東華大學圖書館 |

Online course management = concepts, methodologies, tools, and applications /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Online course management/ Information Resources Management Association, editor.
其他題名:	concepts, methodologies, tools, and applications /
出版者:	Hershey, Pennsylvania :IGI Global, : 2018.,
面頁冊數:	1 online resource (4 v.)
內容註:	Volume I. Section 1. Fundamental concepts and theories. Chapter 1. Emergence of successful online courses: a student and faculty shift ; Chapter 2. Introducing a teaching innovation to enhance students' analytical and research skills: a blended learning initiative ; Chapter 3. Blended learning and distance education: enablers and barriers ; Chapter 4. Trends of blended learning in K-12 schools: challenges and possibilities ; Chapter 5. Blended and online learning in virtual K-12 schools ; Chapter 6. Implementation of online education for K-12 school children ; Chapter 7. Preparing for online and distance learning courses: factors affecting student learning and retention -- Section 2. Development and design methodologies. Chapter 8. Cultural orientation differences and their implications for online learning satisfaction ; Chapter 9. Active learning application of technology tools and services and increased student achievement: online and blended learning environments in higher education institutions ; Chapter 10. A model for discussing the quality of technology-enhanced learning in blended learning programmes ; Chapter 11. Evaluating learning experience through educational social network support in blended learning ; Chapter 12. The role of social constructivist instructional approaches in facilitating cross-cultural online learning in higher education ; Chapter 13. Building learning spaces: creating online learning environments ; Chapter 14. Tracing online lecturer orchestration of multiple roles and scaffolds over time ; Chapter 15. MOOC and blended learning models: analysis from a stakeholders' perspective ; Chapter 16. Program administration and implementation of an online learning initiative at a historically black college university ; Chapter 17. Communication and collaboration strategies for an effective online professor ; Chapter 18. Understanding online cultural learning styles and academic performance of management students in an ethnic context ; Chapter 19. A skype-Buddy model for blended learning ; Chapter 20. Self-management strategies in a student-driven learning environment ; Chapter 21. Creating online community: challenges and solutions ; Chapter 22. Creating dialogical spaces in blended environments: a case study of classroom design in two English literature courses ; Chapter 23. Designing an online interactive learning program to improve Chinese migrant children's internet skills: a case study at hangzhou minzhu experimental school ; Chapter 24. The community of inquiry framework, blended learning, and the i2Flex classroom model ; Chapter 25. The design and implementation of English instruction in four high schools with CSIEC system ; Chapter 26. Content and language integrated learning in higher education: a technology-enhanced model ; Chapter 27. Familiar or unfamiliar context?: application of m-games in the blended module of l2 learning ; Chapter 28. The psychological domain: enhancing traditional practice in K-12 education ; Chapter 29. A model for teacher training to improve students' 21st century skills in online and blended learning: an approach from film education -- Volume II. Chapter 30. Inclusion and universal Design for learning in Italian schools ; Chapter 31. Arranging and rearranging practice in digital spaces: professional learning amongst teacher educators ; Chapter 32. The adaptation of a residential course to web-based environment for increasing productivity -- Section 3. Tools and technologies. Chapter 33. Designing learning in social online learning environments: a process-oriented approach ; Chapter 34. Placing technology in learner-centered design through blended learning in post-secondary education ; Chapter 35. Cross-analysis of the activity systems of higher education international students in online learning ; Chapter 36. Portraits of the activity systems of international higher education students in online learning ; Chapter 37. Redefining the classroom: integration of open and classroom learning in higher education ; Chapter 38. Considerations for online English language learning: the use of facebook in formal and informal settings in higher education ; Chapter 39. The i2Flex instructional methodology implemented in middle school classes for young EFL and foreign language learners ; Chapter 40. Ipad usage and appropriate applications: K-12 classroom with a 1-to-1 ipad initiative ; Chapter 41. Design of blended mobile learning in an urban environment ; Chapter 42. Minecraft server project: designing synchronous blended learning environments to support distributed mentorship ; Chapter 43. Microblogging as an assisted learning tool in problem-based learning (PBL) in Bahrain: the edmodo case -- Section 4. Utilization and applications. Chapter 44. Making sense of building online learning communities ; Chapter 45. A case study of online MBA courses: online facilitation, case-based learning, and virtual team ; Chapter 46. Teachers conceptions and approaches to blended learning: a literature review ; Chapter 47. Motivational active learning in blended and virtual learning scenarios: engaging students in digital learning ; Chapter 48. Exploring the experiences of students and professors in a blended learning graduate program: a case study of a faculty of education ; Chapter 49. Teacher conceptions and approaches to blended learning environments ; Chapter 50. What are tutors' experiences with online teaching?: a phenomenographic study ; Chapter 51. Using blended learning approach to deliver courses in an engineering programme ; Chapter 52. QR codes and mobile technology used in the blended learning approach ; Chapter 53. Effectiveness of student's note-taking activities and characteristics of their learning performance in two types of online learning ; Chapter 54. Culturally responsive online learning for Asian/Pacific islanders in a Pacific Island university ; Chapter 55. Constructivist internet-blended learning and resiliency in higher education -- Volume III. Chapter 56. Applying the seven principles for good practice in undergraduate education to blended learning environments ; Chapter 57. A blended Chinese-as-a-foreign-language short course: design and perceptions ; Chapter 58. Faculty participation in online higher education: what factors motivate or inhibit their participation? ; Chapter 59. Perceptions and viability of launching LIS e-learning programs in developing countries: a Vietnam case study ; Chapter 60. Taking advantage of MOOCs in K-12 education: a blended approach ; Chapter 61. Gamified - blended learning professional development: a descriptive case study ; Chapter 62. Laying the ground for online English as a second or foreign language (ESL/EFL) composition courses and university internationalization: the case of a U.S.-China partnership ; Chapter 63. Critical success factors in the adoption of technologies in education in higher education: the case of ISCAP (Polytechnic of Porto) ; Chapter 64. Hard-learned lessons: online course development in the years following Hurricane Katrina ; Chapter 65. Challenges faced by key stakeholders using educational online technologies in blended tertiary environments ; Chapter 66. Influencing factors for adopting technology enhanced learning in the medical schools of Punjab, Pakistan ; Chapter 67. Integration of Web 2 technologies for ODL ; Chapter 68. Supporting student self-regulation: in a blended, flipped learning format ; Chapter 69. Blended instruction: helping meet some academic challenges for nontraditional higher education students ; Chapter 70. Meaningful gamification for journalism students to enhance their critical thinking skills -- Section 5. Organizational and social implication. Chapter 71. Social presence and student engagement in online learning ; Chapter 72. Contradictions and expansive transformation in the activity systems of higher education international students in online learning ; Chapter 73.
內容註:	Blended learning in China: at the crossroads ; Chapter 74. Students support services: a case of blended learning in higher learning institutions in Tanzania ; Chapter 75. Blended learning in higher education: a developing country perspective ; Chapter 76. "We had a blast!": an empirical affirmation of blended learning as the preferred learning mode for adult learners ; Chapter 77. Characterizing online learners' time regulation: comparative case studies of virtual campuses in France and Spain ; Chapter 78. Social presence in online dissertation classes ; Chapter 79. Connecting communication to curriculum and pedagogy in online environments ; Chapter 80. Factors that contribute to students' course satisfaction while attending online or distance learning courses ; Chapter 81. Experiences of an online doctoral course in teacher education ; Chapter 82. Factors influencing international student success in a K-12 blended learning program ; Chapter 83. Assistive technology and distance learning: making content accessible ; Chapter 84. Teaching English for academic purposes through the use of digital tools ; Chapter 85. From "Sage on the stage" to facilitator of learning: a transformative learning experience for new online nursing faculty -- Volume IV. Chapter 86. Profiling and supporting adult learners ; Chapter 87. The teacher's role in the blended classroom ... or when 1 1 2 ; Chapter 88. Interactive online learning: solution to learn entrepreneurship in sparsely populated areas? ; Chapter 89. Generation of authentic learning and learners: the conditions of learning underpinning blended learning and online forums ; Chapter 90. EMxC3 emlearning cultivating connected communities: sustainable workforce talent development ; Chapter 91. Materials design and pedagogy for technology-enhanced language learning ; Chapter 92. Information superhighway and continuous professional development for the networked teachers: online communities of practice -- Section 6. Critical issues and challenges. Chapter 93. The use of reusable learning objects to