Contributors in education, instructional technology, library science, education policy, and literacy education describe professional development models for mentoring teachers using digital tools, and present real-life cases from around the US and a few other countries, showcasing a variety of research-based online professional development programs and best practice models. Chapters in Section 1 address professional development models for faculty in online environments, for situations such as professional learning using social networking sites, and professional development with graduate teaching assistants teaching online. Section 2 touches on theories of e-learning and best practices in teaching and learning in online environments. Some specific topics discussed in this section include e-learner motivation, and developing students' abilities to package their skills and their distinctive attributes. Keengwe is affiliated with University of North Dakota. Kyei-Blankson is affiliated with Illinois State University.
– Book News Inc. Portland, OR
This book will benefit not only those responsible for professional development at their institutions, but individual faculty and teaching assistants who want to improve their online teaching skills and provide better learning experiences for their students. Learning to teach online or in a blended environment is a life-long process and we all need to be ready for this journey with new technologies, innovative instructional strategies, and creative approaches. More than ever, professional development in a variety of forms and delivery methods will be vital for the success of online and technology-enhanced learning, teaching, assessment, and research.
– Dina Vyortkina, E-learning Manager at the University of East London, UK
This text provides an in-depth analysis of the factors that impact successful mentoring and online professional development programs. The quality of both theoretical perspectives and practical applications is high. This is a well organized and written book that highlights an important aspect of online learning, professional development, and online mentoring. The book is a valuable tool for anyone in the area of online teaching and learning.
– Carolyn Stevenson, the Communication Department, Kaplan University, USA
This text attempts to change our traditional view upon a matter that can hardly leave anyone indifferent. It discusses the essential matter: having the instructor as the object of analysis and their training process as a good online instructor as a professional project. [...] This is an excellent document for that purpose and its chapters contain the final list on which we must reflect for the future design of online training for adults and the role of technology in training processes.
– Joan Guàrdia-Olmos, Ph.D. is a Full Professor in the School of Psychology of the University of Barcelona, Spain
This book addresses issues of teacher preparation, technology skills, social presence, facilitation, communication and feedback, differentiation of instruction, and assessment and evaluation. The authors provide current and relevant research, a strong balance of practice and theory, and practical, applicable suggestions. The overall content is well-written and accessible and would be useful for instructors of both online and blended higher education classes, those interested in exploring online instruction, and administrators who oversee online instruction.
– David Herman, Graduate Assistant, Washington State University, USA
This hefty book has contributions mainly from the United States and Canada, plus two from New Zealand. Professionally the writers’ experiences embrace teaching from K to 20, in the community, and (the majority) at tertiary levels. Their teaching subjects cover a wide range. The sixteen chapters are divided into two parts, with 1 to 9 outlining professional development models for faculty and 10 to 16 addressing the topics of understanding e-learning and of best practices in teaching and learning.
Contributors strike a balance between the practical and the theoretical as they address the purposes for, resistance to, and issues and theories relating to online professional development. They also, of course, give detailed information about specific programmes which they have developed.
– Marilyn Lewis, Honorary Research Fellow, The University of Auckland