Transcultural Blended Learning and Teaching in Postsecondary EducationRelease Date: August, 2012. Copyright © 2013. 432 pages.
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In Stock. Have it as soon as Jun. 24 with express shipping*. DOI: 10.4018/978-1-4666-2014-8, ISBN13: 9781466620148, ISBN10: 1466620145, EISBN13: 9781466620155  | | TopDescriptionSchedule constraints and other complicating factors can make face-to-face educational methods inadequate to the needs of learners. Thus, blended learning has emerged as a compromise that reconciles the need for high-tech and high-touch learning and teaching interactions. Transcultural Blended Learning and Teaching in Postsecondary Education educates readers across nations and cultures and strengthens their understanding of theories, models, research, applications, best practices, and emerging issues related to blended learning and teaching through a holistic and transcultural perspective. This research volume serves as a valued resource for faculty, administrators, and leaders in postsecondary institutions to plan, develop, implement, and evaluate blended learning programs and courses. It also provides researchers with the latest research in transcultural blended learning and teaching theories, findings, best practices, and emerging trends. TopTable of Contents and List of Contributors
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Reset | 1. |
Emmanuel Jean Francois (University of Wisconsin Oshkosh, USA)
Students make meaning of the information and knowledge they receive based on their worldviews, prior life experiences, learning styles, personality, values, beliefs,...
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| 2. |
Mejai B. M. Avoseh (University of South Dakota, USA), Olugbenga Abimbola Fayomi (Obafemi Awolowo University, Nigeria), Bolanle Clara Simeon-Fayomi (Obafemi Awolowo University, Nigeria)
Paradigm shifts in education have, in most cases, been linked to changes in the context and content of education. Most nouveau ideas in education in the 21st century...
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Dirk Tempelaar (Maastricht University, The Netherlands), Bart Rienties (University of Surrey, UK), Bas Giesbers (Maastricht University, The Netherlands), Sybrand Schim van der Loeff (Maastricht University, The Netherlands)
In teaching introductory statistics to first year students, the Maastricht University uses a blended learning environment that allows them to attune available learni...
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| 4. |
Angela Owusu-Ansah (Elon University, USA)
The need for better intercultural relations among majority and minority students on university campuses persists largely because of the inability of both groups to u...
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G’han Ruth Singh (Springfield College, USA)
This chapter explores the tensions that exist between institutions’ surging reliance on mandated blended learning and the preference for face-to-face interaction exp...
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| 6. |
Orly Sela (Oranim Academic College of Education, Israel)
This chapter discusses the issue of blended course design, with particular emphasis on a transcultural context. The chapter provides a description of a 3-dimensional...
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Peggy Hui-Chuan Wei (National Chung Cheng University, Taiwan), Huang Chin-Yun (National Chiayi University, Taiwan)
This chapter reports the findings from a study about the teaching strategies and implementation methods of a blended Program Planning course. An action research desi...
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| 8. |
Wendy Griswold (Kansas State University, USA)
This study focuses on the professional development experiences of teachers in the Altai Republic, Russian Federation. The Russian educational system is undergoing co...
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Alfred T. Kisubi (University of Wisconsin Oshkosh, USA)
This chapter challenges the readers’ thinking forward in some essential areas of educational change driven by the international imperative for Information and Commun...
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Sandra Y. Okita (Columbia University, USA)
Advancements in educational and communicative technology have provided a new medium with unique properties that bring about new forms of transcultural learning and i...
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| 11. |
Gerald E. Thomas (Springfield College, USA)
This chapter discusses the “new” college classroom, looking at the profile of an adult student, what is meant by transculturalism, and the implications of the combin...
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Courtney Bauder (University of Wisconsin Oshkosh, USA), John K. Thompson (Schultz Elementary School in Mishicot, Wisconsin, USA)
It is the intent of this chapter to offer an explanation of a program between a group of university students engaged in a study abroad experience and an elementary s...
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Constanta Nicoleta Bodea (Academy of Economic Studies, Romania), Corneliu Alexandru Bodea (Carnegie Mellon University, USA), Augustin Purnus (Technical University of Civil Engineering, Romania), Ruxandra-Ileana Badea (Academy of Economic Studies, Romania)
In recent years, many business education programs have focused on the development of competences, instead of knowledge transfer. For this reason, various innovative...
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Suzanne Weinstein (Pennsylvania State University, USA), Karen Pollack (Pennsylvania State University, USA), Ike Shibley (Pennsylvania State University, USA), Vicki S. Williams (Pennsylvania State University, USA), Wu Shao-Wei (York College, CUNY, USA), Ching Yu-Hui (Boise State University, USA)
This chapter describes a university-wide initiative to develop multiple courses in both online and blended formats. The chapter provides perspectives of the project...
