Verfügbarkeit: Web-based learning

Web-based learning: design, implementation and evaluation

This second edition is a practical, easy-to-read resource on web-based learning. The book ably and clearly equips readers with strategies for designing effective online courses, creating communities of web-based learners, and implementing and evaluating based on an instructional design framework. Ca...

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Bibliographische Detailangaben
Hauptverfasser:	Davidson-Shivers, Gayle V. (VerfasserIn), Rasmussen, Karen L. (VerfasserIn), Lowenthal, Patrick R. 1975- (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Cham, Switzerland Springer [2018]
Ausgabe:	Second edition
Schlagworte:	Internet E-Learning Lernen Computerunterstützter Unterricht
Online-Zugang:	Inhaltsverzeichnis
Zusammenfassung:	This second edition is a practical, easy-to-read resource on web-based learning. The book ably and clearly equips readers with strategies for designing effective online courses, creating communities of web-based learners, and implementing and evaluating based on an instructional design framework. Case example, case studies, and discussion questions extend readers skills, inspire discussion, and encourage readers to explore the trends and issues related to online instructional design and delivery
Beschreibung:	Literaturangaben
Beschreibung:	xxiv, 387 Seiten Illustrationen, Diagramme
ISBN:	3319678396 9783319678399 9783319678405

Internformat

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Datensatz im Suchindex

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adam_text	3 4 4 5 6 7 7 11 12 13 14 16 16 18 18 19 20 21 21 21 22 xv Contents Part I Introduction to Online Learning, Communities, and Instructional Design 1 Overview of Online Instruction and Learning Environments and Communities .......................................... Introduction.............................................. Education and Training Using Web Delivery............... Defining Online Instruction............................ Distinctions Between Distance Education and Distributed Education............................................... Overview of Distance Education............................ Distance Education Delivery Systems..................... Growth of Web Delivery for Distance Education........... Is Online Instruction Right for You? Its Benefits and Challenges............................................ Benefits: What’s the Attraction to Online Instruction?.. Challenges: What’s Not So Great About Online Instruction?.. Online Learning Environment and Community................. Online Learning Environments. . ........................ Learning Communities.................................... Online Learning Communities............................. A Continuum of Online Learning Communities.............. Resurgent Use of Learning Communities................... Types of Online Instruction............................... Fully Online Instruction.................................. Blended Instruction..................................... Web-Enhanced Instruction................................ XVI Contents Current and Emerging Technology for Online Instruction............... 23 Current and Emerging Technological Tools........................... 23 Merging Technological Tools........................................ 25 Learning Management Systems........................................ 25 Are You Right for Online Instruction? Examining Stakeholder Roles, Responsibilities, and Concerns.................... 26 Administrative Stakeholders........................................ 28 Technology Stakeholders . ......................................... 29 Learning Community Stakeholders.................................... 31 Instructional Designer Stakeholder................................. 34 Wrapping Up.......................................................... 37 Expanding Your Expertise............................................. 37 References........................................................... 38 2 Foundations of Online Learning and Instructional Design............... 43 Introduction......................................................... 44 An Overview of Learning Theories..................................... 44 Behavioral Learning Theories. ..................................... 44 Cognitive Learning Theories........................................ 48 Constructivist Learning Theories................................... 51 Foundational Definitions of Learning............................... 53 An Integrated, Multi-theoretical Approach to Learning................ 54 Defining Learning with the Integrated, Multi-theoretical Approach........................................................... 57 An Overview of General Systems Theory................................ 57 Systematic and Systemic............................................ 58 An Overview of Communication Theory.................................. 59 Instructional Design Models.......................................... 61 Conventional ID Models............................................. 61 Alternative ID Models and Approaches.............................. 62 An Overview of the Web-Based Instructional Design Model.............. 63 Analysis Stage................................................... 65 Evaluation Planning Stage.......................................... 67 Concurrent Design Stage............................................ 68 Implementation Stage............................................... 69 Summative Evaluation and Research Stage............................ 70 Summary of the WBID Model.......................................... 70 Meet the Players..................................................... 70 Wrapping Up. ........................................................ 72 Expanding Your Expertise............................................. 73 Extending Your Skills................................................ 73 Case Study 1: PK-12 Schools........................................ 74 Case Study 2: Business and Industry................................ 75 Case Study 3: Military........................................... 75 Case Study 4: Higher Education..................................... 76 References.......................................................... 76 Contents xvii Part II The WBID Model for Creating an Online Community of Learners 3 Analysis: Considering Outcomes, Context, and Learners............. 83 Introduction......................................................... 84 Purposes of Analysis................................................. 