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The 13-digit and 10-digit formats both work. Please try again.Please try again.Please try again. Used: Very GoodOrders ship SAME or NEXT business day.The book offers a comprehensive and up-to-date assessment of the technological, design, economic, evaluation, research, economic, and philosophical issues underlying e-learning. Each chapter includes a chart that summarizes the key take-away points, contains questions that are useful for guiding discussions, and offers suggestions of related links, books, papers, reports, and articles. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Register a free business account The e-Learning Handbook explores a range of topics such as the wide difference between the promised and actual uses of e-learning in industry and academe, the struggle to implement standards, the problems with learning objects, the drabness of actual e-learning courses, the problems with current instructional design models for e-learning, and the limitations of current methods for researching and evaluating e-learning. Each of the book's six parts, examines e-learning from a different perspective, including technology, design, theory and research, and economics. The e-Learning Handbook is a timely reference for all e-learning stakeholders and decision makers in for-profit, non-profit, governmental, and educational settings, and makes an excellent text for an advanced course analyzing e-learning. Among his numerous books is Advanced Web-Based Training Strategies from Pfeiffer. Patti Shank, Ph.D., is the president of Learning Peaks LLC, an internationally known instructional design and instructional technology consulting firm. She is the editor of The Online Learning Idea Book and the coauthor of Making Sense of Online Learning, both from Pfeiffer. Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video.
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Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Each concept is defined, explained and concretely illustrated through both successful and less stellar e-Learning projects. I read this book in 2020 and not much of its main arguments and perspectives on e-Learning have changed. Highly recommend the book to specialists in the field of e-Learning, as well as stakeholders looking to improve the quality of e-learning services and develop critical analysis skills in evaluating e-Learning needs on projects. Please try again.Please try again.Please try again. Please try your request again later. May have some markings on the inside. Fast shipping. Will be shipped from US. Used books may not include companion materials. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Register a free business account Full content visible, double tap to read brief content. ACM Membership is not required to create a web account.ACM Membership is not required to create a web account.These horror stories are contrasted with rich examples of proven return-on-investment for online learning and documented behavioral change as a result of well constructed online programs. The Handbook provides a broad look at the past expectations of e-learning and then follows up those expectations with myriad instructions, ideas, and concepts to carry the industry forward. There are synchronous and asynchronous solutions, an academic and corporate market place, and literally thousands of companies producing some type of e-learning product or solution. The different layers and aspects of the industry translate into a rather difficult task when attempting to provide an overview of the field as well as a path forward.
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More conversation and analysis is needed to help move e-learning forward. Then they provide examples of how you can avoid past mistakes and create e-learning that works. She reveals the pitfalls with e-learning and lightly mentions some of the opportunities for e-learning explored in subsequent chapters of the book. The chapters cover both corporate experiences with e-learning as well as describing e-learning concerns and trends within colleges and universities. This section contains an interesting chapter by M. David Merrill, who discusses the need to create efficient, effective, and engaging learning. Merrill describes how to apply these principles in his description of a course from St. John Ambulance Australia titled Australian First Aid. He provided great storyboards to illustrate how to apply the principles he discussed within the chapter. My only disappointment was I really wanted to see screen captures of the product to augment the excellent description. Otherwise, it was a complete and valuable discussion. The first step of the recommended approach is to work closely with a practitioner to define important outcomes of e-learning. The next step is to create a prototype to address the outcomes. The third step is to test and refine the learning until the outcomes are reached. Finally is a process of reflection to extract reusable design principles. This approach makes a lot of sense and seems a practical method of creating actionable research. The challenge for researchers will be to place their findings and extracted principles into a location that can be easily accessed by practitioners. Too often any type of research is written and produced in such a way as to make it difficult to access and difficult to decipherer into practice, design research might be a method that can make the findings more accessible to the field. One discusses the economic viability of e-learning.
