| Preface |
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xxiv | |
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Section 1 Fundamental Concepts and Theories |
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Chapter 1 Emergence of Successful Online Courses: A Student and Faculty Shift |
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1 | (12) |
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Chapter 2 Introducing a Teaching Innovation to Enhance Students' Analytical and Research Skills: A Blended Learning Initiative |
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13 | (17) |
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Chapter 3 Blended Learning and Distance Education: Enablers and Barriers |
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30 | (13) |
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Chapter 4 Trends of Blended Learning in K-12 Schools: Challenges and Possibilities |
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43 | (19) |
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Chapter 5 Blended and Online Learning in Virtual K-12 Schools |
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62 | (18) |
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Chapter 6 Implementation of Online Education for K-12 School Children |
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80 | (18) |
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Chapter 7 Preparing for Online and Distance Learning Courses: Factors Affecting Student Learning and Retention |
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98 | (18) |
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Section 2 Development and Design Methodologies |
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Chapter 8 Cultural Orientation Differences and Their Implications for Online Learning Satisfaction |
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116 | (46) |
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Chapter 9 Active Learning Application of Technology Tools and Services and Increased Student Achievement: Online and Blended Learning Environments in Higher Education Institutions |
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162 | (22) |
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Chapter 10 A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes |
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184 | (21) |
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Chapter 11 Evaluating Learning Experience Through Educational Social Network Support in Blended Learning |
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205 | (16) |
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Chapter 12 The Role of Social Constructivist Instructional Approaches in Facilitating Cross-Cultural Online Learning in Higher Education |
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221 | (20) |
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Chapter 13 Building Learning Spaces: Creating Online Learning Environments |
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241 | (17) |
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Chapter 14 Tracing Online Lecturer Orchestration of Multiple Roles and Scaffolds Over Time |
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258 | (18) |
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Chapter 15 MOOC and Blended Learning Models: Analysis From a Stakeholders' Perspective |
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276 | (13) |
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Maria-Arantzazu Vidal-Blasco |
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Chapter 16 Program Administration and Implementation of an Online Learning Initiative at a Historically Black College University |
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289 | (13) |
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Chapter 17 Communication and Collaboration Strategies for an Effective Online Professor |
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302 | (15) |
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Chapter 18 Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context |
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317 | (23) |
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Chapter 19 A Skype-Buddy Model for Blended Learning |
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340 | (18) |
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Chapter 20 Self-Management Strategies in a Student-Driven Learning Environment |
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358 | (10) |
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Nur Shaminah Mustafa Kamalu |
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Chapter 21 Creating Online Community: Challenges and Solutions |
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368 | (20) |
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Chapter 22 Creating Dialogical Spaces in Blended Environments: A Case Study of Classroom Design in Two English Literature Courses |
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388 | (16) |
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Chapter 23 Designing an Online Interactive Learning Program to Improve Chinese Migrant Children's Internet Skills: A Case Study at Hangzhou Minzhu Experimental School |
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404 | (19) |
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Chapter 24 The Community of Inquiry Framework, Blended Learning, and the i2Flex Classroom Model |
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423 | (15) |
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Chapter 25 The Design and Implementation of English Instruction in Four High Schools With CSIEC System |
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438 | (24) |
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Chapter 26 Content and Language Integrated Learning in Higher Education: A Technology-Enhanced Model |
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462 | (20) |
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Chapter 27 Familiar or Unfamiliar Context? Application of M-Games in the Blended Module of L2 Learning |
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482 | (29) |
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Chapter 28 The Psychological Domain: Enhancing Traditional Practice in K-12 Education |
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511 | (19) |
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Chapter 29 A Model for Teacher Training to Improve Students' 21st Century Skills in Online and Blended Learning: An Approach From Film Education |
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530 | (29) |
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Juan-Francisco Martinez-Cerda |
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Chapter 30 Inclusion and Universal Design for Learning in Italian Schools |
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559 | (8) |
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Chapter 31 Arranging and Rearranging Practice in Digital Spaces: Professional Learning Amongst Teacher Educators |
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567 | (19) |
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Chapter 32 The Adaptation of a Residential Course to Web-Based Environment for Increasing Productivity |
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586 | (22) |
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Section 3 Tools and Technologies |
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Chapter 33 Designing Learning in Social Online Learning Environments: A Process-Oriented Approach |
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608 | (22) |
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Chapter 34 Placing Technology in Learner-Centered Design Through Blended Learning in Post-Secondary Education |
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630 | (16) |
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Chapter 35 Cross-Analysis of the Activity Systems of Higher Education International Students in Online Learning |
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646 | (12) |
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Maria A. Rodriguez-Manzanares |
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Chapter 36 Portraits of the Activity Systems of International Higher Education Students in Online Learning |
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658 | (35) |
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Maria A. Rodriguez-Manzanares |
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Chapter 37 Redefining the Classroom: Integration of Open and Classroom Learning in Higher Education |
