The Impact Of Instructor Immediacy And Social Presence On Online Students Academic Success

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The Impact of Instructor Immediacy and Social Presence on Online Students' Academic Success

Author : Colette Bridgette Lazenka
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (139 download)

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Book Synopsis The Impact of Instructor Immediacy and Social Presence on Online Students' Academic Success by : Colette Bridgette Lazenka

Download or read book The Impact of Instructor Immediacy and Social Presence on Online Students' Academic Success written by Colette Bridgette Lazenka and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenological study was to describe the experiences of instructor social presence and immediacy on student success for asynchronous online students at universities that offer asynchronous learning in Southern California. The theory guiding this study was Short’s theory of social presence, as it explains the real and present interaction that affects the saliency and interpersonal relationships of the participants. The methodology for this qualitative study followed a hermeneutical phenomenological design of 10 asynchronous online students enrolled in universities in Southern California. Data were collected using individual interviews, letter writing, and a focus group. The data analysis included a phenomenological reduction of data coding to identify common themes and trends. These themes and trends were compared and contrasted against outlying experiences and synthesized to identify merging themes. Three themes and six sub-themes emerged from the study. The three themes included quality of instructor-student interaction, socialization and connectedness with instructors and peers, and effectiveness of online learning. Findings from this study will help current and future asynchronous online instructors use social presence and immediacy to improve students’ academic success.

Creating Teacher Immediacy in Online Learning Environments

Author : D'Agustino, Steven
Publisher : IGI Global
ISBN 13 : 1466699965
Total Pages : 381 pages
Book Rating : 4.4/5 (666 download)

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Book Synopsis Creating Teacher Immediacy in Online Learning Environments by : D'Agustino, Steven

Download or read book Creating Teacher Immediacy in Online Learning Environments written by D'Agustino, Steven and published by IGI Global. This book was released on 2016-03-31 with total page 381 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are finding that communication and interaction are at the core of a successful web-based classroom. This interactivity fosters community, which contributes to effective and meaningful learning. Positive online communities and the communication therein encourage students to interact with others’ views which not only grows one’s empathy, but is an integral part of constructivist learning theories. Because of this, the most important role of an educator in an online class is one that ensures student interactivity and engagement. Creating Teacher Immediacy in Online Learning Environments addresses the most effective models and strategies for nurturing teacher immediacy in web-based and virtual learning environments. A number of innovative methods for building an authentic, personalized online learning experience are outlined and discussed at length within this publication, providing solutions for pre-service as well as in-service educators. This book is a valuable compilation of research for course designers, faculty, students of education, administration, software designers, and higher education researchers.

The Effects of Instructor Immediacy in Online Learning Environments

Author :
Publisher :
ISBN 13 :
Total Pages : 272 pages
Book Rating : 4.:/5 (941 download)

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Book Synopsis The Effects of Instructor Immediacy in Online Learning Environments by :

Download or read book The Effects of Instructor Immediacy in Online Learning Environments written by and published by . This book was released on 2007 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rising number of adult learners interested in online distance education coupled with the increasing competition between educational institutions have forced universities to identify alternative options for course offerings, such as online or blended learning. Instructor immediacy (the measure of the psychological distance which an instructor puts between himself and his students) received significant attention in the communication literature and several studies reported that instructor verbal and nonverbal immediacy behaviors are associated with learning outcomes, satisfaction, and motivation. However, few researchers have examined instructor immediacy in distance learning settings. The purpose of this study was to examine the effects of instructor immediacy behaviors on student perception of instructor immediacy and social presence (the degree to which a person is perceived as "real" in mediated communication) in two online, computer conferencing environments: (a) video and audio with text chat and (b) audio with text chat. Further, this study sought to identify the relationship between perceived instructor immediacy and social presence within the context of the different computer conferencing environments. An ancillary purpose was to determine the effect of immediacy behaviors on learning outcomes as indicated by posttest scores and identify the relationship between perceived instructor immediacy and posttest scores. The study employed a randomized two-factor design to test the effects of instructor immediacy behaviors (high vs. low) and delivery modality (audio vs. video) on student perception of instructor immediacy, social presence, and learning outcomes. Specifically, 433 students enrolled in two sections of an undergraduate psychology course at San Diego State University were randomly assigned to one of four groups. Each group viewed a different version of a scripted and recorded 20-minute online lesson on current perspectives in psychology. Students who viewed the high immediacy sessions indicated significantly higher perception of instructor immediacy and social presence than students who viewed the low immediacy sessions. In addition, students who viewed the high immediacy-video session indicated the highest perception of instructor immediacy and social presence. The results also showed that there was a significant difference in learning outcomes as indicated by immediate posttest scores between students in the high immediacy-audio group and the low immediacy-video group. However, no significant difference was found between the four groups on the learning outcomes as indicated by their scores on the delayed posttest. The correlation analysis revealed a significant positive relationship between perceived instructor immediacy and perceived instructor social presence. Further, a regression analysis revealed that instructor immediacy significantly predicted social presence. Finally, no significant relationship was found between perceived instructor immediacy and learning outcomes as indicated by the immediate or delayed posttest. These findings have significant implications for institutions of higher education that are selecting computer conferencing tools and training faculty to deliver courses online. In addition, this study lays the groundwork for future research in this area and potentially creates a greater awareness regarding the effects of instructor immediacy in online learning environments.