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The author of the chapter, Patrick Lambe, provides a decision tree for assessing the business impact of investing in e-learning that can be a handy guide when building a business case for investing in e-learning. But, as Carliner rightly points out, with more modest expectations, e-learning will be successful and become a way of life within many organizations. The careful explanations of where the field has been provide insights into where the field is going. If you are a student, faculty member of practitioner who needs to gain an understanding of the field, this book is an excellent resource. He is author of four books including, Gadgets, Games and Gizmos for Learning, and Learning in 3D: Adding a New Dimension to Enterprise Learning and Collaboration (2010). He is also on the eLearn Magazine (this web site) advisory board. ACM Membership is not required to create a web account.A review of e-Learning literature. Groups Discussions Quotes Ask the Author Each chapter includes a chart that summarizes the key take-away points, contains questions that are useful for guiding discussions, and offers suggestions of related links, books, papers, reports, and articles. To see what your friends thought of this book,This book is not yet featured on Listopia.There are no discussion topics on this book yet.Also an industry consultant, he serves as Research Director for Lakewood Media and has provided Also an industry consultant, he serves as Research Director for Lakewood Media and has provided strategic analysis, design, and evaluation services for organizations like the Bronx Zoo, Equitas, Lowe’s, ST Microelectronics, Turkish Management Centre, and several government agencies. Because taking virtual courses is quite different from taking courses in face-to-face classrooms, however, it’s important for students to understand what habits they should have or ought to develop and what support systems they will need to succeed.
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Research shows that students who are well-prepared and well-supported for this new experience perform better in their courses. What do students enjoy most about taking online courses. What challenges might you face in your online course. How do you know if online learning is right for you. What are the characteristics of successful online learners. What should I do to prepare myself for online learning? They want to know: Is this the best option for my child. What can I do to help him or her succeed. Designed for parents and guardians who are new to the world of virtual learning, this guide will help you map out the factors you ought to consider before enrolling your child in an online course. What do students like about taking online courses. What challenges do students face in their online courses. How do you know if online learning is right for your child. How can you help your child prepare for online learning. What kinds of questions should you ask of your school or online learning provider? The mentor, student, parent and online instructor form a team to help students become proficient online learners and successfully complete their courses. This guide is intended to introduce new mentors to the art of creating a supportive and productive environment for their online learners. Where does this mentoring take place. How should you prepare for mentoring online learners. How do you develop communication channels with your online learners. How do you monitor student progress. What can you do to help your students succeed? New online instructors quickly learn, however, that there are additional skills and knowledge required for the position of teaching online students. This guide is intended to provide new online teachers — or those exploring the possibility of teaching online — support in making this transition. How do you motivate learners in online settings. How do you grade assignments and provide feedback online.
How do you meet the needs of different student populations online. How do you combat plagiarism in the online classroom? This practical guide — created in partnership with the Michigan Association of School Boards — introduces school board members to key policy considerations and best practices for supporting online learning. Why do students choose online learning. What support systems do online learners require to succeed. What are the rules and regulations regarding online learning in Michigan. What questions should you ask your district administrators about online learning options in your area? This free guide is intended to inform building administrators about best practices for online learning and, ultimately, to maximize student learning outcomes in the online environment. Why are students choosing online learning. What is the administrator’s role in online learning. What are some common misconceptions about online learning. How does one establish and maintain a successful online learning program? You’ll notice when attempting to enroll students in our Student Learning Portal that some courses are unavailable. While we are no longer accepting new enrollments for these courses at this time, many courses continue to remain open for enrollment. With many students across the state 100 remote, demand for our online courses is greater than ever before. Because every course we offer is taught by a Michigan-certified teacher, this high volume of enrollments has created capacity issues for our teachers who provide each and every student with individual feedback. While the Michigan Virtual team anticipated and planned for significant increases in student enrollments this Fall, the increased demand we’ve experienced has been unprecedented. As a result, we are taking steps to hire even more part-and full-time teachers to support larger numbers of student enrollments for Semester 2 as well as for Trimester 2 and 3.
