Cultivating Diverse Online Classrooms through Effective Instructional Design. Advances in Educational Technologies and Instructional Design (AETID) Book Series

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Sonst. Personen	Milheim, Karen L. (Hrsg.)
Titel	Cultivating Diverse Online Classrooms through Effective Instructional Design. Advances in Educational Technologies and Instructional Design (AETID) Book Series
Quelle	(2018), (355 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-5225-3120-3
DOI	10.4018/978-1-5225-3120-3
Schlagwörter	Online Courses; Distance Education; Instructional Design; Student Diversity; Instructional Effectiveness; Intercultural Communication; Higher Education; Inclusion; Virtual Classrooms; Electronic Learning; Foreign Countries; Transformative Learning; Foreign Students; Peer Relationship; Second Language Learning; Culturally Relevant Education; Black Colleges; Learning Strategies; Corporate Education; Access to Education; Cultural Differences; China + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Interkulturelle Kommunikation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inklusion; Ausland; Pädagogische Transformation; Peer-Beziehungen; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Education; Access; Bildung; Zugang; Bildungszugang; Kultureller Unterschied
Abstract	Higher education programs are continuously expanding globally and now, students who are enrolled in online courses can reside anywhere in the world. Due to this phenomenon, institutions are forced to adapt to serve their remote students. "Cultivating Diverse Online Classrooms Through Effective Instructional Design" provides emerging information on designing online courses recognizing cultural differences, building effective learning environments and forums, and integrating classroom aesthetics. While highlighting the challenges of online education and intercultural learning, readers will learn valuable ways to maximize student communication, learning, and other culturally diverse classroom tools. This publication is an important resource for instructional designers, graduate students, academics, and other higher education professionals seeking current research on the best ways to globally expand online higher education. This book contains the following chapters: (1) Distance Learning Course Design: Considering International Learners and Diversity (Jillian L. Wendt, Deanna Nisbet, Amanda Rockinson-Szapkiw); (2) Designing for Immediacy and Culture (Michele M. Hampton); (3) Learning to Become an Online Learner in a Chinese University: A Tale of Transformative Pedagogy (David Stein, Hilda R. Glazer, Michael Glassman, Xing Li); (4) Exploring Social Presence in the Culturally Diverse Online Classroom (Debra K. Smith); (5) Bridging the Social, Academic, and Cultural Divide for International Students: Using Peer-to-Peer Support Strategies Online (Kimberly Palermo-Kielb, Christy Fraenza); (6) Culture and Communication Online: The Inclusion of International and Non-Native Language Learners (Kelly McKenna, Jill Zarestky, Melissa Anzlovar); (7) Social Presence and Cultural Identity: Exploring Culturally Responsive Instructional Design in the Online Environment (Bethany Simunich, Amy M. Grincewicz); (8) A Historically Black College's Approach to Integrating Culturally Diverse Teaching and Learning Strategies in an Online Classroom Platform (Kimetta R. Hairston, Yvonne M. Crawford, Jennifer M. Johnson); (9) Implementing eLearning in a Global Organization: Pitfalls, Successes, and Considerations (Larry Asu, Marcia Perrotti); (10) The Influence of Cultural Factors on Corporate Training in East Asia: Perspectives From Systems Theory, Human Resource Development, and Instructional Systems Design (Doris Lee); (11) Impacts of MOOCs on Online Learning and Campus-Based Course Design (Trang Phan); (12) Modelling for Value Systems in a Diverse Online Program in the Caribbean (Camille Dickson-Deane, LeRoy Hill, Laura E. Gray); (13) Addressing Critical Multiculturalism in Online Education Using a Poly-Framework Approach (Srikanta Banerjee, Jill A. Firtell); and (14) Designing Engaging Online Environments: Universal Design for Learning Principles (Aleksandra Hollingshead). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01