Online Course Management: Concepts, Methodologies, Tools, and Applications

Fundamental Concepts and Theories

Chapter 1

Emergence of Successful Online Courses: A Student and Faculty Shift (pages 1-12)

Amy L. Sedivy-Benton, Andrew L. Hunt, Teri L. Hunt, James M. Fetterly, Betty K. Wood

This chapter seeks to investigate the common characteristics that make online courses high quality. With an increase in online education and the increased attention to national standards and accreditation, there is a need for...

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Chapter 2

Introducing a Teaching Innovation to Enhance Students' Analytical and Research Skills: A Blended Learning Initiative (pages 13-29)

Hela Miniaoui, Avneet Kaur

The term “blended learning” has gained considerable interest in recent years as a description of particular forms of teaching combined with technology. This chapter reports in some detail the experience of a small group of...

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Chapter 3

Blended Learning and Distance Education: Enablers and Barriers (pages 30-42)

Amir Manzoor

The emergence of online technologies generated the belief that traditional print-and-post distance education would be transformed. The need for a compromise between the conventional face-to-face workshop sessions and online learning...

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Chapter 4

Trends of Blended Learning in K-12 Schools: Challenges and Possibilities (pages 43-61)

Alex Kumi-Yeboah, Patriann Smith

Blended learning is a well-known and successful instructional model used in higher education and K-12 schools (International Association for K-12 Online Learning, 2012; Watson, 2012). It is estimated that about 37 percent of school...

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Chapter 5

Blended and Online Learning in Virtual K-12 Schools (pages 62-79)

Alex Kumi-Yeboah

Since 2000, there has been an increasing rate of online learning directed toward K-12 schools in the United States. The need for online courses has become evident as schools are searching for ways to meet student's learning...

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Chapter 6

Implementation of Online Education for K-12 School Children (pages 80-97)

Charlene Marie Jones

This chapter contains information found in literature surrounding online education in K-12 settings. It offers a description of the terminology, a brief history and evolution of online education, issues with the use of online...

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Chapter 7

Preparing for Online and Distance Learning Courses: Factors Affecting Student Learning and Retention (pages 98-114)

Paul A. Asunda, Jennifer Calvin, Rosalie Johanson

The purpose of this descriptive study is to investigate students' perceptions of online learning courses at a 4 year mid-level mid-western university and whether or not these perceptions influenced their decision to continue...

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Development and Design Methodologies

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Chapter 8

Cultural Orientation Differences and Their Implications for Online Learning Satisfaction (pages 116-161)

Moussa Tankari

The purpose of this chapter, which uses sociocultural learning theory as its framework and a mixed-methods study design, is to understand the differences between personal culture orientation and online learning satisfaction by...

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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 (pages 162-183)

Nwachukwu Prince Ololube

This chapter evaluated the use of technology tools and services and increased student achievement in online and blended learning environments in higher education institutions, which have experienced universal uptake and is...

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Chapter 10

A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes (pages 184-204)

Diogo Casanova, António Moreira

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains...

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Chapter 11

Evaluating Learning Experience Through Educational Social Network Support in Blended Learning (pages 205-220)

Marva Mirabolghasemi, Noorminshah A. Iahad

The Community of Inquiry (CoI) model has been used for exploring various aspects of blended learning courses using technology such as Course Management Systems (CMSs). However, there is a lack of research literature evaluating CoI in...

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Chapter 12

The Role of Social Constructivist Instructional Approaches in Facilitating Cross-Cultural Online Learning in Higher Education (pages 221-240)

Janella Melius

The role of the university is rapidly changing in this new information age, as many courses and programs are using on-line modalities (i.e. live, interactive audio or video or video conferencing, pre-recorded instructional videos...

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Chapter 13

Building Learning Spaces: Creating Online Learning Environments (pages 241-257)

David Starr-Glass

The learning space that online distance learners enter is critically important. The space provides access to learning activities, but it also establishes an environment in which knowledge can be effectively co-created and shared....

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Chapter 14

Tracing Online Lecturer Orchestration of Multiple Roles and Scaffolds Over Time (pages 258-275)

Bronwen Cowie, Elaine Khoo

The chapter focuses on how time and the temporal aspects of the affordances and constraints of the online environment can be leveraged as a resource in online learning community development. It provides an analytical case study...

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Chapter 15

MOOC and Blended Learning Models: Analysis From a Stakeholders' Perspective (pages 276-288)

Teresa Torres-Coronas, María-Arántzazu Vidal-Blasco

Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher...

