This book explores emerging practices in distance education that have been facilitated by the development of educational technology. The volume examines core themes in distance education including online education at scale, embodiment in online environments, connectivity in online education and the personalisation of learning experiences within online education. The first section of the book examines online teaching tools, and explores how they are being used to enhance and promote student learning. The second looks at some of the broader challenges encountered by online teachers and those responsible for designing online learning material. While this volume will be of significant interest to distance learning universities and colleges, it will also be a valuable resource to traditional Higher Education Institutions, who are increasingly searching for innovative ways to reach and teach their students. This edited collection will be of value to scholars of online education as wellas practitioners and policy makers looking to enrich their notions of online pedagogy.
Rezensionen / Stimmen
"I found this volume helpful. As the director of a completely online graduate program in biblical studies and Christian leadership, I recognize the growing challenge of developing online learning experiences that are academically rigorous while also developing spaces for relational connection and personal growth." (Rob O'Lynn, The Wabash Center Journal On Teaching, Vol. 1 (1), 2020)
"Creativity and Critique in Online Learning is recommended for a broad audience of educators. It contains useful information for teachers who are currently involved in online teaching, scholars, and policymakers in online education, as well as teachers practicing a traditional form of education and looking for interesting and innovative ways to make their subjects more appealing to contemporary students. . the book presents online teaching in an unbiased manner." (Saortua Marbun, Reflective Teaching, wabashcenter.wabash.edu, December 13, 2018)
Auflage
Softcover Reprint of the Original 1st 2018 ed.
Sprache
Verlagsort
Verlagsgruppe
Springer International Publishing
Zielgruppe
Illustrationen
12
12 s/w Abbildungen
XXIII, 278 p. 12 illus.
Maße
Höhe: 210 mm
Breite: 148 mm
Dicke: 17 mm
Gewicht
ISBN-13
978-3-030-08668-8 (9783030086688)
DOI
10.1007/978-3-319-78298-0
Schweitzer Klassifikation
Jacqueline Baxter is Senior Lecturer and Associate Professor of Public Policy and Management at The Open University Business School, UK. Her research interests lie in the areas of public governance trust and accountability, particularly in the realm of education.
George Callaghan is an economist with the Open University, UK. He is a Senior Fellow of the Higher Education Academy, teaches personal finance and economics and has published in the field of learning and teaching.
Jean McAvoy is Senior lecturer and Director of Teaching in the School of Psychology at the Open University, UK. Her areas of interest focus on processes of subjectification and the production of subjectivities.
Chapter 1. Introduction to Chapters: Creativity and Critique in Online Teaching and Learning: Innovations in Online Pedagogy; Jacqueline Baxter, George Callaghan and Jean McAvoy.- Chapter 2. The Context of Online Teaching and Learning: Neoliberalism, Marketization and Online Teaching; Jacqueline Baxter, George Callaghan and Jean McAvoy.- Chapter 3. Creating Spaces for Learning: Online Forums; Rachel Manning and Donna Smith.- Chapter 4. Making Online Teams Work; Helen Kaye and Jane Barrett.- Chapter 5. Facebook and Informal Learning; George Callaghan and Ian Fribbance.- Chapter 6. Creativity, Criticality and Engaging the Senses in Higher Education: Creating Online Opportunities for Multisensory Learning and Assessment; Stefanie Sinclair.- Chapter 7. That's Cheating: The (Online) Academic Cheating 'Epidemic' and What We Should Do About It; David J. Pell.- Chapter 8. The Challenges of Massive Open Online Courses (MOOCs); Graham Pike and Hannah Gore.- Chapter 9. Student Connections: Livestreaming and Creating Community via an Annual Student Conference; Karen Foley and Ian Fribbance.- Chapter 10. Supporting Team Teaching of Collaborative Activities in Online Forums: A Case Study of a Large Scale Module; Paige Cuffe and Jean McAvoy.- Chapter 11. Values, Identity and Successful Online Teaching Relationships; Michelle Oldale and Madeleine Knightley.- Chapter 12. The Move to Online Teaching: A Head of Department's Perspective; Diane Preston.- Chapter 13. The Future of Online Teaching and Learning and an Invitation to Debate; George Callaghan, Jacqueline Baxter and Jean McAvoy
