Creating Transformative Online Communities in Higher Education provides a practical approach for building authentic learning experiences into the design and delivery of online teaching and learning systems. Combining three conceptually related ideas-complexity theory, transformative learning, and the Community of Inquiry-this novel, highly applicable framework enables instructors to create compelling virtual learning experiences for students. As higher education faculty, instructional designers, and graduate students shift from presenting information to creating experiences, the book offers an evidence-based disruption of the current thinking on and practice of course design.

Creating Transformative Online Communities in Higher Education provides a practical approach for building authentic learning experiences into the design and delivery of online teaching and learning systems. Combining three conceptually related ideas-complexity theory, transformative learning, and the Community of Inquiry-this novel, highly applicable framework enables instructors to create compelling virtual learning experiences for students. As higher education faculty, instructional designers, and graduate students shift from presenting information to creating experiences, the book offers an evidence-based disruption of the current thinking on and practice of course design.

This book explores issues related to people, policy, and places of teaching and learning resulting from the trend towards dual and multi-mode provision of distance education. It explores reasons for the trend as well as some of the opportunities and challenges which may arise. In many developing countries, demand for higher education provision outstrips the supply of full-time places; while in many developed countries the cost of full-time provision means that distance and online provision may be more accessible than full-time provision. At the same time, the growing use of online learning platforms has generally resulted in more flexible forms of provision. Consequently, an increasing number of higher education institutions now offer dual (contact and distance or online) or multi-mode (contact and distance and online and other) forms of provision. This volume helps to navigate this changing distance education landscape. The chapters in this book were originally published in Distance Education.

Education as a concept has long been taken for granted. Most people immediately think of schools and colleges, of classes and exams. This volume aims to highlight non-formal education (NFE) in its various forms across different historical and cultural contexts. Contributors draw upon their experience as educators and researchers in comparative education and sociology to elucidate, compare, and critique NFE in Asia, Europe, Latin America, and the USA. By mapping out NFE's forms, functions, and dynamics, this volume gives us the opportunity to reflect on the myriad iterations of education to challenge preconceived limitations in the field of education research. Only by expanding the focus beyond that of traditional schooling arrangements can we work towards a more sustainable future and improved lifelong learning. This book will appeal to researchers interested in non-formal education and comparative education.

Challenging the current understandings of equity and social justice in the field of online education, The Hidden Curriculum of Online Learning analyses how cultural hegemony creates unfair learning experiences through cultural differences. It argues that such inequitable learning experiences are not random acts but rather represent the existing inequities in society at large through cultural reproduction. Based on an ethnographic work, the book discusses the concept of social absence (in relation to social presence) to discuss how individuals perform their identities within group contexts and to create awareness of social justice issues in online education. It draws upon critical pedagogy and cultural studies to show that while online learning spaces are frequently promoted by local or federal governments and higher education institutions as overwhelmingly inclusive and democratic, these premises do not operate with uniformity across all student cohorts. The Hidden Curriculum of Online Learning It will be of great interest to academics, post-graduate students, and researchers in the fields of digital learning and inclusion, education research, and cultural studies.

This book will prepare academic professionals and policymakers to: * understand the key trends in learning and how these trends impact the workplace and workforce in the decade ahead; * reimagine a modern learning ecosystem, with a strategic vision supported by stakeholders from all three constituencies (individuals, organizations, and policy makers); * leverage the potential to make a difference in education by discovering, and elevating game changing initiatives; * evaluate the global scenarios, cases and good practices and adapt it to their local contexts; and * outline elements of a clear strategy, with locally relevant priorities identified, a phased approach efficiently executed, with measurement and accountability for results.

This book will prepare academic professionals and policymakers to: * understand the key trends in learning and how these trends impact the workplace and workforce in the decade ahead; * reimagine a modern learning ecosystem, with a strategic vision supported by stakeholders from all three constituencies (individuals, organizations, and policy makers); * leverage the potential to make a difference in education by discovering, and elevating game changing initiatives; * evaluate the global scenarios, cases and good practices and adapt it to their local contexts; and * outline elements of a clear strategy, with locally relevant priorities identified, a phased approach efficiently executed, with measurement and accountability for results.