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Chapter 16

Program Administration and Implementation of an Online Learning Initiative at a Historically Black College University (pages 289-301)

S. Suzan J. Harkness

In the pages to follow, this case study describes the organization, policy development, strategic initiatives, implementation, and assessment of establishing online learning initiatives at an urban land-grant historically black...

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Chapter 17

Communication and Collaboration Strategies for an Effective Online Professor (pages 302-316)

Heather Miller, Tom Cavanagh, Annissa Furr

Online classes in higher education bring unique challenges to faculty. This chapter identifies best practices for effectively communicating and collaborating with students online. The information presented was gained via “crowd...

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Chapter 18

Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context (pages 317-339)

Syed Raza Ali Bokhari, Iqbal Ahmed Panhwar

This study utilizes Structural Equation Modeling with maximum likelihood discrepancy function to examine the relationship among various cultural dimensions and multicultural learning styles, and subsequently the impact thereof on...

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Chapter 19

A Skype-Buddy Model for Blended Learning (pages 340-357)

Carmen E. Macharaschwili, Linda Skidmore Coggin

Universities are challenged with providing quality educational experiences that meet students' needs for engagement and collaboration. The availability of computer-mediated communication tools provides opportunities for such...

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Chapter 20

Self-Management Strategies in a Student-Driven Learning Environment (pages 358-367)

Teoh Sian Hoon, Kor Liew Kee, Nur Shaminah Mustafa Kamalu

Self-management in learning is vital. An individual's self being is an agent who acts upon his or her environment required for him or her to achieve academically. Blended learning has been extensively propagated as a means for...

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Chapter 21

Creating Online Community: Challenges and Solutions (pages 368-387)

Mats Deutschmann

The challenges in creating a collaborative environment for online learning are great. This chapter describes some practical examples of community building in online learning contexts and discusses the effects of such activities. It...

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Chapter 22

Creating Dialogical Spaces in Blended Environments: A Case Study of Classroom Design in Two English Literature Courses (pages 388-403)

Kristin C. Ross

This chapter presents a case study of two English literature courses (one graduate course taught in the Spring 2010 semester and one undergraduate course in the Fall 2011 semester) at Troy University's Dothan, AL, campus...

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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 (pages 404-422)

Yan Li, Niki Y. Guo, Maria Ranieri

The purpose of this chapter is to design and implement an online interactive learning program to improve migrant children's Internet skills. With the help of the Italian Association of Media Education, the authors designed an...

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Chapter 24

The Community of Inquiry Framework, Blended Learning, and the i2Flex Classroom Model (pages 423-437)

Karen Swan

The Community of Inquiry (CoI) framework was developed by researchers interested in exploring learning in online discussions who grounded their thinking in social constructivist notions of inquiry-based teaching and learning. The...

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Chapter 25

The Design and Implementation of English Instruction in Four High Schools With CSIEC System (pages 438-461)

Jiyou Jia

It is an important but complicated issue to investigate the long-term effect of the intelligent Web-based English instruction system CSIEC on students' learning performance with satisfying reliability and validity. This chapter...

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Chapter 26

Content and Language Integrated Learning in Higher Education: A Technology-Enhanced Model (pages 462-481)

Giovanna Carloni

This chapter describes the online learning component of a blended model designed to promote Content and Language Integrated Learning (CLIL) at the University of Urbino, Italy. A technology-enhanced learning environment is presented...

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Chapter 27

Familiar or Unfamiliar Context?: Application of M-Games in the Blended Module of L2 Learning (pages 482-510)

Amir Mashhadi, Saeed Khazaie

This chapter endeavored to devise a motivating way to engage learners in L2 English learning tasks presented through the mobile game (m-game). It started on the issue of whether types of a displayed picture on m-games had any...

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Chapter 28

The Psychological Domain: Enhancing Traditional Practice in K-12 Education (pages 511-529)

Adrian O'Connor, Niall Seery, Donal Canty

This chapter will attempt to frame the potential of a flexible approach to teaching and learning that provides diagnostic and formative evidence to enhance traditional practice in K-12 education. Commencing with a brief account of...

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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 (pages 530-558)

Julia Breddermann, Juan-Francisco Martínez-Cerdá, Joan Torrent-Sellens

This chapter presents and develops a model of teacher training considering six socio-technical areas that are currently affecting the K-12 educational environment in both face-to-face, blended and online learning: 1) development of...

