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.
| Preface |
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ix | |
| Foreword |
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xi | |
| Acknowledgments |
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xiii | |
| About the Editors |
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xv | |
| Contributing Authors |
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xvii | |
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1 Introduction to E-learning |
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1 | (40) |
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2 Historical Perspectives on E-learning |
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41 | (10) |
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3 E-Learning: Past, Present, and Future |
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51 | (14) |
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4 The Quality of Massive Open Online Courses |
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65 | (14) |
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5 Instructional Theory and Technology for the New Paradigm of Education |
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79 | (14) |
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6 Pedagogical Development, E-learning and Teaching in Higher Education |
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93 | (22) |
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7 Towards Effective and Less Stressful Online Collaborative Learning: Strategies to Promote Engagement While Minimizing Unnecessary Cognitive Load and Stress |
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115 | (12) |
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8 Formulating Best Practices and Guidelines for Emerging E-learning Technologies |
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127 | (12) |
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9 Revisiting the Need for Strategic Planning for E-learning in Higher Education |
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139 | (14) |
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10 E-learning Design---From Instructional Events to Elements |
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153 | (18) |
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11 Competences for Teaching and Learning in an E-learning Setting |
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171 | (10) |
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12 Creating Online Courses Step-by-Step |
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181 | (16) |
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13 The Role of the Online Learner: A Competential Model for Students When Learning Online |
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197 | (10) |
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14 Collaborative Design Models for Blended, Online, and Traditional Courses: Five Approaches That Empower Students and Educators in the Twenty-first Century |
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207 | (10) |
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15 Learner Interaction in E-learning |
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217 | (10) |
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16 VISCAL: A Practical Guide for Adapting Face-to-Face Course Materials for Effective Online Delivery |
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227 | (20) |
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17 Practical Strategies for Motivating and Retaining E-learners |
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247 | (10) |
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18 Accessibility and Instructional Design in E-learning |
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257 | (12) |
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19 An Overview of Accessible E-learning |
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269 | (10) |
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279 | (16) |
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21 Designing and Evaluating E-learning Interactions |
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295 | (14) |
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22 A Theory of Mobile Learning |
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309 | (10) |
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23 Developing Instructional Materials and Assessments for Mobile Learning |
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319 | (12) |
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24 Emerging Learning Ecologies as a New Challenge and Essence for E-learning |
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331 | (12) |
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25 The Leadership Imperative for Higher Education in the Twenty-first Century |
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343 | (14) |
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26 Leadership Challenges in Online Distance Education |
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357 | (18) |
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27 Beyond E-learning: Rethinking Purpose and Design |
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375 | (10) |
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| Glossary |
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385 | (4) |
| Index |
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389 | |
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, Canadas 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).
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