- What are the links between theory and practice in the area of online learning in higher education?
- What are the strengths and weaknesses of the online approach?
- How can online learning be used to enhance the student experience?
This book provides the first critical evaluation of theory and practice in online learning and teaching in higher education. It also provides a critique of online learning for all those working in a higher education setting. It examines the online approach in the context of the internet age and global higher education, examining changes in distance learning as well as how online learning is affecting mainstream mass higher education. Practical examples throughout the book allow the reader to:- Understand quality issues with regard to online learning
- Design appropriate courses
- Create stimulating online learning environments
- Transform learning methods
- Adapt and develop strategies to enhance online teaching practice
Online Learning and Teaching in Higher Education is key reading for lecturers, managers and policy makers in the higher education sector.
Table of Contents:
Chapter One: Drivers to online learning I. Social and political change
II.Technical and intellectual challenges
III.Technological and institutional change
IV.Influence of USA and Australia + Northern Europe
V.Mass Higher Education
VI.IT Skills
VII.Students’ lifestyles
VIII.Part time to full time work
IX.International HE Market
X.Web / Internet growth
XI.Dearing Report/ Harris Lifelong Learning
XII.JISC
Chapter Two: Where to begin with online learning
I.What technology is available and desirable
II.Orientating to online learning – staff preparation
III.Identifying student suitability for online learning
IV.Pre-assessment of self
V.Learning styles and online learning
VI.Role of personal tutor
VII.Androgogy
VIII.Modes and levels
IX.Learning philosophies
X.Attitudes towards IT
XI.Possibilities
XII.Deep and surface learning
Chapter Three: Institutional and regulatory issues
I.Assessment/ examination
II.Attendance
III.Boundaries
IV.Online submission
V.External examination
VI.Plagiarism
VII.Quality assurance
VIII.Online information Sources – e.g electronic journals
IX.Regulations
X.Intellectual property
XI.Institutional checklist for learning projects
Chapter Four: Design of Online Learning Environments
I.Influence of SENDA on practice and learning
II.Technical design
III.Structuring the environment
IV.Special interest/ Subject/ professional interest
V.Navigation
VI.Time management
VII.Replicating environments classroom activity
VIII.Structuring the environment
IX.Learning spaces
X.Learning communities
XI.MLE/VLE
XII.Consistency of Design
XIII.Managing large groups
Chapter Five: Learning Methods
I.Distance versus blended approaches
II.Asynchronous conferences
III.Synchronous conferences
IV.PowerPoint
V.Video and audio
VI.Simulations
VII.Virtual classrooms
VIII.Factors restricting choice e.g. bandwidth
IX.Conclusion the challenge of meshing technology with teaching
Chapter Six: Applying online learning in Higher education
I.Lectures
II.Seminars/small groups
III.Dissertations and projects
IV.Action learning
V.Problem based learning
VI.Workbased based learning
VII.Tutorial support
VIII.Assessment methods
Formative summary essays, exams and multiple-choice questions
Index.
About the Author :
Shirley Bach
Is Head of division of graduate studies in the Institute of Nursing and Midwifery at the University of Brighton. Her academic studies have focused on psychology applied to health She has extensive teaching experience in HE and has explored the potential of online learning since the mid 1990s.
Philip Haynes
From 2000-2002 he was seconded to the Learning Technology Support Unit, University of Brighton. Since 2002 he has worked in various school management roles. His previous publications include Managing Complexity in the Public Services and he has contributed to a number of journals, including Active Learning in Higher Education.
Jennifer Lewis Smith
Is head of rehabilitation and health science within the Institute of health and community studies at Bournemouth University She has a strongly established background as a clinical practitioner and educator in occupational therapy prior to leading project developments in online learning from the mid 1990s and undertaking practice based research in this area.