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Chapter 30

Inclusion and Universal Design for Learning in Italian Schools (pages 559-566)

Paola Aiello, Diana Carmela Di Gennaro, Carmen Palumbo, Iolanda Zollo, Maurizio Sibilio

The present theoretical-argumentative research is aimed to put in evidence the Italian perspective on the use of technologies for promoting inclusion in school contexts. In a society which uses technological innovations and...

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Chapter 31

Arranging and Rearranging Practice in Digital Spaces: Professional Learning Amongst Teacher Educators (pages 567-585)

Laurette S. M. Bristol, Merilyn Childs

The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching....

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Chapter 32

The Adaptation of a Residential Course to Web-Based Environment for Increasing Productivity (pages 586-606)

Hakan Tüzün, Hatice Çıralı Sarıca, Nihal Menzi Çetin, Mehmet Kokoç, Gülşen Sert, Arman Alır

This study examines the design process of a blended learning environment using a learning management system to transform Basic English courses into the web-based distance learning format in the School of Foreign Languages at a large...

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Tools and Technologies

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Chapter 33

Designing Learning in Social Online Learning Environments: A Process-Oriented Approach (pages 608-629)

Philip Bonanno

The widespread use of social media challenges educators to reflect about their pedagogical potential in promoting both informal and formal learning. A brief review of the literature points to the major pitfalls on a social level of...

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Chapter 34

Placing Technology in Learner-Centered Design Through Blended Learning in Post-Secondary Education (pages 630-645)

Doug Reid, John Ewing

Two university education courses were converted from face-to-face delivery to a blended learning delivery model. Ideally the conversion took place to leverage new pedagogical understandings and new technologies to improve student...

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Chapter 35

Cross-Analysis of the Activity Systems of Higher Education International Students in Online Learning (pages 646-657)

Elizabeth Murphy, María A. Rodríguez-Manzanares

This chapter presents the results of a cross-analysis of the seven portraits of the activity systems of higher education international students in online learning. The cross-analysis relies on Activity Theory as a tool to identify...

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Chapter 36

Portraits of the Activity Systems of International Higher Education Students in Online Learning (pages 658-692)

Elizabeth Murphy, María A. Rodríguez-Manzanares

This chapter presents findings of a study of the activity systems of seven international students enrolled in online learning at Memorial University of Newfoundland, in the province of Newfoundland and Labrador, Canada. The seven...

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Chapter 37

Redefining the Classroom: Integration of Open and Classroom Learning in Higher Education (pages 693-708)

Shikha Gupta, Sheetal Taneja, Naveen Kumar

The printing technology revolutionized the dissemination of knowledge at a pace never conceived of earlier. In recent times, radio and television brought education within the reach of masses. More recently, the multimedia technology...

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Chapter 38

Considerations for Online English Language Learning: The Use of Facebook in Formal and Informal Settings in Higher Education (pages 709-733)

Evriklea Dogoriti, Jenny Pange

This chapter examines the influence of Facebook (FB) in formal and informal learning in the language classroom. The theoretical framework of Web-based language teaching is first introduced. A selection of studies concerning the use...

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Chapter 39

The i2Flex Instructional Methodology Implemented in Middle School Classes for Young EFL and Foreign Language Learners (pages 734-767)

Jenny Eugenia Grigoropoulos, Heike Arnold

Teachers engaging in the i2Flex teaching methodology employ constructivism-based media in order to update their practices according to the students' changing needs with reference to their education. As a result, students are more...

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Chapter 40

iPad Usage and Appropriate Applications: K-12 Classroom With a 1-to-1 iPad Initiative (pages 768-795)

Julia Bennett, Fan-Yu Lin

Mobile learning, learning delivered or accompanied by any handheld or individual device that contributes to increasing knowledge or skills, has continuously become popular in educational systems in the 21st century. Apple's iPad...

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Chapter 41

Design of Blended Mobile Learning in an Urban Environment (pages 796-817)

Adam K. L. Wong, Artie Ng

As mobile phones become more and more common, the term mobile learning has received a lot of attention in recent years. Although teachers at educational institutions and managers in companies are aware of this new learning mode, many...

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Chapter 42

Minecraft Server Project: Designing Synchronous Blended Learning Environments to Support Distributed Mentorship (pages 818-836)

Ugochi Acholonu, Jessa Dickinson, Dominic Amato, Nichole Pinkard

Opportunities to participate in computing-related informal programs are limited in terms of quantity and geographic distribution. This limitation is due, in part, to the dearth of adults who have the expertise to mentor youth on...