For schools that still need online learning options this year, please fill out the form at the bottom of our virtual pathways page to meet with someone to discuss other solutions. We also have free course content and resources available for you to use. We know this is an incredibly stressful time for all, and we’re sorry if the courses you’re looking for are unavailable. We never want to turn away a student who wants to learn from us. Our top concern, however, is student success, and we have a policy to not take on additional enrollments if we cannot guarantee that all students will have a quality online learning experience. We appreciate your patience and understanding as we navigate the unusually high volume of enrollments we are receiving. October 26, 2017RoutledgeMarch 25, 2015RoutledgeFebruary 20, 2015RoutledgeWhere the content of the eBook requires a specific layout, or contains maths or other special characters, the eBook will be available in PDF (PBK) format, which cannot be reflowed. For both formats the functionality available will depend on how you access the ebook (via Bookshelf Online in your browser or via the Bookshelf app on your PC or mobile device). Covering history, design models, instructional strategies, best practices, competencies, evaluation, assessment, and more, these twenty-seven contributions tackle the tremendous potential and flexibility inherent to this rapidly growing new paradigm. Past and present empirical research frames each chapter, while future research needs are discussed in relation to both confirmed practice and recent changes in the field. The book will be of interest to anyone seeking to create and sustain meaningful, supportive learning environments within today’s anytime, anywhere framework, from teachers, administrators, and policy makers to corporate and government trainers.
A competential model for students when learning online, Federico Borges and Anna Fores He previously served as Founding Director of the Educational Technology Leadership (ETL) graduate cohort program at The George Washington University, Founding Director of the Educational Technology (ET) graduate program at the University of Texas, Brownsville, and Instructional Designer and Evaluation Specialist in the School of Medicine at Indiana University, Indianapolis. Professor Khan has the credit of first coining the phrase Web-based instruction and popularizing the concept through his bestselling 1997 book Web-Based Instruction, which paved the way for the new field of e-learning. He previously served as Director of the Centre of Distance Education at Athabasca University, Canada’s Open University. He is Past-President of the International Federation of Training and Development Organizations (IFTDO) and a Founding Director of the International Association of Mobile Learning (IamLearn). If you’re new to eLearning, I will walk you through the complete eLearning design and development process, providing you practical tips and advice, based on my own experience working as an eLearning designer for over a decade. And at the time, I thought I was the only one who felt that way. I thought I was hanging onto this dirty little secret that, if revealed, would uncover me as a total fraud—an unqualified imposter. Having spent the last decade working to help others elevate their eLearning and visual communications content, Tim has been recognized and awarded within the eLearning industry multiple times for his creative and innovative design aesthetics. Tim is a regular speaker at international eLearning conferences, is a recognized Articulate Super Hero, co-author of the popular E-Learning Uncovered book series, and author of The eLearning Designer’s Handbook. Please refer to our updated inspection copy policy for details.
Chapters focus on areas of development in e-learning technology, theory, practice, pedagogy and method of analysis. The editors of this book meet this challenge by including contributions from leading researchers in areas that have gained a sufficient critical mass to provide reliable results and practices. The 25 chapters are organised into six key areas: The editors have convened a remarkably strong and diverse set of authors who manage to include established areas such as CSCL and Networked Learning, as well as emerging areas and trends within e-learning such as learning analytics, social media and posthumanist perspectives. It covers an impressive breadth without compromising the depth and I am certain that it will be an indispensable resource to researchers, students and practitioners in the years to come. The editors have recruited undisputed leaders in their fields, who combine historical context, theoretical depth and real world experience to comment on the tech trends that swirl around us. Highly recommended for reflective practitioners and researchers looking for the bigger picture, and the defining contours of the future landscape. While the first edition gave us excellent coverage of the e-learning field at the time (2007) this 2nd edition offers a fascinating and challenging set of new chapters. The 26 chapters each introduce the reader to important new ideas and research thinking that reflect superbly how the field has developed and matured as its significance and importance has grown. Including posthumanism’s critique of essentialism in educational research that questions and challenges the existence of an autonomous human subject whose voice is both authentic and uniquely expressive of experience. Through to the increasing important area and interest in big and, more specifically, learning analytics as well as the ethical issues and concerns associated with this and e-learning research more generally.
