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Book part
Publication date: 24 November 2011

Robert L. Bothmann and Kellian Clink

This chapter describes means for selecting websites and the resources needed to add them to online catalogs. Reasons are given for including websites in online catalogs such as…

Abstract

This chapter describes means for selecting websites and the resources needed to add them to online catalogs. Reasons are given for including websites in online catalogs such as timeliness and geographic specificity. A historical overview of Choice Reviews, wikis, and web-based sources of websites is given along with an overview of Minnesota state resources from the point of view of using them as collection development tools for finding web resources. Social work librarians in the state were surveyed about their websites selection processes and the authors conducted time/cost studies of cataloging of online web resources. Findings were that librarians had little time to seek out websites and relied on Choice reviews to keep abreast of new and changing sites. Sources from the library literature and logs of staff time for cataloging of websites were used to approximate the costs of providing access. Although the cost/time study applied only to one library, the methodology and findings can be applied in almost any discipline and different types and sizes of libraries. While budgetary hardships will make librarians think hard about adding free resources to their catalogs, this chapter helps to quantify the necessary resources, implications, and reasons for inclusion of free web resources in online catalogs.

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Librarianship in Times of Crisis
Type: Book
ISBN: 978-1-78052-391-0

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Book part
Publication date: 16 September 2021

Melora Sundt and Leslie Wheaton

What contributes to US professional doctoral student success in the online space is the subject of this chapter. The online doctoral student occupies two underserved categories of…

Abstract

What contributes to US professional doctoral student success in the online space is the subject of this chapter. The online doctoral student occupies two underserved categories of higher education students: doctoral students and online students, both of which have historically low graduation rates (Bawa, 2016; Stone, 2017). A number of US online doctoral programs have significantly higher graduation rates than normal, demonstrating that it is possible to create highly successful online doctoral programs. In this chapter, we apply the R. E. Clark and Estes (2008) conceptual framework of human performance to understanding the factors contributing to doctoral student success in online programs. We look at three stakeholder groups, faculty, staff, and students, and review the factors and solutions that could allow each group to contribute to doctoral student success. This review of the literature is informed by examples drawn from two online professional doctoral programs for which the authors either designed and taught courses, and chaired dissertations, or were enrolled in as a student.

Book part
Publication date: 19 March 2013

Andrew Doig and Steve Hogg

‘I like the fact that it's simple; I like the fact that it's not too complicated, and I think that whoever developed it, developed it with the people in mind’. Blended learning…

Abstract

‘I like the fact that it's simple; I like the fact that it's not too complicated, and I think that whoever developed it, developed it with the people in mind’. Blended learning master's student talking about Solent Online Learning.The authors carried out an extended project aimed at making effective use of the Virtual Learning Environment (VLE) for the delivery of high-quality online distance and blended learning. This was in response to a greater demand for such courses through the emergence of a new constituency of learner, principally professional learners, those already in employment but seeking to improve their level of qualification and employability through the study of flexibly delivered credit bearing courses. The growth of this constituency can be seen very much as a response to the changes to the funding structure in the higher education sector in the UK. To this end, the authors worked within a team that developed an approach to effective course design, the Solent Online Learning Standard, and then a new methodology for collaborating with academic staff in the development and delivery of such courses. In order to best facilitate this, the team also created a new instance of its institutional VLE, called Solent Online Learning and tailored more to the needs of these new professional learners.

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Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Type: Book
ISBN: 978-1-78190-515-9

Book part
Publication date: 15 May 2023

Neema Florence Vincent Mosha and Edith Talina Luhanga

In 2020, the Covid-19 pandemic resulted in full or partial lockdowns of higher education institutions (HEIs) in most countries worldwide. On the other hand, HEIs around the world…

Abstract

In 2020, the Covid-19 pandemic resulted in full or partial lockdowns of higher education institutions (HEIs) in most countries worldwide. On the other hand, HEIs around the world were faced with the difficult questions of how to continue to provide training, learning and research activities to students during outbreaks, epidemics and pandemics. Online and blended learnings are relatively new modes of teaching and learning activities which enable HEIs to offer either online only or a combination of online and physical-based programs of study respectively. Adoption of such learning practices helped ensure continued HEIs operations during outbreaks, epidemics and pandemics. However, there are HEIs which still have no or limited investment in online and blended learning. This chapter outlines the different models of online and blended learning that HEIs can adopt, demystify the benefits, values and challenges posed by these models, necessary infrastructure including information and communication technologies (ICTs) as well as required staff and student support services to ensure effective and efficient uptake and usage. It further shows that with a deliberate initial investment in the necessary infrastructure, staff and student support services, the resources of and potential for online and blended programs can be enormous. It also outlines remote learning models that HEIs can adopt, how to support students’ readiness for online and blended learning, the benefits and challenges posed by employing online and blended learning in HEIs and the necessary infrastructure and support services.

