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Interactivity in E-Learning

Book Description

In the past, interactivity has often been studied from the perspective of a particular subject area. Much effort has been expended on classifying and topologizing interactivity from the perspectives of media studies and information science. However, there is a lack of consolidated effort to relate these studies and to connect theoretical and empirical research with the practice of e-learning.Interactivity in E-Learning: Case Studies and Frameworks provides a comprehensive examination of interactivity, combining key perspectives from communication and media studies, distributed cognition, system affordances, user control, and social interaction. This new approach offers a holistic view of interactivity, which is useful for researchers working in the fields of communication and media, educational media, e-learning, and instructional technology.

Table of Contents

  1. Cover
  2. Title Page
  3. Editorial Advisory Board and List of Reviewers
    1. EDITORIAL ADVISORY BOARD
    2. LIST OF REVIEWERS
  4. PREFACE
    1. ORGANIZATION OF THE BOOK
  5. Section 1: Instructional Design to Promote Interactivity in E-Learning
    1. Chapter 1: Interactivity Design in E-Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. EVALUATION OF INTERACTIVITY AND INTERACTIVITY DESIGN
      4. MEDIA MATTER
      5. INSTRUCTIONAL VALUES OF VISUALS
      6. INSTRUCTIONAL VALUES OF AUDIO AND VIDEO
      7. DIGITAL TEXT AND E-READING
      8. ACCESSIBILITY AND USABILITY
      9. DISTRIBUTED COGNITION
      10. SYSTEM ADAPTATION AND CONSTRUCTIVE LEARNING
      11. VIRTUAL SPACE AND COLLABORATIVE LEARNING
      12. AN INTEGRATED APPROACH
    2. Chapter 2: Interactivity of Information Representations in e-Learning Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. HUMAN-INFORMATION INTERACTION
      4. ELEMENTS OF INTERACTION AFFECTING INTERACTIVITY
      5. SUMMARY AND FUTURE RESEARCH DIRECTIONS
    3. Chapter 3: Simulation to Enhance Interactivity in E-Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ISSUES, CONTROVERSIES AND PROBLEMS
      5. CONCLUSION: FUTURE DIRECTIONS AND RECOMMENDATIONS
    4. Chapter 4: Authentic Learning in Online Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. ROLE OF THE INSTRUCTOR
      4. AUTHENTIC ASSESSMENT
      5. CONCLUSION
    5. Chapter 5: The Influence of Cognitive Styles on Learners’ Performance in e-Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. THE STUDY
      6. SOLUTIONS AND RECOMMENDATIONS
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
    6. Chapter 6: Diagnosis, Supporting, and Fading
      1. ABSTRACT
      2. INTRODUCTION
      3. PURPOSE
      4. THEORETICAL BACKGROUND
      5. A DESIGN FRAMEWORK FOR SCAFFOLDING
      6. DESIGNING ADAPTIVE E-LEARNING SYSTEMS: EXAMPLES
      7. DISCUSSION AND CONCLUSION
    7. Chapter 7: A Noble Eightfold Path
      1. ABSTRACT
      2. EXPERTS AND NOVICES IN E-LEARNING
      3. EXPERTS AND NOVICES, TEACHERS AND LEARNERS
      4. EXPERTS AND NOVICES, INSTRUCTIONAL DESIGNERS
      5. AN EIGHTFOLD PATH FROM NOVICE TO EXPERT
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. ACKNOWLEDGMENT
  6. Section 2: Interactivity and Educational Games
    1. Chapter 8: Digital Games
      1. ABSTRACT
      2. INTRODUCTION
      3. DIGITAL GAME GENRES
      4. PEDAGOGICAL CONSIDERATIONS FOR DIGITAL GAMES AND SIMULATIONS
      5. LEARNING OUTCOMES AND CONTENT
      6. TEACHING AND LEARNING ENVIRONMENTS
      7. INSTRUCTIONAL DESIGN FOR GAME-BASED LEARNING
      8. ASSESSMENT ISSUES IN GAME-BASED LEARNING
      9. HOW TO USE DIGITAL GAMES IN E-LEARNING
      10. WHAT IS THE FUTURE OF GAME-BASED LEARNING?
      11. ARE DIGITAL GAMES THE FUTURE OF E-LEARNING?
    2. Chapter 9: Games in E-learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND: WHY USE GAMES?
      4. DEFINING GAMES AND PLAY
      5. PLAY AND CREATIVITY ARE NECESSARY TO LEARNING
      6. DEFINING GAME, SIMULATION, AND SIMULATION GAME
      7. DIGITAL GAME-BASED LEARNING AND STUDENTS
      8. FUTURE RESEARCH
      9. CONCLUSION
      10. APPENDIX
    3. Chapter 10: Empowering Digital Learners
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE SELF-MANAGING LEARNING PROCESS FRAMEWORK FOR DGBLS
      5. CONCLUSION AND FUTURE RESEARCH
    4. Chapter 11: Virtual Performance Assessment in Immersive Virtual Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. DESIGNING INTERACTIONS
      4. VALIDATING INTERACTIONS
      5. CASE STUDY: VIRTUAL ASSESSMENT PROJECT
      6. FUTURE RESEARCH
      7. CONCLUSION
      8. ACKNOWLEDGMENT
  7. Section 3: Interpersonal Interactivity through Media
    1. Chapter 12: A Case Study of Social Interaction on ANGEL and Student Authoring Skills
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. METHOD
      5. FINDINGS AND DISCUSSIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    2. Chapter 13: Meaningful Connections
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. SUMMARY
      5. EFFECTIVE INSTRUCTIONAL TECHNIQUES FOR ONLINE LEARNERS
      6. CONCLUSION
      7. CHAPTER SUMMARY
    3. Chapter 14: Intentional Communities of Practice, the Challenge of Interactivity
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORY
      4. DESIGN
      5. INQUIRY
      6. METHODS
      7. RESULTS
      8. CONCLUSION
      9. REFLECTION
    4. Chapter 15: Embedded Librarians
      1. ABSTRACT
      2. INTRODUCTION
      3. SERVING ONLINE STUDENTS
      4. SYNCHRONOUS LIBRARY INSTRUCTION
      5. LIBRARY SUPPORT FOR ONLINE LEARNERS
      6. WEB CONFERENCING PILOT PROJECT
      7. SERVING A WIDER CLIENTELE
      8. PILOT ASSESSMENT
      9. BEST PRACTICES
      10. CHALLENGES WITH WEB CONFERENCING
      11. FUTURE PLANS
      12. CONCLUSION
  8. Compilation of References
  9. About the Contributors