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The Virtual Student: A Profile and Guide to Working with Online Learners

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Efnisyfirlit

  • Front Matter
    • Dedication
    • PREFACE WHY FOCUS ON THE LEARNER?
      • Pedagogy, Andragogy, or Heutagogy?
      • Becoming Truly Learner-Focused
      • Audience for the Book
      • Online Learning Across Disciplines
      • The Corporate Student
      • Organization of Contents
      • Acknowledgments
    • ABOUT THE AUTHORS
  • PART ONE A PROFILE OF THE VIRTUAL STUDENT
    • CHAPTER ONE WHO IS THE VIRTUAL STUDENT?
      • Satisfaction With Online Learning
      • A Portrait Of The Successful Virtual Student
      • Does This Represent The Ideal?
      • Addressing The Needs Of The Virtual Student
      • Concluding Thoughts
        • TABLE 1.1. LEARNER-FOCUSED INSTRUCTIONAL TECHNIQUES TO SUPPORT ONLINE LEARNERS.
    • CHAPTER TWO THE STUDENT SIDE OF ONLINE LEARNING COMMUNITIES
      • Defining The Online Learning Community
      • The Role Of The Learner In Forming The Online Community
        • Openness
        • Flexibility and Humor
        • Honesty
        • Willingness to Take Responsibility for Community Formation
        • Willingness to Work Collaboratively
      • Maximizing Interaction
      • Expressing Content Without Sacrificing Interaction
      • Concluding Thoughts
        • TABLE 2.1. INSTRUCTIONAL TECHNIQUES FOR FACILITATING STUDENT RESPONSIBILITY IN ONLINE LEARNING COMMUNITIES.
    • CHAPTER THREE LEARNING STYLES
      • Defining Learning Styles
      • Addressing Different Learning Styles
        • Offering Different Types of Activities
          • One-Alone Activities.
          • One-to-One Activities.
          • One-to-Many Activities.
          • Many-to-Many Activities.
        • Matching and Mismatching Learning Styles
        • Engaging Adult Learners Online
        • Collaborating, Complementing, Integrating
      • Concluding Thoughts
        • TABLE 3.1. ONLINE INSTRUCTIONAL TECHNIQUES TO ADDRESS VARIOUS LEARNING STYLES.
    • CHAPTER FOUR GENDER, CULTURE, LIFESTYLE, AND GEOGRAPHY
      • Cultural Issues
      • Gender Issues
      • Geographical Issues
      • Issues Of Religion And Spirituality
      • Issues Of Literacy And Disability
      • The Digital Divide
      • Concluding Thoughts
        • TABLE 4.1. INSTRUCTIONAL TECHNIQUES FOR NARROWING THE DIGITAL DIVIDE.
    • CHAPTER FIVE WHAT THE VIRTUAL STUDENT NEEDS
      • A Connection To The Institution: The Missing Link
      • Technological Issues And Support
      • Integrating Student Services Into Online Courses And Programs
        • EXHIBIT 5.1. EXAMPLE OF A STUDENT SERVICES WEBSITE.
      • To Charge Or Not To Charge? That Is The Question!
      • Developing Appropriate Policies
      • Basic Writing Skills And Tutoring Services
      • Quality Is The Key
      • Dealing With The Needs Of The Neediest Students
      • Concluding Thoughts
        • TABLE 5.1. NEEDS OF THE VIRTUAL STUDENT AND INSTITUTIONAL RESPONSES.
  • PART TWO A GUIDE TO WORKING WITH THE VIRTUAL STUDENT ISSUES, CONCERNS, AND STRATEGIES
    • CHAPTER SIX DESIGNING A GOOD STUDENT ORIENTATION
      • Before Getting Started
      • Elements Of A Good Orientation
        • Internet Basics
        • Basic Computer Skills
        • What Makes a Successful Online Learner
        • Differences Between Face-to-Face and Online Courses
        • Interactions Between Instructor and Students and Among Students
        • How to Give Feedback to Other Students
        • Appropriate Interaction and Communication
        • How to Get Help
      • Incorporating Orientation Into The Online Class
        • EXHIBIT 6.1. SAMPLE WELCOME PAGE SHOWING COURSE ORIENTATION MATERIALS.
      • Concluding Thoughts
        • EXHIBIT 6.2. SAMPLE COURSE INFORMATION PAGE.
        • EXHIBIT 6.3. SAMPLE CLASS POLICIES AND PROCEDURES PAGE.
        • EXHIBIT 6.4. SAMPLE COMPUTER REQUIREMENTS PAGE.
        • EXHIBIT 6.5. SAMPLE PARTICIPATION GUIDELINES PAGE.
        • TABLE 6.1. ADDRESSING THE ORIENTATION NEEDS OF THE VIRTUAL STUDENT.
    • CHAPTER SEVEN TIME AND COMMITMENT
      • Basics Of Time Management
      • Setting Goals
      • Setting Priorities
        • Not Important or Urgent
          • FIGURE 7.1. PRIORITIZING TIME COMMITMENTS.
        • Not Important but Urgent
        • Important but Not Urgent
        • Important and Urgent
      • Budgeting Time For Studying And Interacting Online
        • Unimportant Things Done Poorly
          • FIGURE 7.2. BUDGETING TIME EFFICIENTLY AND EFFECTIVELY.
        • Important Things Done Poorly
        • Unimportant Things Done Well
        • Important Things Done Well
      • Avoiding Overload
      • How To Get Commitment And Buy-In
      • Concluding Thoughts
        • TABLE 7.1 TIME MANAGEMENT AND ONLINE LEARNING.
    • CHAPTER EIGHT ASSESSMENT AND EVALUATION
      • Assessment Of Student Performance
        • Learner-Centered
        • Teacher-Directed
          • EXHIBIT 8.1. SAMPLE GRADING RUBRIC FOR ONLINE DISCUSSION.
        • Mutually Beneficial
        • Formative