The Effects of Instructor Immediacy in Online Learning Environments

Author : Maria Schutt
Publisher :
ISBN 13 :
Total Pages : 136 pages
Book Rating : 4.:/5 (129 download)

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Book Synopsis The Effects of Instructor Immediacy in Online Learning Environments by : Maria Schutt

Download or read book The Effects of Instructor Immediacy in Online Learning Environments written by Maria Schutt and published by . This book was released on 2021 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rising number of adult learners interested in online distance education, coupled with the increasing competition between educational institutions have forced universities to identify alternative options for course offerings, such as online or blended learning. Instructor immediacy (the measure of the psychological distance which an instructor puts between himself and his students) received significant attention in the communication literature and several studies reported that instructor verbal and nonverbal immediacy behaviors are associated with learning outcomes, satisfaction, and motivation. However, few researchers have examined instructor immediacy in distance learning settings. The purpose of this study was to examine the effects of instructor immediacy behaviors on student perception of instructor immediacy and social presence (the degree to which a person is perceived as “real” in mediated communication) in two online, computer conferencing environments: (a) video and audio with text chat and (b) audio with text chat. Further, this study sought to identify the relationship between perceived instructor immediacy and perceived social presence within the context of the different computer conferencing environments. An ancillary purpose was to determine the effect of immediacy behaviors on learning outcomes as indicated by posttest scores and identify the relationship between perceived instructor immediacy and posttest scores. The study employed a randomized two-factor design to test the effects of instructor immediacy behaviors (high vs. low) and delivery modality (audio vs. video) on student perception of instructor immediacy, perception of social presence, and learning outcomes. Specifically, 433 students enrolled in two sections of an undergraduate psychology course at San Diego State University were randomly assigned to one of four groups. Each group viewed a different version of a scripted and recorded 20-minute online lesson on current perspectives in psychology. Students who viewed the high-immediacy sessions indicated significantly higher perception of instructor immediacy and social presence than students who viewed the low-immediacy sessions. In addition, students who viewed the high-immediacy video session indicated the highest perception of instructor immediacy and social presence. The results also showed that there was a significant difference in learning outcomes as indicated by immediate posttest scores between students in the high-immediacy audio group and the low-immediacy video group. However, no significant difference was found between the four groups on the learning outcomes as indicated by their scores on the delayed posttest. The correlation analysis revealed a significant positive relationship between perceived instructor immediacy and perceived instructor social presence. Further, a regression analysis revealed that instructor immediacy significantly predicted social presence. Finally, no significant relationship was found between perceived instructor immediacy and learning outcomes as indicated by the immediate or delayed posttest. These findings have significant implications for institutions of higher education that are selecting computer conferencing tools and training faculty to deliver courses online. In addition, this study lays the groundwork for future research in this area and potentially creates a greater awareness regarding the effects of instructor immediacy in online learning environments.

