Cases on Critical and Qualitative Perspectives in Online Higher Education

Cases on Critical and Qualitative Perspectives in Online Higher Education

Myron Orleans (California State University at Fullerton, USA)
Indexed In: INSPEC, SCOPUS View 1 More Indices
Release Date: January, 2014|Copyright: © 2014 |Pages: 604
DOI: 10.4018/978-1-4666-5051-0
ISBN13: 9781466650510|ISBN10: 1466650516|EISBN13: 9781466650527
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Description & Coverage
Description:

Online education continues to permeate mainstream teaching techniques in higher education settings. Teaching upper-level classes in an online setting is having a major impact on education as a whole and is fundamentally altering global learning.

Cases on Critical and Qualitative Perspectives in Online Higher Education offers a collection of informal, personalized articles that identify, describe, and examine actual experiential domains of online program and course production. Administrators, developers, instructors, staff, technical support, and students in the field of online higher education will benefit from these case studies to reinforce and enhance their work.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Building Learning Spaces
  • Course Development
  • Designing Global E-Learning
  • Higher Education
  • Online Higher Education
  • Program Administration
  • Technology Enhancement
Table of Contents
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Editor Biographies
Myron Orleans started his online experience by dabbling with Internet sites in support of on-ground courses in the 1990s. He began teaching fully online courses in 2004 and retired from his full time position in 2007 to devote himself solely to online instruction. Working in a variety of settings of higher education, he has designed and delivered his own courses, taught courses others have designed, revised existing courses, and designed courses that others have taught. He has worked with many administrations, faculty members, and students. His online instructional experience has been diverse and varied, stimulating his interest in developing a critical/ qualitative approach to understanding this process. It is his premise that only through this approach can we deeply understand the varieties of experience of online instruction.
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