The different authors recognise and address a wide range of important issues that each relate to the socio-material nature of digital learning processes and the role of the digital in the cultural shaping of new institutional and pedagogical practices. Which are themselves being changed and shaped by the digital practices we now nearly all engage in on a daily basis. This book is not just for specialist e-learning researchers it is for anyone involved or interested in learning and teaching whether as formal educators, learners or as learning practitioners within any aspect of formal and informal enterprise or organisation. All will find chapters relevant and of interest to them, I recommend they take the time to read and consider the many interesting and current ideas in this latest edition. The handbook, which is comprised of twenty-six articles from a cadre of about fifty different international writers, is well worth the time it will take to read cover to cover; indeed, the editors have done a thorough job gathering content from noted experts in the field and organizing the material into six themed sections: theory; literacy and learning; methods and perspectives; pedagogy and practice; beyond the classroom; and futures. The collection provides an excellent representation of the best research in the field and thus serves as a foundation for the research that will follow. In a field that changes as quickly as the technology, The Sage Handbook of E-Learning Research does an excellent job covering the breadth of the research, looking at the past, considering the present, and imagining the future. For more information contact your local sales representative. Hosting more than 4,400 titles, it includes an expansive range of SAGE eBook and eReference content, including scholarly monographs, reference works, handbooks, series, professional development titles, and more.
SAGE Research Methods links over 175,000 pages of SAGE’s renowned book, journal and reference content with truly advanced search and discovery tools. Researchers can explore methods concepts to help them design research projects, understand particular methods or identify a new method, conduct their research, and write up their findings. Since SAGE Research Methods focuses on methodology rather than disciplines, it can be used across the social sciences, health sciences, and more. Most importantly, he provides practical models that educators can use to realize the full potential of e-learning. This book is unique in that it focuses less on the long list of ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective.It s many variants include e-learning, mobile learning, and immersiv e learning environments. The series presents rec ent research r esults and offers informati ve and accessible ov erviews, analyses, and explorations of curr ent issues and the technologies and services used in distance education. Each v olume focuses on critical questions and emerging trends, while also t aking note of the evolutionary hist ory and roots of this specialized mode of education and training. The series is aimed at a wide group of readers including dis tance education teacher s, trainers, administrator s, researcher s, and students.Issued also in electronic formats.Assistance pro vided by the Government of Alberta, Alberta Multimedia Development Fund.Teaching in Blended Learning Environments interior.indd 9 13-11-21 3:58 PM Feedback from the publication of this ?rst book indicated that the unique feature of this work was the provision of a coherent frame- work in which to e xplore the transformati ve concept of blended learning.
In variably, as we made presentations and conducted w ork- shops, the consistent message we received was about how valuable the rationale is to under standing the purpose and practical chal- lenges of adopting blended learning approaches in higher education. In T eaching in Blended Learning Envir onments: Creating and Sustaining Communities of Inquiry, we build upon the framew ork and concepts of our previous w ork. Teaching in Blended Learning Environments interior.indd 1 13-11-21 3:58 PM Traditionally, faculty members served as content experts, selecting disciplinary content to be transmit- ted t o student s largel y thr ough lectur es. Unfort unately, most facult y members do so with limited knowledge of pedagog y and appr eciation of the v alue and growing importance of engagement in a community of inquiry. This book provides a coherent and comprehensiv e prac- tical view of teaching in higher education that pr ovides a map of the future in t erms of integrating fac e-to-face and online learning. Our focus her e is on teaching as it r elates to the design, facilita- tion, dir ection, and assessment of blended learning in contempor ary higher education. The transforma tive innovation of virtual com- munication and online learning communities create s new way s for teachers and students to eng age, interact, and contribute t o learning. This new learning environment, when combined with face-to-face interactions, will necessit ate signi?cant role adjustments and the need to understand the concept of teaching presence for deep and meaningful learning outcomes. This book de?nes teaching presence as the effort and activity around the design, facilitation, and direc- tion of cognitive and social processes in learning communities for the purpose of realizing personally meaningful and educationally worthw hile learning. Introducing a phenomenon as complex as teaching presence in a blended learning context is a daunting task.