Social Presence in Online Learning

Author : Aimee L. Whiteside
Publisher : Taylor & Francis
ISBN 13 : 1000981169
Total Pages : 276 pages
Book Rating : 4.0/5 (9 download)

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Book Synopsis Social Presence in Online Learning by : Aimee L. Whiteside

Download or read book Social Presence in Online Learning written by Aimee L. Whiteside and published by Taylor & Francis. This book was released on 2023-07-03 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published in Association with 2020 AECT Division of Distance Learning Book AwardSocial presence continues to emerge as a key factor for successful online and blended learning experiences. It is commonly described as the degree to which online participants feel connected to one another. Understanding social presence—with its critical connections to community-building, retention, and learning outcomes—allows faculty and instructional designers to better support and engage students. This volume, Social Presence in Online Learning, addresses the evolution of social presence with three distinct perspectives, outlines the relevant research, and focuses on practical strategies that can immediately impact the teaching and learning experience. These strategies include creating connections to build community, applying content to authentic situations, integrating a careful mix of tools and media, leveraging reflective and interactive opportunities, providing early and continuous feedback, designing with assessment in mind, and encouraging change in small increments. Because student satisfaction and motivation plays a key role in retention rates and because increased social presence often leads to enriched learning experiences, it is advantageous to mindfully integrate social presence into learning environments.Social Presence in Online Learning brings together eminent scholars in the field to distinguish among three different perspectives of social presence and to address how these viewpoints immediately inform practice. This important volume: • Provides an overview of the evolution of social presence, key findings from social presence research, and practical strategies that can improve the online and blended learning experience• Differentiates three distinct perspectives on social presence and explains the ideas and models that inform these perspectives• Explores specific ways in which social presence relates to course satisfaction, retention, and outcomes• Offers practical implications and ready-to-use techniques that are applicable to multiple disciplines• Introduces current research on social presence by prominent researchers in the field with direct inferences to the practice of online and blended learning • Looks at future directions for social presenceSocial Presence in Online Learning is appropriate for practitioners, researchers and academics involved in any level of online learning program design, course design, instruction, support, and leadership as well as for graduate students studying educational technology, technology-enhanced learning, and online and blended learning. It brings together multiple perspectives on social presence from the most influential scholars in the field to help shape the future of online and blended learning.

Communication Yearbook 3

Author : Dan Nimmo
Publisher : Transaction Publishers
ISBN 13 : 9781412844840
Total Pages : 730 pages
Book Rating : 4.8/5 (448 download)

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Book Synopsis Communication Yearbook 3 by : Dan Nimmo

Download or read book Communication Yearbook 3 written by Dan Nimmo and published by Transaction Publishers. This book was released on 1979-01-01 with total page 730 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Handbook of Research on Developing Engaging Online Courses

Author : Thornburg, Amy W.
Publisher : IGI Global
ISBN 13 : 179982134X
Total Pages : 428 pages
Book Rating : 4.7/5 (998 download)

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Book Synopsis Handbook of Research on Developing Engaging Online Courses by : Thornburg, Amy W.

Download or read book Handbook of Research on Developing Engaging Online Courses written by Thornburg, Amy W. and published by IGI Global. This book was released on 2020-01-31 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online instruction is rapidly expanding the way professors think about and plan instruction. In addition, online instructional practices are expanding and changing as new tools and strategies are adopted. It is imperative that programs and institutions of higher education explore increased online options that align with best practices to develop effective and engaging online courses. The Handbook of Research on Developing Engaging Online Courses is an essential research publication that provides multiple perspectives on improving student engagement and success in online courses. This book includes topics focused on the online learner, online course content, and effective online instruction. The content contained within the title is ideal for curriculum developers, instructional designers, IT consultants, deans, chairs, teachers, administrators, academicians, researchers, and students.

The Relationship Between Teacher Immediacy Behaviors and Learners' Perceptions of Social Presence and Satisfaction in Open and Distance Education

Download The Relationship Between Teacher Immediacy Behaviors and Learners' Perceptions of Social Presence and Satisfaction in Open and Distance Education PDF Online Free

Author : Mujgan Bozkaya
Publisher :
ISBN 13 :
Total Pages : 7 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis The Relationship Between Teacher Immediacy Behaviors and Learners' Perceptions of Social Presence and Satisfaction in Open and Distance Education by : Mujgan Bozkaya

