With constant explorative research on educational technologies, it remains important to have a detailed understanding of the implementation of these innovations. Cases on Educational Technology Implementation for Facilitating Learning blends together vital research and advancements on educational technologies into one comprehensive collection; while structuring the information to make it accessible for implementation into the classroom. Academics, professors, and educators will find this casebook especially useful for integrating new aspects of technology into their programs.

The Internet is increasingly being used in higher education in several countries in the last decade, resulting in online, blended, and web-enhanced course offerings for students. Instructors who experiment with computer-mediated communication tools like discussion forums, chat rooms, and blogs to facilitate course discussions struggle to combine both online and classroom discussions effectively. This book presents two models for the integration of online discussions into the classroom to enhance student learning. Based on qualitative research in two university courses that used Blackboard, several benefits of these two models for instructors and students with different teaching and learning styles are discussed in this book. It also provides insight into the role of instructional design, instructor participation, and instructor feedback in web-enhanced instruction. This book contains strategies for effectively using and facilitating asynchronous online discussions that will be of special interest to teachers, educators, practitioners, trainers, educational technologists, and curriculum designers seeking to design and implement blended instruction.

The interest in and demand for online terminal degress across disciplines by professionals wishing to conduct research and fulfill doctoral degree requirements at a distance is only increasing. But what these programs look like, how they are implemented, and how they might be evaluated are the questions that challenge administrators and pedagogues alike. This book presents a model for a doctoral program that bridges theory, research, and practice and is offered completely or largely online. In their described program model, Kumar and Dawson enable researching professionals to build an online communtiy of inquiry, engage in critical discourse within and across disciplines, learn from and with experts and peers, and generate new knowledge. Their program design is grounded in the theoretical and research foundations of online, adult, and doctoral education, curriculum design and community-building, implementation and evaluation. The authors, who draw on their experience of implementing a similar program at the University of Florida, not only share data collected from students and faculty members but also reflect on lessons learned working on the program in diverse educational contexts. An important guide for program leaders who wish to develop and sustain an online professional doctorate, An Online Doctorate for Researching Professionals will also be a valuable resource for higher education professionals seeking to include e-learning components in existing on-campus doctoral programs.