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Chapter 43

Microblogging as an Assisted Learning Tool in Problem-Based Learning (PBL) in Bahrain: The Edmodo Case (pages 837-855)

Vasileios Paliktzoglou, Jarkko Suhonen

This chapter is part of a series of studies related to the use of social media tools in higher education. In particular, the authors investigate the students' level of familiarity, engagement, and frequency of use of social media...

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Utilization and Applications

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Chapter 44

Making Sense of Building Online Learning Communities (pages 857-885)

Justina Kwapy

The last decade has brought an increase in online courses in the educational setting. Online enrollment has increased from 1.98 million in 2003 to 2.35 million in 2004 (Allen & Seaman, 2005). While students, higher universities, and...

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Chapter 45

A Case Study of Online MBA Courses: Online Facilitation, Case-Based Learning, and Virtual Team (pages 886-911)

Richard J. Magjuka, Xiaojing Liu

This chapter presents a case study that examines the perceptions of online students and instructors regarding their experiences in a reputable online MBA program. The findings indicate that both the instructors and students exhibited...

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Chapter 46

Teachers Conceptions and Approaches to Blended Learning: A Literature Review (pages 912-934)

Vicki Caravias

This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning...

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Chapter 47

Motivational Active Learning in Blended and Virtual Learning Scenarios: Engaging Students in Digital Learning (pages 935-957)

Johanna Pirker, Maria Riffnaller-Schiefer, Lisa Maria Tomes, Christian Gütl

The way people learn has changed over the last years. New pedagogical theories show that engaging and active learning approaches are particularly successful in improving conceptual understanding and enhancing the students'...

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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 (pages 958-973)

Maurice Taylor, Sait Atas, Shehzad Ghani

The purpose of this study was to explore the current experiences of students and professors in a Faculty of Education graduate program that has adopted blended learning. It was also intended to uncover some of the enablers and...

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Chapter 49

Teacher Conceptions and Approaches to Blended Learning Environments (pages 974-997)

Vicki Caravias

This chapter provides Australian perspectives on blended learning. An overview of the ways in which the concept of blended learning is interpreted in the Australian higher education is presented. This is followed by a discussion of...

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Chapter 50

What Are Tutors' Experiences With Online Teaching?: A Phenomenographic Study (pages 998-1015)

Cvetanka Walter

This study seeks an understanding of how tutors perceived the online part of a blended learning course in the context of teaching English as a foreign language at a German university. To gain knowledge about the ways in which the...

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Chapter 51

Using Blended Learning Approach to Deliver Courses in an Engineering Programme (pages 1016-1034)

Richie Moalosi, Jacek Uziak, Moses Tunde Oladiran

The paper discusses how the use of blended learning approach was adopted to deliver a 3rd year Mechanics of Machines course for Mechanical Engineering students at the University of Botswana. The course delivery involved a mix of both...

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Chapter 52

QR Codes and Mobile Technology Used in the Blended Learning Approach (pages 1035-1048)

Ghizlene Soulimane, Belkacem Kouninef, Mohamed Senouci, Mohamed Djelti

The purpose of this article is to explore the teaching processes that use Quick Response (QR) codes and mobile devices to support blended learning at the National Institute of Telecommunications and ICT (INTTIC). The satisfactory...

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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 (pages 1049-1068)

Minoru Nakayama, Kouichi Mutsuura, Hiroh Yamamoto

Aspects of learning behavior during two types of university courses, a blended learning course and a fully online course, were examined using note taking activity. The contribution of student's characteristics and styles of...

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Chapter 54

Culturally Responsive Online Learning for Asian/Pacific Islanders in a Pacific Island University (pages 1069-1086)

Catherine E. Stoicovy

This chapter examines the socio-cultural contexts of Asian/Pacific islanders in a Western Pacific island to identify key components for culturally responsive online course development. A model for constructing an online learning...

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Chapter 55

Constructivist Internet-Blended Learning and Resiliency in Higher Education (pages 1087-1101)

Jennifer L. Penland

This chapter focuses on the changes that have occurred recently in the distance education arena and the impact on higher education institutions focusing on undergraduate and graduate students taking these courses. Data were gathered...

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Chapter 56

Applying the Seven Principles for Good Practice in Undergraduate Education to Blended Learning Environments (pages 1102-1124)

Stephanie Babb, Cindy Stewart, Ruth Johnson

Hybrid courses are a blend of traditional and online courses. Chickering and Gamson (1987) identified Seven Principles of Good Practice in Undergraduate Education; these principles have been repeatedly tested in online and...