Download or read book The Relationship Between Teacher Immediacy Behaviors and Learners' Perceptions of Social Presence and Satisfaction in Open and Distance Education written by Mujgan Bozkaya and published by . This book was released on 2007 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: A significant number of studies in the literature stress the important role of teacher immediacy behaviors on learners' perceptions of social presence and satisfaction in open and distance learning environments. Yet, those studies were conducted in different open and distance education institutions than the current example of which unique characteristics and applications are commonly recognized in the field. Unlike others, the current study examined the effects of both verbal and nonverbal instructor immediacy behaviors on learners' perceptions of social presence and satisfaction in face-to-face academic tutoring services provided in open and distance learning environments. Results indicated a moderate and positive relationship between the control variable and outcome variables. (Contains 3 tables.).

Searching for Student Success

Author : Amy B. Jennings
Publisher :
ISBN 13 : 9781303286216
Total Pages : 274 pages
Book Rating : 4.2/5 (862 download)

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Book Synopsis Searching for Student Success by : Amy B. Jennings

Download or read book Searching for Student Success written by Amy B. Jennings and published by . This book was released on 2013 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Growing demand for higher education has contributed to the popularity of online education. While online courses can be effective in terms of student learning and success, and there are many potential benefits, there are also still areas that can be improved. There is evidence that students can experience online courses as impersonal and lacking interaction. They can feel isolated, less satisfied, less successful, and are more likely to withdraw. Thus, one of the challenges facing online education is to find ways to increase connection and interaction between students and faculty. One means for addressing the sense of isolation students might feel in online courses might be instructor immediacy. While instructor immediacy in traditional classes has been shown to motivate students, create a sense of connection, and support their learning and success, it is not known whether or how immediacy can help students in a fully online course. The purpose of this quantitative quasi-experimental intervention study was to examine the effectiveness of faculty immediacy on undergraduate student engagement and success in an online course. Students in an upper division psychology course were randomly assigned to either a redesigned high immediacy section or a 'regular' section. The study's hypothesized framework suggested that instructor immediacy would enhance student engagement, and thereby influence student success. A survey measured immediacy and student engagement; success was measured by total points earned. The sample included 215 students enrolled in the course in the fall 2012 semester. Independent samples t- tests, correlations, multiple regression, and repeated measures ANOVA were the statistical tests used. The findings revealed no significant differences between the high immediacy (intervention section) and low immediacy (regular nonintervention group) sections of the course. Immediacy and engagement were highly correlated. Engagement was a significant predictor of student success. Age, units completed, and gender were also significant predictors of student success in this study. These results provide insight into the relationship between immediacy and engagement. Implications and recommendations based on the findings of this study are given. Further studies are recommended to further study the relationship between immediacy and engagement.

The Impact of Social Presence Cues on Postsecondary Student Achievement Online

Author : Michael Roy Berger
Publisher :
ISBN 13 :
Total Pages : 153 pages
Book Rating : 4.:/5 (857 download)

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Book Synopsis The Impact of Social Presence Cues on Postsecondary Student Achievement Online by : Michael Roy Berger

Download or read book The Impact of Social Presence Cues on Postsecondary Student Achievement Online written by Michael Roy Berger and published by . This book was released on 2013 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: The growth in online education has led to the need for specific strategies that online instructors can use to assist students with the unique challenges of the modality. While many teaching theories can work online, adaptations need to be made to address issues with retention, persistence, and the immediacy that can arise in computer-mediated communication. Social presence is a strategy that faculty and students can employ to effectively interact in an asynchronous online discussion environment. Students that experience high social presence in a classroom do not feel that the computer-mediated communication is a barrier to their interaction with others, particularly their faculty members. The driving research question for this study was: Is there a difference in final grade, satisfaction, persistence, and retention based on whether faculty demonstrate high levels of social presence cues versus those that demonstrate low levels of social presence cues in online classrooms. This study added to the research on the impact that social presence has on student satisfaction with online faculty, student retention in the online course, student final grade in the online course, and student persistence through to the next online course by examining online classes at a for-profit postsecondary institution that serves primarily non-traditional adult students. Faculty who demonstrated high social presence scores had significantly higher student satisfaction ratings than faculty who had low social presence scores. In addition, faculty who demonstrated a moderate to high amount of social presence had significantly higher student persistence than faculty who had low social presence scores.