enhance the delivery of veterinary education: a literature review ; Chapter 94. Best practices of teaching cross-cultural adults in online format ; Chapter 95. Teachers' experience as foreign language online learners: developing teachers' linguistic, cultural, and technological awareness ; Chapter 96. The activity system of higher education students using technology ; Chapter 97. Differences in generational characteristics and their implications for cross-cultural online learning and knowledge management ; Chapter 98. A review of activity theory studies of domestic and international students using technology in higher education ; Chapter 99. Adult millennials: conceptualizing a student subpopulation with implications for online teaching and learning ; Chapter 100. The cost-effect analysis of integration of CSIEC system into English instruction ; Chapter 101. A blended approach to Canadian First Nations education: the SCcyber E-learning community ; Chapter 102. A distributed community of practice to facilitate communication, collaboration, and learning among faculty ; Chapter 103. A Design theory for vigilant online learning systems ; Chapter 104. Human systems engineering and educational technology ; Chapter 105. Adaptation of descriptive metadata for managing educational resources in the GREDOS repository ; Chapter 106. Adult learners online: cultural capacity assessment and application -- Section 7. Emerging trends. Chapter 107. Adoptability of e-textbooks featuring educational online games ; Chapter 108. Reflections on distance higher education in Africa: challenges and opportunities ; Chapter 109. Using blended learning and emerging technologies to transform the adult learning experience ; Chapter 110. Blending digital content in teacher education programs ; Chapter 111. Affordances in digital textbook use and development ; Chapter 112. Leadership in global open, online, and distance learning.
標題:	Education, Higher - Computer-assisted instruction -
電子資源:	http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-5472-1
ISBN:	9781522554738 (ebook)

Online course management = concepts, methodologies, tools, and applications /
Online course managementconcepts, methodologies, tools, and applications /[electronic resource] :Information Resources Management Association, editor. - Hershey, Pennsylvania :IGI Global,2018. - 1 online resource (4 v.)

Includes bibliographical references and index.

Volume I. Section 1. Fundamental concepts and theories. Chapter 1. Emergence of successful online courses: a student and faculty shift ; Chapter 2. Introducing a teaching innovation to enhance students' analytical and research skills: a blended learning initiative ; Chapter 3. Blended learning and distance education: enablers and barriers ; Chapter 4. Trends of blended learning in K-12 schools: challenges and possibilities ; Chapter 5. Blended and online learning in virtual K-12 schools ; Chapter 6. Implementation of online education for K-12 school children ; Chapter 7. Preparing for online and distance learning courses: factors affecting student learning and retention -- Section 2. Development and design methodologies. Chapter 8. Cultural orientation differences and their implications for online learning satisfaction ; Chapter 9. Active learning application of technology tools and services and increased student achievement: online and blended learning environments in higher education institutions ; Chapter 10. A model for discussing the quality of technology-enhanced learning in blended learning programmes ; Chapter 11. Evaluating learning experience through educational social network support in blended learning ; Chapter 12. The role of social constructivist instructional approaches in facilitating cross-cultural online learning in higher education ; Chapter 13. Building learning spaces: creating online learning environments ; Chapter 14. Tracing online lecturer orchestration of multiple roles and scaffolds over time ; Chapter 15. MOOC and blended learning models: analysis from a stakeholders' perspective ; Chapter 16. Program administration and implementation of an online learning initiative at a historically black college university ; Chapter 17. Communication and collaboration strategies for an effective online professor ; Chapter 18. Understanding online cultural learning styles and academic performance of management students in an ethnic context ; Chapter 19. A skype-Buddy model for blended learning ; Chapter 20. Self-management strategies in a student-driven learning environment ; Chapter 21. Creating online community: challenges and solutions ; Chapter 22. Creating dialogical spaces in blended environments: a case study of classroom design in two English literature courses ; Chapter 23. Designing an online interactive learning program to improve Chinese migrant children's internet skills: a case study at hangzhou minzhu experimental school ; Chapter 24. The community of inquiry framework, blended learning, and the i2Flex classroom model ; Chapter 25. The design and implementation of English instruction in four high schools with CSIEC system ; Chapter 26. Content and language integrated learning in higher