We see that “neither the purpose, the methods, nor the population for whom education is int ended toda y, bear any resemblance to those on which formal education is historic ally based” (Pond, 2002, n.p.). These changes include a new way of conceiving of, and offer- ing, teaching and learning. The need for, and purpose of, this book lies in the fact that the context, the technology, and the students that are part of contemporary higher education are different, and Teaching in Blended Learning Environments interior.indd 2 13-11-21 3:58 PM In addi- tion t o addr essing ne w appr oaches t o te aching and learning in higher education, two central ideas come together. First, information and communications technology pr ovide the opportunit y to creat e com- munities of learner s tha t support engagement and collaboration. The online Community of Inquir y theoretical fr amewor k intro- duced by Garrison, Anderson, and Archer (2000) guides this idea. The reason their framework is v aluable for this t ask is the active presence of a t eacher at its core, working towar d active cognitive and social presence of all the participants. Distinguished from the lecturer transmitting accepted knowledg e in traditional f ace-to-face teaching (“ sage on the stage”), or the r ole of ins tructor in tr aditional distance education (“guide on the side”), the teacher in a blended environment is collaborati vely pr esent in designing, facilitating, and directing the educational e xperience. The second idea that illuminates teaching presence in blended learning environments is de?ning principles of pr actice. We de?ne seven principles that re?ect the realities of new and emerging information and communications technologies. Moreover, it is important to recognize that “just blending face-to-face learning with information technologies cannot provide effective teaching and ef?cient solutions for learning” (Hadjerr ouit, 2008, p. 29).
The need to go beyond capricious blending of face-to-face and online activities is revealed in the importance of these principles to allow us to capitalize on the pot ential of information and communication technologies. These principles provide the organizational structur e to this book. Teaching in Blended Learning Environments interior.indd 3 13-11-21 3:58 PM This book offers new principles of teaching presence for blended learning designs in higher education. The seven principles emerge out of the r equirements of a collaborativ e c ommunity of inquiry, where learning is situated in purposeful inquiry and where students collaborati vely assume shar ed responsibilit y and control to design, facilitate, and direct inquiry. The seven principles, and the concepts tha t provide their foundation, are explor ed acros s the next seven chapt ers of this book. In the introductor y chapter we describe blending learning, de?ne the Community of Inquiry (CoI) theoretical framew ork that shapes the structure of this book, and outline the seven principles of blended learning that pro vide the inspiration for the practical guidelines and sugge stions that constit ute the primar y contribu- tion of this book. Successful blended le arning is dependent upon the creation of a collaborati ve community of inquiry and an under- standing of the principles of t eaching presenc e that guides, engages, and successfully achie ves a worth while educational e xperience. Chapter 2 describes the ?rs t phase of teaching presence: the design and organization of a collaborativ e community of inquiry. It focuses on the coherent integration of curriculum, climate, active tasks and assignments, timelines, and assessment rubrics. This chapter pr ovides a description of suc cessful case st udies and exam- ples that maximize the critical discourse and re?ectiv e potential of blended learning methods and techniques. Chapter 3 explores the social and cognitive principles of facili- tation.
F acilitation goes t o the core of the dynamics of a community of inquiry. Collaborative communities emerge, and are sustained, Teaching in Blended Learning Environments interior.indd 4 13-11-21 3:58 PM These com- monalities mus t be identi?ed, illuminated, and foster ed thr ough the teacher’s leadership in order to facilitate these aspects of com- munity. Social presence emer ges and c ognitive pr esence ev olves through facilitation. F acilitating social interaction fosters social presence, which is central to setting the stage for continued col- laborati ve activity. Howev er, pushing bey ond social int eraction to critical discourse mo ves cognitiv e presence to deep and meaningful learning. Strat egies for the facilitation of social and cognitive pres- ence are described in t erms of practical ex amples. Chapter 4 speaks to the use of dir ect instruction. This inv olves helping students to manage collaborativ e relationships in order to assume incr easing r esponsibility for their learning and ensuring that students move t owar d resolution in their course-based discus- sions and assignments. Direct instruction is about academic and pedagogic leadership; it is educ ational leadership that pr ovides dis- ciplinary focus and struct ure and sc affolding but also offers student s the choice and opportunity to assume increasing responsibilit y for their learning. This instruction is more than a “guide on the side, ” but less than a “sage on the stage. ” It is an approach where learning is socially shared. This is the path to a meaningful, systematic, and worthw hile educational e xperience. Students remain engaged and focused while achieving desir ed le arning out comes. This chapter provide s practical guidelines and strategies for directing social and cognitive pr esence in a blended learning envir onment. Chapter 5 addresses the ?nal principle regarding assessment. The design of assessment acti vity and feedback in?