Understanding Online Instructional Modeling: Theories and Practices

Understanding Online Instructional Modeling: Theories and Practices

Robert Z. Zheng, Sharmila Pixy Ferris
Indexed In: SCOPUS
Release Date: October, 2007|Copyright: © 2008 |Pages: 308
DOI: 10.4018/978-1-59904-723-2
ISBN13: 9781599047232|ISBN10: 1599047233|EISBN13: 9781599047256
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Description & Coverage
Description:

Higher education is currently undergoing significant changes, and conditions in higher education reflect changing financial, social, and political conditions, which affect both faculty and students. Both the rising costs of education and changes from brick-and-mortar to technologically-driven programs often lead to a change from the traditional space-and-time bound institution to ones that offer cost-effective technologically enhanced programs.

Online learning has become an integral and expansive factor in higher education—both in distance learning and as an adjunct to the traditional classroom. Understanding Online Instructional Modeling: Theories and Practices focuses on both theoretical and practical aspects of online learning by introducing a variety of online instructional models as well as best practices that help educators and professional trainers to better understand the dynamics of online learning.

Coverage:

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

  • Asynchronous online communication
  • Cyber education implications
  • Cybersupervision
  • E-learning framework
  • Flexible learning theory
  • Functional relevance perspective
  • Instructional gaming
  • Model-facilitated learning Environments
  • Online instructional modeling
  • Online interaction strategies
  • Online Learning
  • Online learning system integration
  • SIMPLE model
  • Social networks in e-learning
  • Social presence of online learning
  • Special-needs online learning
  • Unified theory of instructional design
Reviews & Statements

This book addresses pressing needs in online education by (a) bridging theories with practice, (b) addressing emerging issues in online pedagogy and instructional modeling, and (c) identifying best practices in online teaching and learning.

– Robert Zheng, Temple University, USA

This comprehensive desk reference gives both theory and practice so builders of higher education online courses can produce courses that students will actually take and enjoy.

– Book News Inc. (2008)

As a reference for any person working or offering courses in an online environment, this book provides information to bridge theories and practice, address emerging issues in online pedagogy and instructional modelling and provide information on best practices in online teaching and learning. [...] Beyond the educational community, anyone interested in e-learning will find this book a useful companion to help them understand and apply online learning in a variety of environments.

– Lorette Jacobs, Regenesys Management
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Editor/Author Biographies
Robert Zheng is an associate professor of Instructional Design and Educational Technology in the Department of Educational Psychology at the University of Utah. He also is the director of Center for the Advancement of Technology in Education (CATE) at the University of Utah. His research interests include online instructional design, cognition and multimedia learning, and human-computer interaction. He edited and co-edited several books including Cognitive Effects on Multimedia Learning, Online Instructional Modeling: Theories and Practices, and Adolescent Online Social Communication and Behavior: Relationship Formation on the Internet. He has published numerous book chapters and research papers in the areas of multimedia, online learning, and cognition.
Sharmila Pixy Ferris (PhD, the Pennsylvania State University, 1995) is an Associate Professor in the Interpersoanl Concentration of the Department of Communication at William Paterson University. With a Master's in English and a Bachelor's in Psychology, Dr. Ferris brings an interdisciplinary focus to her research in computer-mediated communication. This relatively new field builds on an investigation of the potentials and innovations introduced to the field of communication by new computer technologies. Within the broader area of computer-mediated communication, Dr. Ferris studies gender, small groups, orality and literacy, and adoption patterns. She is an experienced consultant, and has worked with regional, national and multi-national corporations to conduct diversity training as well as workshops in communication skills, leadership, and teamwork. She has been published in a variety of journals including Qualitative Research Reports, The New Jersey Journal of Communication, The Electronic Journal of Communication, Interpersonal Computing and Technology, The Journal of Electronic Publishing and Computer-Mediated Communication Magazine.
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