education: a technology-enhanced model ; Chapter 27. Familiar or unfamiliar context?: application of m-games in the blended module of l2 learning ; Chapter 28. The psychological domain: enhancing traditional practice in K-12 education ; Chapter 29. A model for teacher training to improve students' 21st century skills in online and blended learning: an approach from film education -- Volume II. Chapter 30. Inclusion and universal Design for learning in Italian schools ; Chapter 31. Arranging and rearranging practice in digital spaces: professional learning amongst teacher educators ; Chapter 32. The adaptation of a residential course to web-based environment for increasing productivity -- Section 3. Tools and technologies. Chapter 33. Designing learning in social online learning environments: a process-oriented approach ; Chapter 34. Placing technology in learner-centered design through blended learning in post-secondary education ; Chapter 35. Cross-analysis of the activity systems of higher education international students in online learning ; Chapter 36. Portraits of the activity systems of international higher education students in online learning ; Chapter 37. Redefining the classroom: integration of open and classroom learning in higher education ; Chapter 38. Considerations for online English language learning: the use of facebook in formal and informal settings in higher education ; Chapter 39. The i2Flex instructional methodology implemented in middle school classes for young EFL and foreign language learners ; Chapter 40. Ipad usage and appropriate applications: K-12 classroom with a 1-to-1 ipad initiative ; Chapter 41. Design of blended mobile learning in an urban environment ; Chapter 42. Minecraft server project: designing synchronous blended learning environments to support distributed mentorship ; Chapter 43. Microblogging as an assisted learning tool in problem-based learning (PBL) in Bahrain: the edmodo case -- Section 4. Utilization and applications. Chapter 44. Making sense of building online learning communities ; Chapter 45. A case study of online MBA courses: online facilitation, case-based learning, and virtual team ; Chapter 46. Teachers conceptions and approaches to blended learning: a literature review ; Chapter 47. Motivational active learning in blended and virtual learning scenarios: engaging students in digital learning ; Chapter 48. Exploring the experiences of students and professors in a blended learning graduate program: a case study of a faculty of education ; Chapter 49. Teacher conceptions and approaches to blended learning environments ; Chapter 50. What are tutors' experiences with online teaching?: a phenomenographic study ; Chapter 51. Using blended learning approach to deliver courses in an engineering programme ; Chapter 52. QR codes and mobile technology used in the blended learning approach ; Chapter 53. Effectiveness of student's note-taking activities and characteristics of their learning performance in two types of online learning ; Chapter 54. Culturally responsive online learning for Asian/Pacific islanders in a Pacific Island university ; Chapter 55. Constructivist internet-blended learning and resiliency in higher education -- Volume III. Chapter 56. Applying the seven principles for good practice in undergraduate education to blended learning environments ; Chapter 57. A blended Chinese-as-a-foreign-language short course: design and perceptions ; Chapter 58. Faculty participation in online higher education: what factors motivate or inhibit their participation? ; Chapter 59. Perceptions and viability of launching LIS e-learning programs in developing countries: a Vietnam case study ; Chapter 60. Taking advantage of MOOCs in K-12 education: a blended approach ; Chapter 61. Gamified - blended learning professional development: a descriptive case study ; Chapter 62. Laying the ground for online English as a second or foreign language (ESL/EFL) composition courses and university internationalization: the case of a U.S.-China partnership ; Chapter 63. Critical success factors in the adoption of technologies in education in higher education: the case of ISCAP (Polytechnic of Porto) ; Chapter 64. Hard-learned lessons: online course development in the years following Hurricane Katrina ; Chapter 65. Challenges faced by key stakeholders using educational online technologies in blended tertiary environments ; Chapter 66. Influencing factors for adopting technology enhanced learning in the medical schools of Punjab, Pakistan ; Chapter 67. Integration of Web 2 technologies for ODL ; Chapter 68. Supporting student self-regulation: in a blended, flipped learning format ; Chapter 69. Blended instruction: helping meet some academic challenges for nontraditional higher education students ; Chapter 70. Meaningful gamification for journalism students to enhance their critical thinking skills -- Section 5. Organizational and social implication. Chapter 71. Social presence and student engagement in online learning ; Chapter 72. Contradictions and expansive transformation in the activity systems of higher education international students in online learning ; Chapter 73.