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Chapter 57

A Blended Chinese-as-a-Foreign-Language Short Course: Design and Perceptions (pages 1125-1147)

Shenglan Zhang

This study investigated learners' perceived effectiveness of a blended Chinese non-credit bearing short course designed for engineering students with no prior knowledge about Chinese language. Few studies have examined how to...

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Chapter 58

Faculty Participation in Online Higher Education: What Factors Motivate or Inhibit Their Participation? (pages 1148-1161)

Michael S. Hoffman

In the past decade, enrollments in distance education, and specifically online education, have grown dramatically in the United States. According to the 2009 Sloan Report (), enrollments in online courses increased from 9.6% of total...

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Chapter 59

Perceptions and Viability of Launching LIS E-Learning Programs in Developing Countries: A Vietnam Case Study (pages 1162-1188)

Sandra Hirsh, Debbie Faires, Alice Hines

E-Learning is still relatively uncommon in developing countries, but there is growing interest. This case study explores the factors influencing readiness to launch e-learning of a Library and Information Science (LIS) program in a...

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Chapter 60

Taking Advantage of MOOCs in K-12 Education: A Blended Approach (pages 1189-1201)

Samantha Briggs, Helen Crompton

Technological opportunities are opening new ways for educators to enhance K-12 instruction. While many educators are incorporating digital technologies into their teaching, there is evidence to show that K-12 educators have a lack of...

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Chapter 61

Gamified - Blended Learning Professional Development: A Descriptive Case Study (pages 1202-1211)

Phu Vu, Christopher Michael Knoell, Amy Nebesniak, Jane Strawhecker

This descriptive case aimed to examine a new model of job-embedded and on-going professional development using both blended learning and gamification approach as a delivery method. Qualitative and quantitative data collected for the...

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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 (pages 1212-1231)

Estela Ene

As universities internationalize and U.S. and Chinese universities become partners, there is growing demand for online English language courses for students seeking to improve their English prior to arriving to the U.S. Situated in...

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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) (pages 1232-1246)

Anabela Mesquita, Paula Peres

Distance learning has evolved a lot since the moment students received materials by mail and as regular correspondence. At that time, students worked already at their own pace and concluded training according to their professional...

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Chapter 64

Hard-Learned Lessons: Online Course Development in the Years Following Hurricane Katrina (pages 1247-1260)

Sandra E. Weissinger, Ashraf Esmail

After Hurricane Katrina, numerous studies and policy reports addressed the plight of higher education in New Orleans ( and serve as examples). Of importance to this chapter are those works that focus on the well-being and renewal...

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Chapter 65

Challenges Faced by Key Stakeholders Using Educational Online Technologies in Blended Tertiary Environments (pages 1261-1274)

Kimberley Tuapawa

Traditional learning spaces have evolved into dynamic blended tertiary environments (BTEs), providing a modern means through which tertiary education institutes (TEIs) can augment delivery to meet stakeholder needs. Despite the...

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Chapter 66

Influencing Factors for Adopting Technology Enhanced Learning in the Medical Schools of Punjab, Pakistan (pages 1275-1288)

Shazia Iqbal, Shahzad Ahmad, Ian Willis

As the successful establishment of technology supported educational systems requires wide investment in terms of finances and faculty time, this study explores the influencing factors in the adoption of Technology Enhanced Learning...

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Chapter 67

Integration of Web 2 Technologies for ODL (pages 1289-1301)

Rajshree Satish Vaishnav

The world today is a complex one with issues and concerns emerging that were absent even a generation ago. Education and technology in the present millennium is not a luxury but commodity for survival in the present knowledge driven...

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Chapter 68

Supporting Student Self-Regulation: In a Blended, Flipped Learning Format (pages 1302-1318)

Jane Kenney, Ellen Newcombe

Research studies are discovering the importance of self-regulation for successful online learning. Self-regulation requires learners to be actively involved in the management of their learning and includes setting, monitoring, and...

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Chapter 69

Blended Instruction: Helping Meet Some Academic Challenges for Nontraditional Higher Education Students (pages 1319-1334)

Sue C. Evans

Universities and colleges offering degrees at the associate and bachelor's levels are facing many changes such as the ages of their student populations, the degrees being sought, amount of time dedicated to university studies...

