eLearning Engagement in a Transformative Social Learning Environment

eLearning Engagement in a Transformative Social Learning Environment

Caroline M. Crawford (University of Houston-Clear Lake, USA) and Melissa A. Simons (Independent Researcher, USA)
Indexed In: PsycINFO®, SCOPUS
Release Date: June, 2021|Copyright: © 2021 |Pages: 340
DOI: 10.4018/978-1-7998-6956-6
ISBN13: 9781799869566|ISBN10: 1799869563|EISBN13: 9781799869580|ISBN13 Softcover: 9781799869573
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Description & Coverage
Description:

Distance learning and remote learning have been developing options within the eLearning and talent training realms for over two decades, yet distance learning has become a significant reality within the past few months, especially as the COVID-19 pandemic has forever impacted the K-12, higher education, and adult training and talent development workforce solutions. Within the rapid shift into remote and distance learning environments, the curricular design and instructional design are understood as necessary. However, there is a need to understand aspects around social learning within eLearning environments. It is important to understand the opportunity of moving towards transformative social learning environmental engagement and experiences within distance and remote learning environments to improve the ability to understand social learning in eLearning environments.

eLearning Engagement in a Transformative Social Learning Environment focuses on supporting and enhancing remote and distance learning (eLearning) instructional experiences, discusses the strategic role of social learning within eLearning environments, and enhances levels of engagement, transformative learning, and talent attainment environments. This book provides insights and support towards policies and procedures within instructional and training decision making around social learning needs and support. The chapters will explore social learning opportunities and support, modeling social learning engagement, communities of practice, and instructional processes of eLearning. The intended audience is teachers, curriculum developers, instructional designers, professionals, researchers, practitioners, and students working in the field of teaching, training, and talent development.

Coverage:

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

  • Cognitive Load
  • Communities of Practice
  • eLearning
  • Faculty Support
  • Instructional Design
  • Interactive Learning
  • Learning Environments
  • Self-Directed Learning
  • Social Presence
  • Social-Emotional Learning
  • Student Engagement
  • Student Motivation
  • Talent Management
  • Training Programs
  • Transformative Learning
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Editor/Author Biographies

Caroline M. Crawford, Ed.D., is a Professor of Instructional Technology at the University of Houston-Clear Lake in Houston, Texas, United States of America. She earned her doctoral degree from the University of Houston in Houston, Texas, United States of America, in 1998, with specialization areas in Instructional Technology and Curriculum Theory, and began her tenure at the University of Houston-Clear Lake (UHCL) the same year. At this point in Dr. Crawford's professional career, her main areas of interest focus upon communities of learning and the appropriate and successful integration of technologies into the learning environment; the learning environment may be envisioned as face-to-face, blended and online (virtual or text-driven) environments, as well as microlearning deliverables.

Melissa A. Simons is a learning and development organizational advisor and lead and has achieved a twenty-five-year career in the oil and gas industry, within the realms of adult workplace learning and talent development. She has leveraged expertise in communication design within learning and development theoretical methodologies, to deliver global instructor-led, blended hybrid learning, eLearning, and just-in-time microlearning product solutions. Her deliverables result in the application of embedded human performance principles and workforce competencies with visual literacy concepts that outline, influence, direct, or aid each project phase decision, individual or project team decision, or outcome.

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