Restricted to subscribers or individual electronic text purchasers.

"This book is a comprehensive reference source for the latest scholarly material on the trends, techniques, and management of online and distance learning environments and examines the benefits and challenges of these developments. Highlighting a range of pertinent topics such as blended learning, social presence, and educational online games"--

ISBN: 9781522554738 (ebook)Subjects--Topical Terms:

3310503
Education, Higher
--Computer-assisted instruction

LC Class. No.: LB2395.7 / .O54 2018e

Dewey Class. No.: 378.1/7344678

Online course management = concepts, methodologies, tools, and applications /
LDR:13356nmm a2200289 a 4500 001 2137739
003 IGIG
005 20181030152852.0
006 m o d
007 cr cn
008 181117s2018 pau fob 001 0 eng d
010 $z 2017045605
020 $a 9781522554738 (ebook)
020 $a 9781522554721 (hardcover)
035 $a (OCoLC)1023562571
035 $a 1071025109
040 $a CaBNVSL $b eng $c CaBNVSL $d CaBNVSL
050 4 $a LB2395.7 $b .O54 2018e
082 0 4 $a 378.1/7344678 $2 23
245 0 0 $a Online course management $h [electronic resource] : $b concepts, methodologies, tools, and applications / $c Information Resources Management Association, editor.
260 $a Hershey, Pennsylvania : $b IGI Global, $c 2018.
300 $a 1 online resource (4 v.)
504 $a Includes bibliographical references and index.
505 0 $a Volume I. Section 1. Fundamental concepts and theories. Chapter 1. Emergence of successful online courses: a student and faculty shift ; Chapter 2. Introducing a teaching innovation to enhance students' analytical and research skills: a blended learning initiative ; Chapter 3. Blended learning and distance education: enablers and barriers ; Chapter 4. Trends of blended learning in K-12 schools: challenges and possibilities ; Chapter 5. Blended and online learning in virtual K-12 schools ; Chapter 6. Implementation of online education for K-12 school children ; Chapter 7. Preparing for online and distance learning courses: factors affecting student learning and retention -- Section 2. Development and design methodologies. Chapter 8. Cultural orientation differences and their implications for online learning satisfaction ; Chapter 9. Active learning application of technology tools and services and increased student achievement: online and blended learning environments in higher education institutions ; Chapter 10. A model for discussing the quality of technology-enhanced learning in blended learning programmes ; Chapter 11. Evaluating learning experience through educational social network support in blended learning ; Chapter 12. The role of social constructivist instructional approaches in facilitating cross-cultural online learning in higher education ; Chapter 13. Building learning spaces: creating online learning environments ; Chapter 14. Tracing online lecturer orchestration of multiple roles and scaffolds over time ; Chapter 15. MOOC and blended learning models: analysis from a stakeholders' perspective ; Chapter 16. Program administration and implementation of an online learning initiative at a historically black college university ; Chapter 17. Communication and collaboration strategies for an effective online professor ; Chapter 18. Understanding online cultural learning styles and academic performance of management students in an ethnic context ; Chapter 19. A skype-Buddy model for blended learning ; Chapter 20. Self-management strategies in a student-driven learning environment ; Chapter 21. Creating online community: challenges and solutions ; Chapter 22. Creating dialogical spaces in blended environments: a case study of classroom design in two English literature courses ; Chapter 23. Designing an online interactive learning program to improve Chinese migrant children's internet skills: a case study at hangzhou minzhu experimental school ; Chapter 24. The community of inquiry framework, blended learning, and the i2Flex classroom model ; Chapter 25. The design and implementation of English instruction in four high schools with CSIEC system ; Chapter 26. Content and language integrated learning in higher education: a technology-enhanced model ; Chapter 27. Familiar or unfamiliar context?: application of m-games in the blended module of l2 learning ; Chapter 28. The psychological domain: enhancing traditional practice in K-12 education ; Chapter 29. A model for teacher training to improve students' 21st century skills in online and blended learning: an approach from film education -- Volume II. Chapter 30. Inclusion and universal Design for learning in Italian schools ; Chapter 31. Arranging and rearranging practice in digital