Winner of the Outstanding Publication Award - Book by AECT's Culture, Learning, and Technology Division! ICT and International Learning Ecologies addresses new ways to explore international, comparative, and cultural issues in education and technology. As today's development orthodoxies push societies around the world to adopt imported information communication tools, new approaches are needed that integrate cultural responsiveness, autonomy, and sustainability into technology-enhanced learning. This edited collection conceptually and methodologically reframes the complexities of teaching and learning in historically marginalized communities around the world, where inequities are often exacerbated by one-size-fits-all programs. Graduate students and researchers of educational technology, international/comparative education, and sustainability education will be better prepared to lead information and communication technologies (ICT) implementation across a range of contexts and learner identities.

ICT and International Learning Ecologies addresses new ways to explore international, comparative, and cultural issues in education and technology. As today's development orthodoxies push societies around the world to adopt imported information communication tools, new approaches are needed that integrate cultural responsiveness, autonomy, and sustainability into technology-enhanced learning. This edited collection conceptually and methodologically reframes the complexities of teaching and learning in historically marginalized communities around the world, where inequities are often exacerbated by one-size-fits-all programs. Graduate students and researchers of educational technology, international/comparative education, and sustainability education will be better prepared to lead information and communication technologies (ICT) implementation across a range of contexts and learner identities.

Microlearning in the Digital Age explores the design and implementation of bite-sized learning and training in technology-enabled environments. Grounded in research-based best practices and a robust, eight-dimensional framework, this book applies the latest developments in mobile learning, social media, and instructional/multimedia design to one of today's most innovative and accessible content delivery systems. Featuring experts from higher education, information technology, digital gaming, corporate, and other contexts, this comprehensive guide will prepare graduate students, researchers, and professionals of instructional design, e-learning, and distance education to develop engaging, cost-effective microlearning systems.

Microlearning in the Digital Age explores the design and implementation of bite-sized learning and training in technology-enabled environments. Grounded in research-based best practices and a robust, eight-dimensional framework, this book applies the latest developments in mobile learning, social media, and instructional/multimedia design to one of today's most innovative and accessible content delivery systems. Featuring experts from higher education, information technology, digital gaming, corporate, and other contexts, this comprehensive guide will prepare graduate students, researchers, and professionals of instructional design, e-learning, and distance education to develop engaging, cost-effective microlearning systems.

-Includes positive perspectives on the potential and opportunities of digital learning and new assessments to promote learning and engage learners in ways not previously available; -Explores the broader social contexts and policy issues surrounding implementation, including as these relate to teacher and student roles and dispositions; -Extends to the nature of digital learning assessments as they pertain to International Large-Scale Assessments (e.g. PISA), national testing, and the emergence of online/app based formative assessments, and their subsequent utilization in schooling systems for policy, accountability and improved teaching and learning outcomes.

-Includes positive perspectives on the potential and opportunities of digital learning and new assessments to promote learning and engage learners in ways not previously available; -Explores the broader social contexts and policy issues surrounding implementation, including as these relate to teacher and student roles and dispositions; -Extends to the nature of digital learning assessments as they pertain to International Large-Scale Assessments (e.g. PISA), national testing, and the emergence of online/app based formative assessments, and their subsequent utilization in schooling systems for policy, accountability and improved teaching and learning outcomes.

As the online world of creative writing teaching, learning, and collaborating grows in popularity and necessity, this book explores the challenges and unique benefits of teaching creative writing online. This collection highlights expert voices who have taught creative writing effectively in the online environment, to broaden the conversation regarding online education in the discipline, and to provide clarity for English and writing departments interested in expanding their offerings to include online creative writing courses but doing so in a way that serves students and the discipline appropriately. Interesting as it is useful, Theories and Strategies for Teaching Creative Writing Online offers a contribution to creative writing scholarship and begins a vibrant discussion specifically regarding effectiveness of online education in the discipline.

As the online world of creative writing teaching, learning, and collaborating grows in popularity and necessity, this book explores the challenges and unique benefits of teaching creative writing online. This collection highlights expert voices who have taught creative writing effectively in the online environment, to broaden the conversation regarding online education in the discipline, and to provide clarity for English and writing departments interested in expanding their offerings to include online creative writing courses but doing so in a way that serves students and the discipline appropriately. Interesting as it is useful, Theories and Strategies for Teaching Creative Writing Online offers a contribution to creative writing scholarship and begins a vibrant discussion specifically regarding effectiveness of online education in the discipline.

