Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses

Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses

Lydia Kyei-Blankson, Joseph Blankson, Esther Ntuli, Cynthia Agyeman
Release Date: November, 2015|Copyright: © 2016 |Pages: 611
DOI: 10.4018/978-1-4666-9582-5
ISBN13: 9781466695825|ISBN10: 146669582X|EISBN13: 9781466695832
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Description & Coverage
Description:

Online learning has become a prominent and inseparable component of higher education in recent years. Questions related to course structure, levels of interaction, presence, and participation within online courses persist and invite further inquiry for determining factors that encourage effective teaching and learning in online environments.

The Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses explores models of course development and delivery techniques to improve instruction, learning, and student satisfaction in online courses. Covering topics such as rates of participation, student engagement and retention, and social development, this handbook serves as a resource for educators in online learning environments, as well as for course designers and developers of online courses and researchers whose agenda includes examining interaction, presence, and participation in online courses.

Coverage:

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

  • Accelerated Online Courses
  • Creating Student Engagement
  • Designing and Implementing Online Courses
  • Motivational Theory
  • Online Interaction
  • Online Mentoring and Videoconferencing
  • Preparing Online Learning Readiness
  • The Ecological Model
  • Time Management Strategies
Reviews & Statements

Editors Kyei-Blankson, Blankson, Ntuli, and Agyeman present readers with a research handbook of academic contributions on models of course development and delivery techniques to improve learning, instruction, and educational outcomes. The material is organized in two sections devoted to practical applications and strategies for ensuring interaction, presence, and participation in online courses; and theoretical applications and research basis for interaction, presence, and participation in online courses.

– ProtoView Reviews
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Editor/Author Biographies
Lydia Kyei-Blankson is an Associate Professor in the Educational Administration and Foundations Department at Illinois State University. Her expertise and training is in research methods, applied statistics, and psychometrics. Her assignment at ISU includes teaching research methods and statistics graduate courses. Dr. Kyei-Blankson’s research agenda focuses on the scholarship of teaching and learning, online education, and effective technology integration in teaching and learning.
Joseph Blankson is the Educational Technology Manager at Ohio Northern University in Ada, Ohio. Dr. Blankson has extensive experience in supporting innovative curriculum development, including integration of technologies into higher education programs. He has designed and facilitated numerous professional development activities in the use of educational technologies, online/hybrid course design and provided instructional development services particularly with Learning Management Systems for faculty, staff and students. He has also taught educational technology courses at the undergraduate and graduate levels. Joseph has particular interest in using emerging technologies to promote excellence in teaching and learning, the design of web-based instruction and faculty development in the use of technology for teaching and learning.
Esther Ntuli is an Associate Professor in the Department of Teaching and Educational Studies at Idaho State University (ISU). Her expertise and training is in curriculum and instruction, early childhood education, and instructional technology. Dr. Ntuli teaches undergraduate instructional technology courses, and early childhood/elementary undergraduate and graduate courses at ISU. Her research interest focuses on technology use and practice in early childhood instruction, teacher education, assessment, and culturally responsive education.
Cynthia Agyeman has a doctorate degree in Instructional Technology and a background in Visual Arts. Her research centers on visual arts and new digital media with a special focus on the integration of emergent technologies and the aesthetic and design elements and principles to create new art forms. Dr. Agyeman also has experience teaching online courses.
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