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693 | (16) |
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Chapter 38 Considerations for Online English Language Learning: The Use of Facebook in Formal and Informal Settings in Higher Education |
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709 | (25) |
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Chapter 39 The i2Flex Instructional Methodology Implemented in Middle School Classes for Young EFL and Foreign Language Learners |
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734 | (34) |
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Jenny Eugenia Grigoropoulos |
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Chapter 40 iPad Usage and Appropriate Applications: K-12 Classroom With a 1-to-1 iPad Initiative |
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768 | (28) |
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Chapter 41 Design of Blended Mobile Learning in an Urban Environment |
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796 | (22) |
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Chapter 42 Minecraft Server Project: Designing Synchronous Blended Learning Environments to Support Distributed Mentorship |
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818 | (19) |
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Chapter 43 Microblogging as an Assisted Learning Tool in Problem-Based Learning (PBL) in Bahrain: The Edmodo Case |
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837 | (20) |
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Section 4 Utilization and Applications |
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Chapter 44 Making Sense of Building Online Learning Communities |
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857 | (29) |
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Chapter 45 A Case Study of Online MBA Courses: Online Facilitation, Case-Based Learning, and Virtual Team |
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886 | (26) |
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Chapter 46 Teachers Conceptions and Approaches to Blended Learning: A Literature Review |
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912 | (23) |
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Chapter 47 Motivational Active Learning in Blended and Virtual Learning Scenarios: Engaging Students in Digital Learning |
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935 | (23) |
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Maria Riffnaller-Schiefer |
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Chapter 48 Exploring the Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Faculty of Education |
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958 | (16) |
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Chapter 49 Teacher Conceptions and Approaches to Blended Learning Environments |
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974 | (24) |
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Chapter 50 What Are Tutors' Experiences With Online Teaching? A Phenomenographic Study |
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998 | (18) |
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Chapter 51 Using Blended Learning Approach to Deliver Courses in an Engineering Programme |
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1016 | (19) |
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Chapter 52 QR Codes and Mobile Technology Used in the Blended Learning Approach |
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1035 | (14) |
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Chapter 53 Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning |
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1049 | (20) |
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Chapter 54 Culturally Responsive Online Learning for Asian/Pacific Islanders in a Pacific Island University |
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1069 | (18) |
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Chapter 55 Constructivist Internet-Blended Learning and Resiliency in Higher Education |
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1087 | (15) |
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Chapter 56 Applying the Seven Principles for Good Practice in Undergraduate Education to Blended Learning Environments |
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1102 | (23) |
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Chapter 57 A Blended Chinese-as-a-Foreign-Language Short Course: Design and Perceptions |
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1125 | (23) |
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Chapter 58 Faculty Participation in Online Higher Education: What Factors Motivate or Inhibit Their Participation? |
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1148 | (14) |
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Chapter 59 Perceptions and Viability of Launching LIS E-Learning Programs in Developing Countries: A Vietnam Case Study |
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1162 | (27) |
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Chapter 60 Taking Advantage of MOOCs in K-12 Education: A Blended Approach |
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1189 | (13) |
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Chapter 61 Gamified - Blended Learning Professional Development: A Descriptive Case Study |
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1202 | (10) |
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Christopher Michael Knoell |
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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 |
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1212 | (20) |
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Chapter 63 Critical Success Factors in the Adoption of Technologies in Education in Higher Education: The Case of ISCAP (Polytechnic of Porto) |
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1232 | (15) |
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Chapter 64 Hard-Learned Lessons: Online Course Development in the Years Following Hurricane Katrina |
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1247 | (14) |
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Chapter 65 Challenges Faced by Key Stakeholders Using Educational Online Technologies in Blended Tertiary Environments |
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1261 | (14) |
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Chapter 66 Influencing Factors for Adopting Technology Enhanced Learning in the Medical Schools of Punjab, Pakistan |
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1275 | (14) |
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Chapter 67 Integration of Web 2 Technologies for ODL |
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1289 | (13) |
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Chapter 68 Supporting Student Self-Regulation: In a Blended, Flipped Learning Format |
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1302 | (17) |
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Chapter 69 Blended Instruction: Helping Meet Some Academic Challenges for Nontraditional Higher Education Students |
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1319 | (16) |
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Chapter 70 Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills |
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1335 | (18) |
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Section 5 Organizational and Social Implication |
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Chapter 71 Social Presence and Student Engagement in Online Learning |
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1353 | (10) |
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Chapter 72 Contradictions and Expansive Transformation in the Activity Systems of Higher Education International Students in Online Learning |
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1363 | (36) |
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Maria A. Rodriguez-Manzanares |
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Chapter 73 Blended Learning in China: At the Crossroads |
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1399 | (21) |
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Chapter 74 Students Support Services: A Case of Blended Learning in Higher Learning Institutions in Tanzania |
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1420 | (19) |
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Chapter 75 Blended Learning in Higher Education: A Developing Country Perspective |