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| 15. |
Natasha Boskic (The University of British Columbia, Canada), Sharon Hu (The University of British Columbia, Canada)
The evolving student expectancy on the quality and accessibility of education has resulted in a new landscape of delivery modes of educational programs. This chapter...
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| 16. |
Amanda Jefferies (University of Hertfordshire, UK)
The development of the term ‘blended learning’ in academic circles has been growing since 2004 when it first emerged as a sub-set of e-learning as noted by, among ot...
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| 17. |
Emmanuel Jean Francois (University of Wisconsin Oshkosh, USA)
Quality matters in transcultural blended learning and teaching in postsecondary education. The purpose of this chapter is to introduce a framework for quality assura...
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| 18. |
L. Hyatt (University of La Verne, USA), Laurie Schroeder (University of La Verne, USA), Adonay A. Montes (University of La Verne, USA)
This chapter reports on an exploratory case study of intercultural issues in graduate blended learning environments. As U.S. Universities strive to increase the dive...
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| 19. |
Emmanuel Jean Francois (University of Wisconsin Oshkosh, USA)
This chapter serves as the conclusion of the book and outlines some challenges and current and emerging trends related to blended learning and teaching in postsecond...
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TopReviews and TestimonialsInternational contributors in educational technology, adult education, multiculturalism, and instructional systems address blended learning and teaching, stressing that blended learning should not only be driven by course outcomes, but also by attention to the cultural context and the needs and interests of students, instructors, administrators, and practitioners. Section 1 highlights theory and Section 2 looks at transcultural students' ways of knowing. Section 3 looks at curriculum design in a diverse world, and Section 4 presents cases on technology and global education, including a case from Siberia Russia demonstrating technology integration in professional development of teachers in a post-totalitarian context. Later sections cover cross-cultural instructional strategies, leadership and administration beyond borders, evaluation and assessment in cross-cultural contexts, and emerging trends in blending learning and technology. Francois is affiliated with the University of Wisconsin-Oshkosh.
– Book News Inc. Portland, OR
Using examples, research, and experience the chapters will inspire, support, reinforce, and guide researchers, faculty, practitioners, and administrators in higher education as they explore, expand, initiate, and debate the use of blended learning and teaching in postsecondary education in today’s increasingly diverse world.—
– Sara Marcus, American Reference Books Annual
TopTopics Covered- Assessment strategies
- Blended learning and Teaching
- Curriculum Design
- Distance Education
- Ethical theories and models
- Global Education Theories
- Instructional strategies
- Lesson Plans
- Technology-based instruction
- Transcultural Learning and teaching
TopAuthor(s)/Editor(s) BiographyDr. Emmanuel Jean Francois is an Assistant Professor of Human Services and Educational Leadership at the University of Wisconsin Oshkosh. He earned a Ph.D. in Curriculum and Instruction (Adult and Higher Education) from the University of South Florida (USF), a Master's degree in Human Services (Organization Management and Leadership) from Springfield College, a joint Postgraduate Diploma in Population and Development from the State University of Haiti and the United Nations Development Program (UNDP), and a joint postgraduate certificate in Psycho-education and social health, from the Schools of Cadres in Special Education of Port-au- Prince and Versailles. He studied Anthropology and Sociology at the State University of Haiti, and Pedagogy of Secondary Education at the University Institute of Educational Sciences. Prior coming to the University of Wisconsin Oshkosh, Dr. Jean Francois taught as an adjunct professor for three years at Springfield College, served as Campus Coordinator for an international program in Youth Leadership at the University of South Florida (in collaboration with Georgetown University), and Research Coordinator at the Moffitt Cancer Center and Research Institute. Dr. Jean Francois repertoire of publications includes more than 30 titles in English, French, and Haitian Creole. His most recent books include "DREAM model to start a small business (2011)", and “Global education on trial by U.S. college professors (2010)”. He has presented at various regional, national, and international conferences about his research on adult and continuing education, non-traditional college students, global education, transnational education, transcultural issues, globalization, international development, study abroad, transformative learning, scholarship of teaching and learning, and community based participatory research. He is on the Editorial Board of Human Services Today and the International Interdisciplinary Journal of Educationi. He served as peer reviewer for the International of Multicultural Education (IJME), the American Educational Research Journal (AERJ), and the Annual Conference of the American Association for Adult and Continuing Education (AAACE). |
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