85 Problem Analysis..................................................... 85 Determining the Nature, of the Problem.......................... 86 Determining If and How the Problem Can Be Resolved.............. 89 Determining If Online Instruction Is Appropriate................ 89 Documenting and Reporting Problem Analysis......................... 91 Analyzing Components of the Instructional Situation............... 94 What Is the Instructional Goal?.................................... 95 What Is the Instructional Context?................................ 100 Who Are the Learners?............................................. 105 Wrapping Up......................................................... 110 Expanding Your Expertise............................................ Ill Extending Your Skills............................................... Ill Case Study 1: PK-12 Schools....................................... Ill Case Study 2: Business and Industry............................... 112 Case Study 3: Military............................................ 113 Case Study 4: Higher Education.................................... 114 References.......................................................... 115 4 Analysis: Considering Instructional Content for Online Instruction.............................................. 117 Introduction........................................................ 118 Developing a Learning Task Map...................................... 120 LTM Formatting.................................................... 121 LTM Numbering System.............................................. 121 Three Types of Content Analysis and LTM Formats................. 122 Gathering Data on the Instructional Content....................... 123 Reviewing the Instructional Content Analysis and LTM................ 125 When Is the Instructional Content Analysis Finished?.............. 127 Task-Objective-Assessment Item Blueprint (TOAB)................... 128 Finalizing the Instructional Goal Statement......................... 130 Implications for Online Design and Delivery......................... 132 Influencing the Remaining Stages of the WBID Model................ 133 Wrapping Up......................................................... 135 Expanding Your Expertise............................................ 136 Extending Your Skills............................................... 136 Case Study 1: PK-12 Schools....................................... 136 Case Study 2: Business and Industry............................... 137 Case Study 3: Military............................................ 137 Case Study 4: Higher Education.................................... 138 References.......................................................... 138 xviii Contents 5 Planning the Evaluation of Online Instruction............»......... Introduction...................................................... General Purposes of Evaluation.................................... Effectiveness.................................................. Efficiency..................................................... Appeal......................................................... General Evaluation Orientations................................... Two Basic Types of Evaluation..................................... Formative Evaluation........................................... Summative Evaluation........................................... Differences Between the WBID Model and Conventional ID Models. . . Formative Evaluation Planning: Its Purpose Detailed............... Instructional Goals...............................»............ Instructional Content.......................................... Technology..................................................... Message Design................................................. Formative Evaluation Plan: Detailing the Main Steps............... Who Are the Stakeholders?...................................... What Is Being Evaluated?....................................... Who Are the Evaluators and Reviewers?.......................... What Are the Evaluation Methods?............................... When and How Should Evaluation Take Place?..................... What Types of Decisions Need to Be Made as the Design Plan and Prototype Are Developed and Revised?....................... Communicating Formative Evaluation Results..................... Forms of Communication......................................... Preliminary Planning of Summative Evaluation...................... Other Considerations for Evaluation Planning................... Wrapping Up....................................................... Expanding Your Expertise.......................................... Extending Your Skills............................................ Case Study 1: PK-12 Schools.................................... Case Study 2: Business and Industry .......................... Case Study 3: Military......................................... Case Study 4: Higher Education................................. References....................................................... 141 142 142 143 143 144 145 148 148 148 149 151 151 151 152 152 155 156 158 159 161 166 169 171 172 174 175 177 177 178 178 179 179 180 181 6 Concurrent Design; Preplanning and Design Tasks.................... 183 Introduction....................................................... 184 Three Design Team Options......................................... 186 Preplanning Tasks.................................................... 186 Finalizing the Design Approach................................... 187 Identifying Tasks and Team Members . ............................. 187 Project Timelines................................................. 191 Contents xix Essential Design Tasks............................................. 193 Writing Objectives............................................... 193 Objectives, Learning Outcomes, and the Web....................... 194 Five-Component Objectives........................................ 195 Three-Component Objectives..................................... 195 Writing Objectives Using the TOAB................................ 198 Writing Assessment Items........................................... 200 Purposes of Assessment........................................... 200 Traditional Assessments.......................................... 200 Alternative Assessments.......................................... 201 Assessment Quantity and Quality.................................. 202 Assessment Security............................................ 203 Completing the TOAB with Assessment Items........................ 204 Clustering the Objectives........................................ 