Blended Basic Language Courses: Design, Pedagogy, and Implementation examines lower-division blended courses in fifty-two second language programs at U.S. colleges and universities. Drawing upon a large-scale original study of language faculty, instructors, program directors, and students who have experience with blended classes of thirteen languages other than English, this volume provides new information about the breadth of blended course designs and implementation strategies in use in basic language programs. The mixed-methods study, conducted with surveys and interviews, recommends ways that institutions, departments, and instructors can make the most of digital pedagogy to support student learning, both in officially blended courses and at all levels of technological integration, from fully face-to-face to fully online.

This edited collection helps those teaching religion in higher education utilize technology to increase student learning both inside and outside of the classroom. Recent times have seen major technological shifts that have important implications for how religion is taught at a post-secondary level. Providing multiple perspectives on a range of topics-including social media use and interactive classroom learning -this book presents a series of original case studies and insights on how technology can be used in religion classes in higher education to improve student learning.

Challenging the assumption that access to technology is pervasive and globally balanced, this book explores the real and potential limitations placed on young people's literacy education by their limited access to technology and digital resources. Drawing on research studies from around the globe, Stories from Inequity to Justice in Literacy Education identifies social, economic, racial, political and geographical factors which can limit populations' access to technology, and outlines the negative impact this can have on literacy attainment. Reflecting macro, meso and micro inequities, chapters highlight complex issues surrounding the productive use of technology and the mobilization of multimodal texts for academic performance and illustrate how digital divides might be remedied to resolve inequities in learning environments and beyond. Contesting the digital divides which are implicitly embedded in aspects of everyday life and learning, this text will be of great interest to researchers and post-graduate academics in the field of literacy education.

This book is an investigation into the role which social presence and identity play in online learning environments. Scholars across disciplines have grappled with the questions of what it means for a person to be and to interact online. In the context of online learning, these questions reflect specific concerns related to how well people can learn in a setting limited to mediated interactions and lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each other if they are separated by space and, in many instances, time? These concerns are related to social presence and identity, both of which are complex, multi-faceted, and closely interrelated constructs. The chapters in this book consider how online learning has developed and changed over time in terms of technology, pedagogy, and familiarity. Collectively these chapters show the diverse ways that educational researchers have explored social presence and identity. They also highlight some of the nuanced concerns online educators might have in these areas. This book was originally published as a special issue of Distance Education.

Originally published in 1982 this volume provides nine case studies of particular distance teaching universities in Canada, China, Cost Rica, Germany, Israel, Pakistan, Spain, Venezuela and the UK. These universities were mainly founded in the 1970s to teach only at a distance. The book considers the provision of distance education by universities in general and the development and characteristics of the distance teaching universities in particular. Chronicling the emergence of new university structures between 1971-1981, the book also provides an appraisal of their performance in the early years.

Originally published in 1981 this volume provides a detailed analysis of the factors - strategic, pedagogic, operational, organisational and financial -which should be taken into account in the planning and running of large-scale, centralised distance education systems at the higher education level. The book uses evidence drawn from Open University type institutions in Canada, Costa Rica, Germany, Iran, Israel, Pakistan, Spain, Sri Lanka, Venezuela and the UK.

Originally published in 1986, The Planning and Management of Distance Education examines the problems faced by those who are setting up and managing distance education systems of various kinds. The book begins by considering definitions of distance education and various models which can be used to describe and understand distance education systems. The second chapter considers various general education models and relates these to distance education. The concepts introduced in the first two chapters form a background to the rest of the book. The next section looks at the aspirations of those setting up distance education systems, the economics and costs of such systems, and the process of planning a distance education system from scratch (chapters 3-5). Chapters 6-11 consider aspects of planning and management - organisation, staffing, planning, budgeting, the management of the academic processes related to materials development and the provision of local student services, production management (the management of materials production and distribution), operations management (the management of the delivery of student services) - and the impact of new technology on production and operations management, and finally, evaluation. The short concluding chapter draws together some of the themes running through the book.