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Pandemic Pedagogy: Preparedness in Uncertain Times
Type: Book
ISBN: 978-1-80071-470-0

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Book part
Publication date: 6 May 2003

Donna K Meyer

When a new student enrolls in his/her first class, the ELRC emails a welcome letter outlining the services and resources available to NCU students. The welcome letter includes…

Abstract

When a new student enrolls in his/her first class, the ELRC emails a welcome letter outlining the services and resources available to NCU students. The welcome letter includes information on how to access the virtual library site and how to contact a reference librarian. A new student receives the link to the ELRC after establishing a user name and password. The ELRC produces a Learning Resources Handbook, available on the website or in hardcopy upon request. The manual outlines policies and procedures, and introduces resources available through the ELRC. The website provides research tips and how-to pages on database use, Internet searching, research guides, links to online catalogs, general reference tools, Dissertation Center, and FAQs. Additional online tutorials cover study skills and information for students new to the Internet. The Dissertation Center includes strategies on dissertation research, formatting guides, writing resources, dissertation tutorials, and links to other dissertation resources. Course-related subject guides provide links to resources of interest to those enrolled in a particular course. Mentors or students may suggest sites through “Add-a-Resource,” an online form. Learner Affairs and the ELRC provide step-by-step orientation to the web site via telephone to students requesting assistance.

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Advances in Library Administration and Organization
Type: Book
ISBN: 978-1-84950-206-1

Book part
Publication date: 22 November 2018

Regina Obexer

Whilst online and blended learning approaches are now widely used by many higher education institutions, the extent and depth of eLearning implementation often depend more on the…

Abstract

Whilst online and blended learning approaches are now widely used by many higher education institutions, the extent and depth of eLearning implementation often depend more on the efforts of enthusiastic individual lecturers rather than effective institution-wide strategies. Innovation is thus frequently restricted to local settings and the enrichment of existing educational approaches rather than radically questioning current paradigms and creating new ways of delivering education. In recent years, there has been more urgency in calling for a deeper re-thinking of how higher education can be made more flexible, scalable and individualised not only at the level of courses but in a systemic and strategic way. This article describes a strategic approach to implementing blended learning at Management Center Innsbruck in Austria. I argue that the whole-of-programme approach taken in this case is an effective way to strategically introduce sustainable and scalable blended learning, and thus not only respond to but actively shape the disruption brought about by online education.

Abstract

Details

Advances in Librarianship
Type: Book
ISBN: 978-0-12024-617-5

Book part
Publication date: 19 May 2015

Kathy-ann Daniel-Gittens and Tina Calandrino

This chapter provides guidelines and strategies for higher education faculty and faculty developers who wish to implement inquiry-based teaching models online. The chapter focuses…

Abstract

This chapter provides guidelines and strategies for higher education faculty and faculty developers who wish to implement inquiry-based teaching models online. The chapter focuses on two specific inquiry-based (IB) instructional models: guided and open inquiry as these two models are considered more relevant to higher education students. The chapter will present validated processes for implementing IB teaching models and consider how these processes can be authentically replicated in online learning environments. The chapter will also examine issues and challenges involved in implementing IB teaching models online. Grounded in the challenges that faculty face in translating their instructional practice in online environments, the chapter suggests strategies and interactive tools to scaffold and model IB learning in online environments.

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Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-847-2

Book part
Publication date: 20 November 2023

Tahani Aldosemani

HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by…

Abstract

HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by focusing on interactive activities, discussions, and collaboration. It also allows learners to collaborate effectively and flexibly as a community, providing peer support and opportunities for authentic dialogue and learning experiences. HyFlex course design provides the opportunity for transformative learning through its ability to offer personalized educational experiences to individuals. It facilitates greater customization of the learning experience, allowing individual learners to access tailored educational modules, offer personalized educational experiences to individuals, and effectively develop and build independent and critical thinking skills. This conceptual review, supported by implications from HyFlex literature and triangulated with experts' views undertaking a Delphi study, facilitates understanding the current state of research in HyFlex course design and future application strategies. Existing research has identified HyFlex courses as a promising means of engaging students in active learning. Allowing students to learn through flexibly predesigned mixed online and in-person experiences enables higher levels of student autonomy and supports students in taking more ownership of their learning. This approach can facilitate an understanding of how HyFlex courses can improve active learning practices in higher education. The review study findings identify the reported alignment issues and challenges, suggest four strategies and actions for policymakers and stakeholders, and provide a suggested research agenda for bridging identified research gaps.

Future research can provide evidence of the benefits of HyFlex course design and how flexible course design can address the challenges of traditional face-to-face courses, such as reduced student engagement, lack of student-centered approaches, and limited support for different learning styles. Further research can focus on strategies that can be used to promote active learning in HyFlex courses. Moreover, research can investigate how this kind of course design can equip educators with the skills and knowledge needed to design and implement effective and meaningful active learning experiences. Finally, research can assess the potential impact of HyFlex course design on student outcomes, including performance, satisfaction, and engagement.

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Active and Transformative Learning in STEAM Disciplines
Type: Book
ISBN: 978-1-83753-619-1

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Book part
Publication date: 27 January 2012

Michael Mays

Online testing offers many advantages for classroom management and learning: ease of grading, immediate feedback, robust question types, integration of technology such as graphing…

Abstract

Online testing offers many advantages for classroom management and learning: ease of grading, immediate feedback, robust question types, integration of technology such as graphing utilities or specialized applets, and multimedia integration (e.g., questions based on detailed images or video files). It also offers many opportunities for misbehavior, such as misrepresentation (e.g., taking a test for someone else), sharing information between testing sessions, or inappropriate access of online resources during the test. We consider potential tools available in course management systems that can help, and also mention other available resources. With online testing, it is easier for students to save copies of testing materials, which find their way to social web sites. Fortunately, many course management systems allow the possibility of randomization, either by choosing one of several alternate questions on a given topic, or preparing calculated questions in which a parameter is allowed to vary over a specified range of values.

Details

Misbehavior Online in Higher Education
Type: Book
ISBN: 978-1-78052-456-6

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