS FOR PRACTICE
      10. FUTURE RESEARCH DIRECTIONS
      11. CONCLUSION
      12. REFERENCES
      13. KEY TERMS AND DEFINITIONS
    5. Chapter 13: A Framework to Assess Appropriate Interaction to Meet Accreditation Quality Guidelines
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. INTERACTION AND ACCREDITATION
      5. ONLINE COURSES AND CREDIT HOUR
      6. INTERACTION AND INSTRUCTIONAL DESIGN
      7. TOOLS TO ASSESS INTERACTION IN ONLINE COURSES AND PROGRAMS
      8. FRAMEWORK TO ASSESS APPROPRIATE INTERACTION
      9. RECOMMENDATIONS
      10. FUTURE RESEARCH
      11. CONCLUSION
      12. REFERENCES
      13. KEY TERMS AND DEFINITIONS
  12. Section 4: e-Learning Course Development
    1. Chapter 14: Improving the Quality of Online Learning Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. LITERATURE REVIEW
      5. RESEARCH STUDY
      6. CONCLUSION
      7. RECOMMENDATIONS FOR FURTHER RESEARCH
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    2. Chapter 15: Building Quality Online Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ONLINE COURSES: GOAL, DEFINING, MEASURING, AND ASSESSING QUALITY
      5. ESTABLISHING A DISTANCE LEARNING INFRASTRUCTURE
      6. FOUNDATION FOR ASSESSING AND IMPLEMENTING AN ONLINE COURSE DEVELOPMENT AND DELIVERY MODEL
      7. IMPLICATIONS, SOLUTIONS, AND RECOMMENDATIONS
      8. FUTURE RESEARCH
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
    3. Chapter 16: E-Learning and the Disciplines
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CONNECTING APPLIED LINGUISTICS TO E-LEARNING
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    4. Chapter 17: Designing Blended Learning Strategies for Rich Content
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. APPLICATION STRATEGIES: LEARNING OBJECTS
      5. MEDICAL APPLICATIONS OF RICH CONTENT
      6. MULTIMEDIA PRODUCTION: ASSEMBLING THE ESSENTIAL ELEMENTS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
  13. Compilation of References
  14. About the Contributors