Constructing Instructor Social Presence in an Online Learning Environment

Author : Anna Katrina Ankenbrand
Publisher :
ISBN 13 :
Total Pages : 132 pages
Book Rating : 4.7/5 (621 download)

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Book Synopsis Constructing Instructor Social Presence in an Online Learning Environment by : Anna Katrina Ankenbrand

Download or read book Constructing Instructor Social Presence in an Online Learning Environment written by Anna Katrina Ankenbrand and published by . This book was released on 2021 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown high levels of instructor social presence creates a social-emotional rich online climate giving students a sense a belonging and their instructor being real and being present. Hence, this study sought to examine how instructors use instructional actions, communication strategies, and immediacy behaviors to establish, introduce and sustain instructor social presence during the design and facilitation of an online learning environment. Ten online instructors, with an average of 9 years of online teaching experience, were twice interviewed using a semi-structured interview approach. Thematic data analysis was conducted using an a priori coding approach derived from existing teaching and social presence indicators and social presence conceptual maps. My data analysis revealed instructor social presence is constructed in a systematic process consisting of three phases: establishing instructor social presence, introducing social presence, and sustaining instructor social presence. Along with these phases, six categories were identified depicting the instructional actions, communication strategies, and immediacy behaviors instructors used to construct instructor social presence. These categories include course design and structure, communication and availability, introductions and welcoming activities, affective communication, assignment feedback, and consistent and informal communications.Lastly, multiple indicators were identified in each of these categories resulting in 17 instructor social presence indicators: online learning frameworks, collaborative spaces and activities, consistent structure, communication norms, instructor availability, introduction and announcements, welcoming activities, friendly and empathetic tone, real and approachable, acknowledgement and encouragement, one-on-one communication, storytelling and humor, self- disclosure, discussion forums, solicit student feedback, frequent announcements and reminders and conversational style.Overall, this study builds upon the existing instructor social presence literature and offers new insights including a systematic approach to constructing instructor social presence in an online learning environment. As a result of this research, an Instructors Social Presence (ISP) framework was created. This framework offers individuals a systematic guide to establish, introduce, and sustain instructor social presence resulting in a social-emotional rich online educational experience. Moreover, these results have implications for online institutions' leadership and administration, online instructors, instructional designers or course designers and implications for further research.

Instructor Social Presence

Author : Catheryn Reardon
Publisher : Rowman & Littlefield
ISBN 13 : 1793632839
Total Pages : 129 pages
Book Rating : 4.7/5 (936 download)

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Book Synopsis Instructor Social Presence by : Catheryn Reardon

Download or read book Instructor Social Presence written by Catheryn Reardon and published by Rowman & Littlefield. This book was released on 2022-07-11 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Instructor Social Presence: An Essential Tool for Online Student Engagement and Persistence in Higher Education, Catheryn Reardon argues that the social presence of the instructor plays a critical role in online student engagement and persistence in higher education. Although the results presented in this study were inconclusive, the findings revealed some important areas for future research including the role that empathy plays in a virtual environment. Strategies are identified so instructors can appear more empathetic and accessible to their students online. Innovative technologies are also explored as the author challenges where the future of online education is headed and how that may impact the instructor and students of tomorrow.

Student-Teacher Interaction in Online Learning Environments

Author : Wright, Robert D.
Publisher : IGI Global
ISBN 13 : 1466664622
Total Pages : 474 pages
Book Rating : 4.4/5 (666 download)

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Book Synopsis Student-Teacher Interaction in Online Learning Environments by : Wright, Robert D.

Download or read book Student-Teacher Interaction in Online Learning Environments written by Wright, Robert D. and published by IGI Global. This book was released on 2014-09-30 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt: As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. Student-Teacher Interaction in Online Learning Environments provides successful strategies and procedures for developing policies to bring about an awareness of the practices that enhance online learning. This reference book provides building blocks to help improve the outcome of online coursework and discusses social presence to help improve performance, interaction, and a sense of community for all participants in an online arena. This book is of essential use to online educators, administrators, researchers, and students.