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1439 | (11) |
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Chapter 76 "We Had a Blast!": An Empirical Affirmation of Blended Learning as the Preferred Learning Mode for Adult Learners |
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1450 | (18) |
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Chapter 77 Characterizing Online Learners' Time Regulation: Comparative Case Studies of Virtual Campuses in France and Spain |
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1468 | (16) |
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Chapter 78 Social Presence in Online Dissertation Classes |
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1484 | (17) |
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Chapter 79 Connecting Communication to Curriculum and Pedagogy in Online Environments |
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1501 | (25) |
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Chapter 80 Factors That Contribute to Students' Course Satisfaction While Attending Online or Distance Learning Courses |
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1526 | (24) |
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Chapter 81 Experiences of an Online Doctoral Course in Teacher Education |
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1550 | (16) |
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Despina Varnava-Marouchou |
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Chapter 82 Factors Influencing International Student Success in a K-12 Blended Learning Program |
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1566 | (16) |
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Chapter 83 Assistive Technology and Distance Learning: Making Content Accessible |
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1582 | (20) |
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Chapter 84 Teaching English for Academic Purposes Through the Use of Digital Tools |
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1602 | (33) |
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Chapter 85 From "Sage on the Stage" to Facilitator of Learning: A Transformative Learning Experience for New Online Nursing Faculty |
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1635 | (21) |
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Chapter 86 Profiling and Supporting Adult Learners |
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1656 | (25) |
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Chapter 87 The Teacher's Role in the Blended Classroom ... Or When 1 + 1 > 2 |
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1681 | (11) |
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Chapter 88 Interactive Online Learning: Solution to Learn Entrepreneurship in Sparsely Populated Areas? |
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1692 | (18) |
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Chapter 89 Generation of Authentic Learning and Learners: The Conditions of Learning Underpinning Blended Learning and Online Forums |
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1710 | (16) |
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Chapter 90 EMxC3 = e&mLearning Cultivating Connected Communities: Sustainable Workforce Talent Development |
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1726 | (20) |
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Chapter 91 Materials Design and Pedagogy for Technology-Enhanced Language Learning |
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1746 | (15) |
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Chapter 92 Information Superhighway and Continuous Professional Development for the Networked Teachers: Online Communities of Practice |
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1761 | (17) |
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Asli Lidice Gokturk Saglam |
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Section 6 Critical Issues and Challenges |
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Chapter 93 The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education: A Literature Review |
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1778 | (15) |
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Chapter 94 Best Practices of Teaching Cross-Cultural Adults in Online Format |
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1793 | (14) |
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Chapter 95 Teachers' Experience as Foreign Language Online Learners: Developing Teachers' Linguistic, Cultural, and Technological Awareness |
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1807 | (19) |
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Chapter 96 The Activity System of Higher Education Students Using Technology |
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1826 | (26) |
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Maria A. Rodriguez-Manzanares |
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Chapter 97 Differences in Generational Characteristics and Their Implications for Cross-Cultural Online Learning and Knowledge Management |
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1852 | (23) |
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Chapter 98 A Review of Activity Theory Studies of Domestic and International Students Using Technology in Higher Education |
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1875 | (23) |
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Maria A. Rodriguez-Manzanares |
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Chapter 99 Adult Millennial: Conceptualizing a Student Subpopulation With Implications for Online Teaching and Learning |
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1898 | (19) |
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Chapter 100 The Cost-Effect Analysis of Integration of CSIEC System into English Instruction |
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1917 | (23) |
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Chapter 101 A Blended Approach to Canadian First Nations Education: The SCcyber E-Learning Community |
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1940 | (21) |
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Chapter 102 A Distributed Community of Practice to Facilitate Communication, Collaboration, and Learning Among Faculty |
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1961 | (45) |
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Chapter 103 A Design Theory for Vigilant Online Learning Systems |
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2006 | (22) |
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Chapter 104 Human Systems Engineering and Educational Technology |
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2028 | (35) |
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Chapter 105 Adaptation of Descriptive Metadata for Managing Educational Resources in the GREDOS Repository |
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2063 | (23) |
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Rosalynn A. Campos Ortuno |
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Transito Ferreras-Fernandez |
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Chapter 106 Adult Learners Online: Cultural Capacity Assessment and Application |
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2086 | (16) |
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Section 7 Emerging Trends |
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Chapter 107 Adoptability of E-Textbooks Featuring Educational Online Games |
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2102 | (18) |
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Chapter 108 Reflections on Distance Higher Education in Africa: Challenges and Opportunities |
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2120 | (20) |
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Chapter 109 Using Blended Learning and Emerging Technologies to Transform the Adult Learning Experience |
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2140 | (26) |
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Chapter 110 Blending Digital Content in Teacher Education Programs |
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2166 | (23) |
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Chapter 111 Affordances in Digital Textbook Use and Development |
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2189 | (23) |
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Chapter 112 Leadership in Global Open, Online, and Distance Learning |
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| Index |
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xxvii | |