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Chapter 70

Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills (pages 1335-1351)

Ling-Yi Huang, Yu-Chu Yeh

Training in critical thinking is essential for the professional development of journalism students. To achieve this goal, this study developed a gamified platform and a blended learning curriculum. During an 18-week experimental...

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Organizational and Social Implication

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Chapter 71

Social Presence and Student Engagement in Online Learning (pages 1353-1362)

Luka Ngoyi, L. J. Sandy Malapile

Effective online learning practices should incorporate an active social presence that provides space and technological support for students and instructors to engage in social activities, which are an integral part of the learning...

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Chapter 72

Contradictions and Expansive Transformation in the Activity Systems of Higher Education International Students in Online Learning (pages 1363-1398)

Elizabeth Murphy, María A. Rodríguez-Manzanares

This chapter features a description of three contradictions (i.e., disconnects) in the activity system of international higher education students in online learning. These disconnects are interpreted in relation to the constructs of...

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Chapter 73

Blended Learning in China: At the Crossroads (pages 1399-1419)

Hanrong Wang, Harry Nuttall

Sprouted in the late 1970s, with the direction and support of the Chinese government and the participation of private institutions, blended learning in China has developed quickly and massively. By reviewing the origin, evolution...

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Chapter 74

Students Support Services: A Case of Blended Learning in Higher Learning Institutions in Tanzania (pages 1420-1438)

Christina Raphael

This chapter examines challenges the higher learning institutions offering blended learning programmes in Tanzania face in enhancing student support services from administrative standpoint. Using interviews, documentary analysis, and...

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Chapter 75

Blended Learning in Higher Education: A Developing Country Perspective (pages 1439-1449)

Amir Manzoor

This chapter aims to explore Pakistani students' perspective on an appropriate mix of online and-face-to-face activities in different courses offered at various UK universities. Identifying aspects that students evaluate as...

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Chapter 76

“We Had a Blast!”: An Empirical Affirmation of Blended Learning as the Preferred Learning Mode for Adult Learners (pages 1450-1467)

Stephen Asunka

As many important issues pertaining to blended learning within the Sub-Saharan African context remain unexplored, this study implemented a blended learning approach in a graduate level course at a private university in Ghana, with...

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Chapter 77

Characterizing Online Learners' Time Regulation: Comparative Case Studies of Virtual Campuses in France and Spain (pages 1468-1483)

Margarida Romero, Christophe Gentil

The importance of the time factor in online learning is starting to be recognized as one of the main factors in the learners' achievements and drop outs (Barbera, Gros, & Kirshner, 2012; Park & Choi, 2009; Romero, 2010). Despite...

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Chapter 78

Social Presence in Online Dissertation Classes (pages 1484-1500)

Libi Shen, Irene Linlin Chen

This chapter reports on the results of a study that explored doctoral learners' perceptions of social presence in online dissertation courses. Seven doctoral graduates were interviewed to understand how social presence functions...

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Chapter 79

Connecting Communication to Curriculum and Pedagogy in Online Environments (pages 1501-1525)

Marius Boboc

This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions....

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Chapter 80

Factors That Contribute to Students' Course Satisfaction While Attending Online or Distance Learning Courses (pages 1526-1549)

Dinah A. Esquivel

This case analyzed what factors contribute to students' satisfaction levels in online classes, and how the instructors' nonverbal immediacy impacts those factors. Surveys were administered to participants that have taken a...

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Chapter 81

Experiences of an Online Doctoral Course in Teacher Education (pages 1550-1565)

Despina Varnava-Marouchou, Mark A. Minott

This chapter outlines the benefits and challenges experienced by two students who had completed an online doctoral programme at a popular United Kingdom university. Benefits include accessing courses from anywhere in the world...

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Chapter 82

Factors Influencing International Student Success in a K-12 Blended Learning Program (pages 1566-1581)

Annette Levesque, Doug Reid

This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program...

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Chapter 83

Assistive Technology and Distance Learning: Making Content Accessible (pages 1582-1601)

Kathleen Bastedo, Jessica Vargas

For those with disabilities, distance-learning courses can provide access to a world that was once inaccessible. Online learning becomes a possibility and for many a gateway to contributing to the world around them. However, there...

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Chapter 84

Teaching English for Academic Purposes Through the Use of Digital Tools (pages 1602-1634)

Tal Levy, Leslie J. Cohen

This chapter discusses an ongoing seven-year Digital Development Program (DDP) which has trained and encouraged English for Academic Purposes (EAP) instructors to teach digitally. As leaders of an EAP team at Ruppin Academic Center...

