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Models for Improving and Optimizing Online and Blended Learning in Higher Education

Book Description

As classrooms fill with a generation of learners seeking to interact with their course materials in an increasingly experiential way, the demand for instructional technology as a supplement to, or replacement for, traditional in-class instruction has soared. Models for Improving and Optimizing Online and Blended Learning in Higher Education examines the benefits and costs associated with the utilization of technology-mediated instructional environments. Recognizing that instructional technology could offer alternative means of communication for understanding, this collection of scholarly chapters seeks to forward the discussion on technology tool optimization for academicians, researchers, librarians, students, practitioners, professionals, engineers, and managers.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
  5. Editorial Advisory Board
  6. Foreword
    1. REFERENCES
  7. Preface
    1. REFERENCES
  8. Acknowledgment
  9. Chapter 1: 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
  10. Chapter 2: Utilizing Learning Management System (LMS) Tools to Achieve Differentiated Instruction
    1. ABSTRACT
    2. SETTING THE SCENE
    3. INTRODUCTION
    4. LMS TOOLS AND DIFFERENTIATED INSTRUCTION
    5. THE USES OF LMS TOOLS
    6. BARRIERS THAT PREVENT SUCCESSFUL USE OF LMS TOOLS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  11. Chapter 3: A Rich Environment for Active Learning (REAL)
    1. ABSTRACT
    2. INTRODUCTION
    3. LITERATURE REVIEW
    4. MODEL DESCRIPTION: REAL
    5. LEARNING TO TEACH ONLINE USING A REAL MODEL
    6. DISCUSSION AND RECOMMENDATIONS
    7. CONCLUSION
    8. ACKNOWLEDGMENT
    9. REFERENCES
    10. ADDITIONAL READING
    11. KEY TERMS AND DEFINITIONS
  12. Chapter 4: Active Learning Strategies for Online and Blended Learning Environments
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. CONCLUSION AND RECOMMENDATIONS
    5. REFERENCES
    6. KEY TERMS AND DEFINITIONS
  13. Chapter 5: Cultivating Community in Online and Blended Learning Environments
    1. ABSTRACT
    2. INTRODUCTION
    3. AUTHORS’ PERSPECTIVES AND EXPERIENCE
    4. BEST PRACTICE CASES
    5. CULTIVATING THE CULTIVATORS
    6. REFERENCES
    7. KEY TERMS AND DEFINITIONS
  14. Chapter 6: Serving Nontraditional Students
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND INFORMATION
    4. BACKGROUND OF THE STUDY
    5. METHODS
    6. RESULTS
    7. CONCLUSION AND IMPLICATIONS
    8. ACKNOWLEDGMENT
    9. REFERENCES
    10. ADDITIONAL READING
    11. KEY TERMS AND DEFINITIONS
    12. ENDNOTES
  15. Chapter 7: 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
  16. Chapter 8: Student Outcomes and Retention in Online Academic and Training Programs
    1. ABSTRACT
    2. BACKGROUND
    3. FINDINGS AND RECOMMENDATIONS
    4. FUTURE RESEARCH DIRECTIONS
    5. CONCLUSION
    6. REFERENCES
    7. ADDITIONAL READING
    8. KEY TERMS AND DEFINITIONS
  17. Chapter 9: 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
  18. Chapter 10: Using Instructional Design Goals to Appropriately Classify Instructional Design Models
    1. ABSTRACT
    2. INTRODUCTION
    3. ASSUMPTIONS UNDERLYING THE CHOICE OF INSTRUCTIONAL DESIGN MODELS
    4. USING CHARACTERISTICS TO CLASSIFY INSTRUCTIONAL DESIGN MODELS
    5. THE GERLACH AND ELY DESIGN MODEL
    6. THE VAN PATTEN PRODUCT DESIGN MODEL
    7. THE DICK AND CAREY DESIGN MODEL
    8. CONCLUSION
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
  19. Chapter 11: A Model for Improving Online Collaborative Learning through Machine Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. CONSTRUCTIVIST LEARNING
    5. CONCEPTUAL FRAMEWORK
    6. COLLABORATION COMPETENCE LEVEL
    7. FURTHER RESEARCH
    8. CONCLUSION
    9. ACKNOWLEDGMENT
    10. REFERENCES
    11. KEY TERMS AND DEFINITIONS
  20. Chapter 12: 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
  21. Chapter 13: Using Technology to Enhance Teacher Preparation Field Experiences
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. CONCLUSION
    5. FUTURE TRENDS
    6. REFERENCES
    7. KEY TERMS AND DEFINITIONS
  22. Chapter 14: 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
  23. Chapter 15: Learning through Web-Based Authoring Tools
    1. ABSTRACT
    2. INTRODUCTION
    3. ROLES OF WEB-BASED AUTHORING TOOLS IN LEARNING ENVIRONMENTS
    4. GENERATIONAL LEARNING STYLES
    5. IMPACTS OF WEB-BASED AUTHORING TOOLS IN ONLINE LEARNING
    6. CONCLUSION
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  24. Related References
  25. Compilation of References
  26. About the Contributors