Models for Improving and Optimizing Online and Blended Learning in Higher Education

Models for Improving and Optimizing Online and Blended Learning in Higher Education

Jared Keengwe (University of North Dakota, USA) and Joachim Jack Agamba (Idaho State University, USA)
Indexed In: SCOPUS
Release Date: July, 2014|Copyright: © 2015 |Pages: 356
DOI: 10.4018/978-1-4666-6280-3
ISBN13: 9781466662803|ISBN10: 1466662808|EISBN13: 9781466662810
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Description & Coverage
Description:

As classrooms fill with a generation of learners seeking to interact with their course materials in an increasingly experiential way, the demand for instructional technology as a supplement to, or replacement for, traditional in-class instruction has soared.

Models for Improving and Optimizing Online and Blended Learning in Higher Education examines the benefits and costs associated with the utilization of technology-mediated instructional environments. Recognizing that instructional technology could offer alternative means of communication for understanding, this collection of scholarly chapters seeks to forward the discussion on technology tool optimization for academicians, researchers, librarians, students, practitioners, professionals, engineers, and managers.

Coverage:

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

  • Active Learning (REAL)
  • Course Management Systems
  • Differentiated Instruction
  • Digital Curation
  • Group Course Blogs
  • Instructional Design Models
  • Learning Management Systems
  • Machine Learning
  • Web-Based Authoring Tools
Reviews & Statements

Keengwe and Agamba examine the costs and benefits associated with the shift to technologically mediated learning environments. Subjects explored include optimizing blended teaching and learning in traditional learning environments, using learning management tools, online instruction models, online learning community development, serving nontraditional students, and student outcomes and retention, among others.

– ProtoView Book Abstracts (formerly Book News, Inc.)

The highly learner-centered approach to the design and delivery of the content helps the reader gain an understanding of the need to blend traditional modes of thinking, learning, and teaching with rather an outside-the-box type of constructing, disseminating, and innovating content. In this book, yesterday’s conventional instructional methods are converged with today’s novel technology-rich instructional styles. [...] A plethora of ID models, systems, and principles seem to be unequivocally novel and pragmatic for students, instructors, and administrators in higher educational institutions. Most importantly, these ID models comprise digitally rich design, delivery, implementation, and assessment of faculty practices and/or student communication and learning processes with a highly learner-centered approach, guaranteeing student retention and leading to students’ improved academic performances, coupled with their self-directed learning and higher order critical thinking skills. I highly recommend this book.

– Seda Khadimally, MEd, ALM, EdD Candidate, California College of Communications, USA
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Editor/Author Biographies
Jared Sagini Keengwe is a Professor at the University of North Dakota (UND) and previously served as the coordinator of the Undergraduate Elementary Education program. His primary research interests focus on active learning, digital technologies, and social justice in higher education. He is the editor-in-chief of two IGI Global Book Series: Advances in Higher Education and Professional Development (AHEPD) and Advances in Early Childhood and K-12 Education (AECKE). Prof. Keengwe has published several books and manuscripts in refereed journals. His work was honored with the UND Foundation/McDermott Faculty Award for Excellence in Academic Advising. He was a recipient of the North Dakota Spirit Faculty Achievement Award in recognition of significant contributions in teaching, research, and service. At the national level, Prof. Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Teacher Education Travel Award. More recently, Keengwe was a recipient of the International Institute of Education Fellowship under theCarnegie African Diaspora Fellowship Program (CADFP)) – a scholar fellowship program for educational projects at African higher education institutions. The program is funded by a grant from Carnegie Corporation of New York (CCNY).
Dr. Joachim Jack Agamba is program coordinator, teacher education at the College of Education at Idaho State University. He currently teaches graduate and undergraduate courses in research and writing and technology, respectively. He earned his Ph.D. in Instructional Design from Idaho State University and his MA (African Studies) and BA (Film and Television Production) from University of California, Los Angeles (UCLA). His current research is focused on examining how best to assist teachers integrate technology appropriately in their instructional practice.
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