Enhancing Social Presence in Online Learning Environments

Author : Marmon, Michael
Publisher : IGI Global
ISBN 13 : 1522532307
Total Pages : 341 pages
Book Rating : 4.5/5 (225 download)

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Book Synopsis Enhancing Social Presence in Online Learning Environments by : Marmon, Michael

Download or read book Enhancing Social Presence in Online Learning Environments written by Marmon, Michael and published by IGI Global. This book was released on 2018-03-16 with total page 341 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of media to create and maintain a public presence has become a ubiquitous aspect of daily life. Such interactions should be used to enhance other aspects of life that have become heavily technology-driven, such as education. Enhancing Social Presence in Online Learning Environments is a critical scholarly publication that explores the different perspectives of public latency and the creation of electronic educational formats that mimic the experience of traditional classrooms. Featuring a wide range of coverage on topics that include active learning, teacher authority, and computer-mediated communication, this publication is geared toward educators, professionals, school administrators, researchers, and practitioners in the field of education.

Learner-Centered Theory and Practice in Distance Education

Author : Thomas M. Duffy
Publisher : Routledge
ISBN 13 : 1135623929
Total Pages : 628 pages
Book Rating : 4.1/5 (356 download)

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Book Synopsis Learner-Centered Theory and Practice in Distance Education by : Thomas M. Duffy

Download or read book Learner-Centered Theory and Practice in Distance Education written by Thomas M. Duffy and published by Routledge. This book was released on 2003-12-08 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learner-Centered Theory and Practice in Distance Education: Cases From Higher Education brings the voice of the learning sciences to the study and design of distance learning. The contributors examine critical issues in the design of theoretically and pedagogically based distance education programs. Eight distance education programs are described in enough detail to allow readers with different interests to understand the pedagogical approaches and the implications of implementing those approaches. Issues of theory, pedagogy, design, assessment, communities of practice, collaboration, and faculty development are discussed. Each section of the book includes: *a primary chapter written by an author or authors involved with a distance education program that reflects learner-centered principles; *a formal reaction to the chapter by a specialist from the learning sciences, educational evaluation and policy, administration, or the corporate sector with expertise in issues of distance learning; and *an edited transcript of the authors' discussion of the primary chapter held at a symposium at the Asilomar Conference Center. A final "summing up" section offers two perspectives--from leading scholars outside the fields of instructional design, evaluation, and the learning sciences--on the approaches and thinking reflected in the rest of the book. This book is essential for researchers, as well as all those engaged in delivering, supporting, or administrating distance education programs at the post-secondary level. The descriptions, strategies, and principles will inform the design of continuing education, as well as degree-based education and corporate education and training, and distance education programs for adults.

The Role of Teacher Interpersonal Variables in Students’ Academic Engagement, Success, and Motivation

Author : Ali Derakhshan
Publisher : Frontiers Media SA
ISBN 13 : 2889748375
Total Pages : 636 pages
Book Rating : 4.8/5 (897 download)

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Book Synopsis The Role of Teacher Interpersonal Variables in Students’ Academic Engagement, Success, and Motivation by : Ali Derakhshan

Download or read book The Role of Teacher Interpersonal Variables in Students’ Academic Engagement, Success, and Motivation written by Ali Derakhshan and published by Frontiers Media SA. This book was released on 2022-07-05 with total page 636 pages. Available in PDF, EPUB and Kindle. Book excerpt:

E-Learning in the 21st Century

Author : D. Randy Garrison
Publisher : Routledge
ISBN 13 : 1134574525
Total Pages : 188 pages
Book Rating : 4.1/5 (345 download)

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Book Synopsis E-Learning in the 21st Century by : D. Randy Garrison

Download or read book E-Learning in the 21st Century written by D. Randy Garrison and published by Routledge. This book was released on 2003-08-29 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is currently a technological revolution taking place in higher education. The growth of e-learning is being described as explosive, unprecedented, and above all, disruptive. This timely and comprehensive book provides a coherent framework for understanding e-learning in higher education. The authors draw on their extensive research in the area to explore the technological, pedagogical and organisational implications of e-learning, and more importantly, they provide practical models for educators to use to realise the full potential of e-learning. A unique feature of the book is that the authors focus less on the ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective. This book will be invaluable for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e-learning in their institutions. It will also appeal to anyone with an interest in the impact of e-learning on higher education and society.