        • Context-Specific
        • Ongoing
        • Firmly Rooted in Good Practice
          • TABLE 8.1. ALIGNING LEARNING OBJECTIVES WITH ASSESSMENT.
      • Course Evaluation
      • A Few Words About Plagiarism And Cheating
      • Concluding Thoughts
        • TABLE 8.2. SUGGESTIONS FOR EMBEDDING ASSESSMENT AND EVALUATION INTO AN ONLINE COURSE.
    • CHAPTER NINE LEGAL ISSUES AND THE VIRTUAL STUDENT
      • Who Owns My Work?
      • Can I Say What I Really Want To?
      • Use Of Student Work In Faculty Research
      • Training Students In Copyright And Intellectual Property Issues
      • Making Students An Integral Part Of The Process
      • Concluding Thoughts
        • TABLE 9.1. ADDRESSING LEGAL CONCERNS IN THE ONLINE CLASSROOM.
    • CHAPTER TEN ATTRITION, RETENTION, AND GROUP SIZE
      • Stopping The Exodus: Remembering What Students Need To Succeed
        • Access to Technology and the Skills to Use It
        • Open-Mindedness About Sharing Personal Details
        • Ease with the Online Environment
        • Willingness to Commit the Necessary Time
        • Critical Thinking Ability
        • Reflective Ability
        • Belief That High-Quality Learning Can Happen Anywhere and Anytime
      • STEPS TO TAKE TO IMPROVE RETENTION
        • Ensure Greater Interactivity and Community Building
        • Control Group Size
        • Recognize That Not All Students (or Faculty) Belong in the Online Classroom
      • Collaboration + Presence + Community = Quality
        • FIGURE 10.1. ELEMENTS OF A HIGH-QUALITY ONLINE COURSE OR PROGRAM.
        • TABLE 10.1. IMPROVING QUALITY AND INCREASING RETENTION ONLINE.
    • CHAPTER ELEVEN BECOMING TRULY LEARNER-FOCUSED;BEST PRACTICES IN ONLINE TEACHING
      • Being Learner-Focused In The Online Environment
        • The Balance of Power Needs to Change
        • The Function of Content Needs to Change
        • The Role of the Teacher Needs to Change
        • The Responsibility for Learning Needs to Change
        • The Purpose and Processes of Evaluation Need to Change
      • What The Online Learner Wants
      • A Focus On Best Practices
        • Principle 1: Good Practice Encourages Student-Faculty Contact
        • Principle 2: Good Practice Encourages Cooperation Among Students
        • Principle 3: Good Practice Encourages Active Learning
        • Principle 4: Good Practice Gives Prompt Feedback
        • Principle 5: Good Practice Emphasizes Time on Task
        • Principle 6: Good Practice Communicates High Expectations
        • Principle 7: Good Practice Respects Diverse Talents and Ways of Learning
      • Concluding Thoughts
        • TABLE 11.1. BEST PRACTICES IN ONLINE TEACHING.
  • Back Matter
    • RESOURCES: THE TOOLKIT FOR A SUCCESSFUL ONLINE STUDENT
      • INTRODUCTION TO THE TOOLKIT FOR A SUCCESSFUL ONLINE STUDENT
      • RESOURCE A FACULTY TOOLS
        • Sample Course Guidelines
          • Content and Posting Guidelines
          • Guidelines for Online Participation
            • Course Schedule.
            • Course Teaching and Learning Methods.
          • Faculty and Student Expectations
        • Sample Expectations Letter
        • Guidelines For Developing Critical Thinking Skills
          • Thinking About Critical Thinking
          • Tips for Promoting Critical Thinking Skills in an Online Class
        • Guide To Developing Good Discussion Questions For The Online Course
        • Case Methodology: How To Analyze Cases
          • Using Case Studies
          • Sample Guidelines for Student-Generated Cases
        • Evaluating Student Work
          • How You Will Be Evaluated?
            • EXHIBIT A.1. SAMPLE GRADING RUBRIC.
      • RESOURCE B STUDENT TOOLS
        • Self-Assessment: Is Online Learning For Me?
          • Self-Assessment Questions
          • Explanations
          • Self-Assessment Checklist
        • Tips For Being A Successful Online Learner
        • Communication Tools
          • Emoticons
            • Acronyms
            • Netiquette
            • Clarity
            • Quoting
              • Avoid Me-Tooing.
              • Avoid Stepladdering.
              • Alternate Between Quotes and Your Comments.
              • Why Bother?
              • Manners.
          • Feedback Guidelines
          • Time Management Tips And Tools
            • Goal Inventory
              • EXHIBIT B.1. LIFE GOALS.
              • EXHIBIT B.2. WEEKLY OBJECTIVES.
              • EXHIBIT B.3. WEEKLY PLANNER.
              • EXHIBIT B.4. WEEKLY SUMMARY OF TIME USE.
          • Writing Research And Reflection Papers
            • Research Papers
            • Writing Reflection Papers
            • Tips for Writing Self-Reflections
      • REFERENCES
      • INDEX

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Vörumerki: John Wiley
Vörunúmer: 9781118592793
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The Virtual Student: A Profile and Guide to Working with Online Learners

Vörumerki: John Wiley
Vörunúmer: 9781118592793
Rafræn bók. Uppl. sendar á netfangið þitt eftir kaup

Veldu vöru

4.290 kr.
Fá vöru senda með tölvupósti
4.290 kr.