spaces: professional learning amongst teacher educators ; Chapter 32. The adaptation of a residential course to web-based environment for increasing productivity -- Section 3. Tools and technologies. Chapter 33. Designing learning in social online learning environments: a process-oriented approach ; Chapter 34. Placing technology in learner-centered design through blended learning in post-secondary education ; Chapter 35. Cross-analysis of the activity systems of higher education international students in online learning ; Chapter 36. Portraits of the activity systems of international higher education students in online learning ; Chapter 37. Redefining the classroom: integration of open and classroom learning in higher education ; Chapter 38. Considerations for online English language learning: the use of facebook in formal and informal settings in higher education ; Chapter 39. The i2Flex instructional methodology implemented in middle school classes for young EFL and foreign language learners ; Chapter 40. Ipad usage and appropriate applications: K-12 classroom with a 1-to-1 ipad initiative ; Chapter 41. Design of blended mobile learning in an urban environment ; Chapter 42. Minecraft server project: designing synchronous blended learning environments to support distributed mentorship ; Chapter 43. Microblogging as an assisted learning tool in problem-based learning (PBL) in Bahrain: the edmodo case -- Section 4. Utilization and applications. Chapter 44. Making sense of building online learning communities ; Chapter 45. A case study of online MBA courses: online facilitation, case-based learning, and virtual team ; Chapter 46. Teachers conceptions and approaches to blended learning: a literature review ; Chapter 47. Motivational active learning in blended and virtual learning scenarios: engaging students in digital learning ; Chapter 48. Exploring the experiences of students and professors in a blended learning graduate program: a case study of a faculty of education ; Chapter 49. Teacher conceptions and approaches to blended learning environments ; Chapter 50. What are tutors' experiences with online teaching?: a phenomenographic study ; Chapter 51. Using blended learning approach to deliver courses in an engineering programme ; Chapter 52. QR codes and mobile technology used in the blended learning approach ; Chapter 53. Effectiveness of student's note-taking activities and characteristics of their learning performance in two types of online learning ; Chapter 54. Culturally responsive online learning for Asian/Pacific islanders in a Pacific Island university ; Chapter 55. Constructivist internet-blended learning and resiliency in higher education -- Volume III. Chapter 56. Applying the seven principles for good practice in undergraduate education to blended learning environments ; Chapter 57. A blended Chinese-as-a-foreign-language short course: design and perceptions ; Chapter 58. Faculty participation in online higher education: what factors motivate or inhibit their participation? ; Chapter 59. Perceptions and viability of launching LIS e-learning programs in developing countries: a Vietnam case study ; Chapter 60. Taking advantage of MOOCs in K-12 education: a blended approach ; Chapter 61. Gamified - blended learning professional development: a descriptive case study ; Chapter 62. Laying the ground for online English as a second or foreign language (ESL/EFL) composition courses and university internationalization: the case of a U.S.-China partnership ; Chapter 63. Critical success factors in the adoption of technologies in education in higher education: the case of ISCAP (Polytechnic of Porto) ; Chapter 64. Hard-learned lessons: online course development in the years following Hurricane Katrina ; Chapter 65. Challenges faced by key stakeholders using educational online technologies in blended tertiary environments ; Chapter 66. Influencing factors for adopting technology enhanced learning in the medical schools of Punjab, Pakistan ; Chapter 67. Integration of Web 2 technologies for ODL ; Chapter 68. Supporting student self-regulation: in a blended, flipped learning format ; Chapter 69. Blended instruction: helping meet some academic challenges for nontraditional higher education students ; Chapter 70. Meaningful gamification for journalism students to enhance their critical thinking skills -- Section 5. Organizational and social implication. Chapter 71. Social presence and student engagement in online learning ; Chapter 72. Contradictions and expansive transformation in the activity systems of higher education international students in online learning ; Chapter 73.