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Chapter 85

From “Sage on the Stage” to Facilitator of Learning: A Transformative Learning Experience for New Online Nursing Faculty (pages 1635-1655)

Denise Passmore

This chapter explores through phenomenological methodology the experiences of nursing faculty who transitioned from live to online teaching. These experiences are further examined through the theory of transformative learning to...

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Chapter 86

Profiling and Supporting Adult Learners (pages 1656-1680)

Chi Zhang, Guangzhi Zheng

Adult learners are a large group for higher education. Adult learning is different from children's learning in that adult learners are more self-directed, having prior experience, and are internally motivated to learn subjects...

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Chapter 87

The Teacher's Role in the Blended Classroom ... Or When 1 + 1 > 2 (pages 1681-1691)

Morten Fahlvik

Despite the fact that schools have undergone many changes, there are still those who believe that classrooms and the activities that take place in them have not changed. Some insist that modern classrooms still mirror the structure...

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Chapter 88

Interactive Online Learning: Solution to Learn Entrepreneurship in Sparsely Populated Areas? (pages 1692-1709)

Rauno Rusko

This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as...

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Chapter 89

Generation of Authentic Learning and Learners: The Conditions of Learning Underpinning Blended Learning and Online Forums (pages 1710-1725)

Phil Fitzsimmons, Peter Kilgour

A study of 100 pre-service teacher's attitudes to self-managed online forums on pastoral care of students in schools was undertaken. This assessment activity involved the students in contributing to forums under the leadership of...

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Chapter 90

EMxC3 = e&mLearning Cultivating Connected Communities: Sustainable Workforce Talent Development (pages 1726-1745)

Dominic Mentor

This chapter covers the building of an ecological system to convert a workforce development organization to adopt blended electronic and mobile learning (e&mLearning) as part of its processes and practices. The chapter describes the...

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Chapter 91

Materials Design and Pedagogy for Technology-Enhanced Language Learning (pages 1746-1760)

Hazel L.W. Chiu

Advancement in technology has facilitated the transmission and access to learning resources, and communication among participants in the teaching and learning process. However, a technology-enhanced learning environment does not...

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Chapter 92

Information Superhighway and Continuous Professional Development for the Networked Teachers: Online Communities of Practice (pages 1761-1776)

Asli Lidice Gokturk Saglam

This chapter focuses on the impact of technology on teacher training through online communities of practice (CoP) and investigates its potential for facilitating continuous professional development for the educators who can create...

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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 (pages 1778-1792)

Emily Chapman-Waterhouse, Ayona Silva-Fletcher, Kim Whittlestone

The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical...

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Chapter 94

Best Practices of Teaching Cross-Cultural Adults in Online Format (pages 1793-1806)

Barbara Hagler

Online learning is on the increase, as is the teaching of cross-cultural adults. Best practices of teaching cross-cultural adults in the online format are presented and discussed in this chapter. Online learning benefits are also...

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Chapter 95

Teachers' Experience as Foreign Language Online Learners: Developing Teachers' Linguistic, Cultural, and Technological Awareness (pages 1807-1825)

Congcong Wang

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study was conducted to...

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Chapter 96

The Activity System of Higher Education Students Using Technology (pages 1826-1851)

Elizabeth Murphy, María A. Rodríguez-Manzanares

This chapter presents a review of studies and reports of students' use of technology in higher education published primarily in the U.S. and Canada from 2005 to 2012. The review is conducted using an Activity Theory framework...

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Chapter 97

Differences in Generational Characteristics and Their Implications for Cross-Cultural Online Learning and Knowledge Management (pages 1852-1874)

Doo Hun Lim, Seung Won Yoon, Ji Hoon Song

This study is an integrative literature review about the distinctive characteristics of multi-generations, their cognitive differences within online learning environments, modern knowledge management theories and frameworks, and the...

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Chapter 98

A Review of Activity Theory Studies of Domestic and International Students Using Technology in Higher Education (pages 1875-1897)

Elizabeth Murphy, María A. Rodríguez-Manzanares

This chapter serves as an introduction to the two studies featured in Section 2 (Chapters 7-10). It presents a review of a decade (2002-2012) of nine Activity Theory studies from peer-reviewed journals of higher education...

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Chapter 99

Adult Millennials: Conceptualizing a Student Subpopulation With Implications for Online Teaching and Learning (pages 1898-1916)

Brian Bourke

Discussions about students in post-secondary education are often based on divisions of distinct subpopulations, which are in turn often based on demographics or generational status. In the context of adult learners who are also...

