Covering current theory, research, and practice for online learning, this work provides inspiration for post-secondary administrators and educators, along with case studies from around the world in various settings, from a large state university system to smaller private institutions. Contributors in student support, online education, student affairs, and assistive technology draw on Etienne Wenger’s Communities of Practice and Randy Garrison’s Community of Inquiry. The section on practice begins with an intro chapter on supporting and engaging online learners, then covers transforming the practice of student affairs professionals, reshaping the online student experience, and scaling support for a large online Master’s program. The section on innovative approaches describes programs related to areas such as Generation Z students in digital environments, and online students in US-based professional doctoral programs. Distributed in North America by Turpin Distribution. Annotation ©2021 Ringgold, Inc., Portland, OR (protoview.com)
The COVID-19 pandemic has accelerated growth in online education across the world, forcing many to learn remotely. Presenting case studies from authors around the globe, this volume provides College and university personnel with research, theoretical foundations, and best practice to support and engage online learners.
The COVID-19 pandemic has accelerated growth in online education across the world. While the online classroom experience has been written about extensively, the outside of class experience and student services for those learning remotely has received little attention. This book provides College and university personnel with research, theoretical foundations, and best practice to support and engage online learners.
In this edited collection, authors from across the globe present case studies in various contexts including a large state university system, a growing public master’s degree, two private institutions, and a Scottish institution. Various theoretical constructs are provided to help inform practices for supporting online students including Wenger’s ‘communities of practice’, Garrison’s ‘communities of inquiry’, and the Dynamic Student Development Metatheodel. Understanding that all students encounter different challenges, the volume also covers the different needs of specific student populations throughout their online experiences and concludes with a discussion about the importance of inclusion for students with disabilities.
The COVID-19 pandemic has accelerated growth in online education across the world. While the online classroom experience has been written about extensively, the outside of class experience and student services for those learning remotely has received little attention. This book provides College and university personnel with research, theoretical foundations, and best practice to support and engage online learners.In this edited collection, authors from across the globe present case studies in various contexts including a large state university system, a growing public master’s degree, two private institutions, and a Scottish institution. Various theoretical constructs are provided to help inform practices for supporting online students including Wenger’s ‘communities of practice’, Garrison’s ‘communities of inquiry’, and the Dynamic Student Development Metatheodel. Understanding that all students encounter different challenges, the volume also covers the different needs of specific student populations throughout their online experiences and concludes with a discussion about the importance of inclusion for students with disabilities.