505 0 $a Blended learning in China: at the crossroads ; Chapter 74. Students support services: a case of blended learning in higher learning institutions in Tanzania ; Chapter 75. Blended learning in higher education: a developing country perspective ; Chapter 76. "We had a blast!": an empirical affirmation of blended learning as the preferred learning mode for adult learners ; Chapter 77. Characterizing online learners' time regulation: comparative case studies of virtual campuses in France and Spain ; Chapter 78. Social presence in online dissertation classes ; Chapter 79. Connecting communication to curriculum and pedagogy in online environments ; Chapter 80. Factors that contribute to students' course satisfaction while attending online or distance learning courses ; Chapter 81. Experiences of an online doctoral course in teacher education ; Chapter 82. Factors influencing international student success in a K-12 blended learning program ; Chapter 83. Assistive technology and distance learning: making content accessible ; Chapter 84. Teaching English for academic purposes through the use of digital tools ; Chapter 85. From "Sage on the stage" to facilitator of learning: a transformative learning experience for new online nursing faculty -- Volume IV. Chapter 86. Profiling and supporting adult learners ; Chapter 87. The teacher's role in the blended classroom ... or when 1 1 2 ; Chapter 88. Interactive online learning: solution to learn entrepreneurship in sparsely populated areas? ; Chapter 89. Generation of authentic learning and learners: the conditions of learning underpinning blended learning and online forums ; Chapter 90. EMxC3 emlearning cultivating connected communities: sustainable workforce talent development ; Chapter 91. Materials design and pedagogy for technology-enhanced language learning ; Chapter 92. Information superhighway and continuous professional development for the networked teachers: online communities of practice -- Section 6. Critical issues and challenges. Chapter 93. The use of reusable learning objects to enhance the delivery of veterinary education: a literature review ; Chapter 94. Best practices of teaching cross-cultural adults in online format ; Chapter 95. Teachers' experience as foreign language online learners: developing teachers' linguistic, cultural, and technological awareness ; Chapter 96. The activity system of higher education students using technology ; Chapter 97. Differences in generational characteristics and their implications for cross-cultural online learning and knowledge management ; Chapter 98. A review of activity theory studies of domestic and international students using technology in higher education ; Chapter 99. Adult millennials: conceptualizing a student subpopulation with implications for online teaching and learning ; Chapter 100. The cost-effect analysis of integration of CSIEC system into English instruction ; Chapter 101. A blended approach to Canadian First Nations education: the SCcyber E-learning community ; Chapter 102. A distributed community of practice to facilitate communication, collaboration, and learning among faculty ; Chapter 103. A Design theory for vigilant online learning systems ; Chapter 104. Human systems engineering and educational technology ; Chapter 105. Adaptation of descriptive metadata for managing educational resources in the GREDOS repository ; Chapter 106. Adult learners online: cultural capacity assessment and application -- Section 7. Emerging trends. Chapter 107. Adoptability of e-textbooks featuring educational online games ; Chapter 108. Reflections on distance higher education in Africa: challenges and opportunities ; Chapter 109. Using blended learning and emerging technologies to transform the adult learning experience ; Chapter 110. Blending digital content in teacher education programs ; Chapter 111. Affordances in digital textbook use and development ; Chapter 112. Leadership in global open, online, and distance learning.
506 $a Restricted to subscribers or individual electronic text purchasers.
520 3 $a "This book is a comprehensive reference source for the latest scholarly material on the trends, techniques, and management of online and distance learning environments and examines the benefits and challenges of these developments. Highlighting a range of pertinent topics such as blended learning, social presence, and educational online games"-- $c Provided by publisher.
650 0 $a Education, Higher $x Computer-assisted instruction $x Administration. $3 3310503
650 0 $a Education, Higher $x Computer-assisted instruction $x Evaluation. $3 3310504
650 0 $a Web-based instruction $x Administration. $3 3310505
650 0 $a Web-based instruction $x Evaluation. $3 811128
650 0 $a Internet in higher education $x Administration. $3 2009495
650 0 $a Internet in higher education $x Evaluation. $3 3310506
710 2 $a Information Resources Management Association, $e editor. $3 3208430
856 4 0 $u http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-5472-1