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Chapter 100

The Cost-Effect Analysis of Integration of CSIEC System into English Instruction (pages 1917-1939)

Jiyou Jia

This chapter introduces the concept of educational efficiency and its calculating formula to describe the effect, cost, and duration of an educational system composing learners, teachers, and learning content and instructional...

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Chapter 101

A Blended Approach to Canadian First Nations Education: The SCcyber E-Learning Community (pages 1940-1960)

Norman Vaughan, Neepin Auger, Martin Sacher, Mavis Sacher

This chapter describes a research study that investigated how a blended approach to Canadian First Nations education could be used to foster student engagement and success. The study examined the SCcyber E-Learning Community program...

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Chapter 102

A Distributed Community of Practice to Facilitate Communication, Collaboration, and Learning Among Faculty (pages 1961-2005)

Mayela Coto

Recent research suggests that professional development initiatives within the framework of a community of practice are more likely to have an effective result than traditional forms of professional development. The overall objective...

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Chapter 103

A Design Theory for Vigilant Online Learning Systems (pages 2006-2027)

M. Keith Wright

There is now a preponderance of evidence suggesting that the types of online course management software (OCMS) used in purely online undergraduate college courses, do not meet the needs of younger immature students. These students...

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Chapter 104

Human Systems Engineering and Educational Technology (pages 2028-2062)

Rod D. Roscoe, Russell J. Branaghan, Nancy J. Cooke, Scotty D. Craig

The design and development of educational technologies is a complex, interdisciplinary endeavor. Learning science research reveals principles of learning and instruction, and advances in computer science implement these principles in...

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Chapter 105

Adaptation of Descriptive Metadata for Managing Educational Resources in the GREDOS Repository (pages 2063-2085)

Erla M. Morales Morgado, Rosalynn A. Campos Ortuño, Ling Ling Yang, Tránsito Ferreras-Fernández

In this chapter the authors describe a Project entitled “Divulgación de Recursos Educativos Digitales (DIRED)” (Divulgation of Digital Educational Resources) addressed to promoting specific educational resources and mobile apps for...

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Chapter 106

Adult Learners Online: Cultural Capacity Assessment and Application (pages 2086-2100)

Adam A. Morris, Michael T. Miller

The current chapter describes how adult learners of different cultures experience and respond to online learning, and what different instructional strategies and personnel in higher education can do to develop an appropriately...

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Emerging Trends

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Chapter 107

Adoptability of E-Textbooks Featuring Educational Online Games (pages 2102-2119)

Do Kyun Kim, Lucian F. Dinu, Chang Geun Kim

Currently, the South Korean government is in the process of transforming school textbooks from a paper-based platform to a computer-based digital platform. Along with this effort, interactive online educational games (edu-games) have...

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Chapter 108

Reflections on Distance Higher Education in Africa: Challenges and Opportunities (pages 2120-2139)

Luka Mathayo Mkonongwa, Sotco Claudius Komba

This chapter examines literature about distance higher education in Africa, as presented by different scholars. The evolution of distance education has been well explored from the print to the current era of information and...

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Chapter 109

Using Blended Learning and Emerging Technologies to Transform the Adult Learning Experience (pages 2140-2165)

Leslie Cordie, Maria Martinez Witte, James E. Witte

Faculty are increasing the use of emerging technologies in their classrooms and are recognizing the value of blending face-to-face and online learning to meet educational needs. Blended learning is defined as combining face-to-face...

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Chapter 110

Blending Digital Content in Teacher Education Programs (pages 2166-2188)

Patricia Dickenson, Cynthia Sistek-Chandler

Teacher Education programs worldwide are engaging in a digital conversation around best practices for supporting and teaching teacher candidates in the creation of digital content for a 21st century blended classroom. This chapter...

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Chapter 111

Affordances in Digital Textbook Use and Development (pages 2189-2211)

Elena Railean

The affordances of digital textbooks go beyond using textbooks in the four walls of a traditional classroom. With digital textbooks, users can swipe the text to scroll; increase/decrease size of text and images and change brightness...

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Chapter 112

Leadership in Global Open, Online, and Distance Learning (pages 2212-2240)

Ebba Ossiannilsson

Global open online, and distance learning call for innovation and new strategies at all levels because of current paradigm shifts and global trends towards increased digitization in all sectors in society. Thus, the educational...

Online Course Management: Concepts, Methodologies, Tools, and Applications

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