International Handbook of E-Learning Volume 1

Theoretical Perspectives and Research
1. Auflage 2017
ISBN: 978-0-8153-7244-8
Verlag: Taylor & Francis Inc

Buch, Englisch, 426 Seiten, Format (B × H): 246 mm x 177 mm, Gewicht: 774 g

Reihe: Routledge International Handbooks of Education

The International Handbook of e-Learning, Volume 1 provides a comprehensive compendium of research and theory in all aspects of e-learning, one of the most significant ongoing global developments in the entire field of education. 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.

Autoren/Hrsg.

Khan, Badrul H.

Ally, Mohamed

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Preface

Forward

Acknowledgements

About the Editors

Contributing Authors

Chapter 1: Introduction to E-learning, Badrul H Khan

Chapter 2: Historical Perspectives of E-learning, Michael Moore

Chapter 3: E-Learning: Past Present and Future, Joseph Rene Corbeil and Maria Elena Corbeil

Chapter 4: The Quality of Massive Open Online Courses, Stephen Downes

Chapter 5: Instructional Theory and Technology for the New Paradigm of Education, Charles M. Reigeluth

Chapter 6: Pedagogical Development, E learning and Teaching in Higher Education, Marti Cleveland-Innes, Stefan Hrastinski, O. Bälter and Colin Wiseman

Chapter 7: Towards Effective and Less Stressful Online Collaborative Learning: Strategies to promote engagement while minimizing unnecessary cognitive load and stress, Insung Jung, Masayuki Kudo and Sook-Kyoung Choi

Chapter 8: Formulating Best Practices and Guidelines for Emerging E-learning Technologies, Robert A. Wisher, Robert C. Brusso, Christina K. Curnow, Josh Hatfield, Arthur Paddock and Randall D. Spain

Chapter 9: Revisiting the Need for Strategic Planning for E-learning in Higher Education, Mark Bullen

Chapter 10: E-learning Design - From Instructional Events to Elements, Florence Martin

Chapter 11: Competences for teaching and learning in an e-learning setting, Guillermo Bautista and Anna Escofet

Chapter 12: Creating Online Courses Step-by-Step, Peter Cookson

Chapter 13: The Role of the Online Learner. A competential model for students when learning online, Federico Borges and Anna Forés

Chapter 14: Collaborative Design Models for Blended, Online, and Traditional Courses: Five Approaches that Empower Students and Educators in the 21st Century, Craig Perrier

Chapter 15: Learner Interaction in E learning, Cynthia Cummings, Diane Mason, Sheryl Abshire and Daryl Ann Borel

Chapter 16: VISCAL: A Practical Guide for Adapting Face-to-Face Course Materials for Effective Online Delivery, Emily A. Moore

Chapter 17: Practical Strategies For Motivating And Retaining E-learners 346, Andrea Henne

Chapter 18: Accessibility and Instructional Design in E-learning, Cindy Poore-Pariseau

Chapter 19: An Overview of Accessible E-learning, Aina G. Irbe and Jonathan Avila

Chapter 20: E-learning Evaluation, John G. Hedberg and Thomas C. Reeves

Chapter 21: Designing and Evaluating E-learning Interactions, João Mattar

Chapter 22: A Theory of Mobile Learning, Helen Crompton

Chapter 23: Developing Instructional Materials and Assessments for Mobile Learning, Jack A. Hyman

Chapter 24: Emerging Learning Ecologies As A New Challenge and Essence For E-learning, Antonella Esposito, Albert Sangrà and Marcelo Maina

Chapter 25: The leadership imperative for higher education in the 21st century, Narimane Hadj-Hamou

Chapter 26: Leadership challenges in online distance education, John Nworie

Chapter 27: Beyond E-learning: Rethinking Purpose and Design, Yoany Beldarrain

Index

Über Autor(innen)

Dr. Badrul Khan is the founder of McWeadon Education, a professional development institution. 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.

Dr. Mohamed Ally is Professor in the Centre for Distance Education and Researcher in the Technology Enhanced Knowledge Research Institute (TEKRI) at Athabasca University, Canada. 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).