207 Wrapping Up........................................................ 209 Expanding Your Expertise........................................... 209 Extending Your Skills.............................................. 210 Case Study 1: PK-12 Schools...................................... 210 Case Study 2: Business and Industry.............................. 210 Case Study 3: Military........................................... 211 Case Study 4: Higher Education................................... 211 References......................................................... 212 7 Concurrent Design: Instructional and Motivational Strategy Planning.................................................. 215 Introduction....................................................... 216 Conceptual Framework of the WBID Model............................. 218 WBI Strategy Worksheet........................................... 219 Instructional Strategies for Online Instruction , . . ,............ 222 Orientation...................................................... 222 Instruction...................................................... 227 Measurement...................................................... 232 Summary and Close................................................ 236 Motivational Strategies.......................................... 238 Theoretical Approaches to Motivation............................. 238 Other Factors to Consider for Online Instructional Design.......... 243 Class Size....................................................... 243 Navigation and Learner Control................................... 244 Feedback......................................................... 245 Interactivity.................................................... 246 Media Selection................................................ 249 Wrapping Up........................................................ 250 Expanding Your Expertise.......................................... 251 tents 251 251 252 253 253 254 259 260 262 262 263 268 268 269 272 274 275 276 280 280 284 285 286 286 286 287 287 288 289 293 294 295 296 296 297 299 304 304 304 306 306 xx Extending Your Skills...................................... Case Study 1 : PK-12 Schools............................ Case Study 2: Business and Industry..................... Case Study 3: Military.................................. Case Study 4: Higher Education.......................... References................................................. 8 Concurrent Design: Putting Design Plans into Development Action.................................... Introduction............................................... Applying Message and Visual Design to Online Instruction... Message Design.......................................... Visual Design........................................... The Interface.............................................. Use of Metaphors and Analogies.......................... Sketching the Interface................................. Flowcharting............................................ Flowcharts and Learning Management Systems.............. Storyboarding........................................... Types of Storyboards.................................... Creating Online Instruction................................ Technical Issues Associated with Development............ Formative Evaluation and Development....................... Wrapping Up................................................. Expanding Your Expertise................................... Extending Your Skills...................................... Case Study 1: PK-12 Schools............................. Case Study 2: Business and Industry..................... Case Study 3: Military.................................. Case Study 4: Higher Education.......................... References................................................. Part III Implementation and Evaluation of Online Instruction 9 Implementation: Establishing a Sense of Community.......... Introduction............................................... Understanding Teaching and Learning in an Online Environment Understanding Online Mentoring.......................... Implementation: Preplanning Activities..................... Implementation Personnel................................ Implementation Budget and Time Allocations.............. Final Preparations for Implementation...................... Identifying Initial Contact............................. Final Technical Requirement Preparations................ Preparing for Communication Among Online Participants . . . Online Skills Training for Participants................. Contents xxi Early Events in Implementation.................................... 310 Implementation: Facilitation and Management....................... 310 Implementation: The Aspect of Facilitation..................... 310 Implementation: The Aspect of Management....................... 315 Establishing and Maintaining Quality.............................. 320 Wrapping Up..................................................... 321 Expanding Your Expertise.......................................... 321 Extending Your Skills............................................. 322 Case Study 1: PK-12 Schools.................................... 322 Case Study 2: Business and Industry............................ 322 Case Study 3: Military.......................................... 323 Case Study 4: Higher Education.................................. 324 References........................................................ 325 10 Conducting Summative Evaluation and Research: The Final Stage................................................... 327 Introduction...................................................... 327 Summative Evaluation Planning: Detailing the Purposes............ 329 Summative Evaluation Planning: Detailing the Main Steps.......... 332 Who Are the Stakeholders?....................................... 332 What Is Being Evaluated?........................................ 334 Who Are the Evaluators?......................................... 335 Who Will Participate in the Evaluation?........................ 336 What Are the Evaluation Methods and Tools?...................... 337 How Are Data Collected and Analyzed?............................ 339 How Are the Data Analyzed and Reported?......................... 342 Summative Evaluation and Quality Frameworks...................... 347 Wrapping Up....................................................... 347 Expanding Your Expertise.......................................... 347 Extending Your Skills............................................. 348 Case Study 1: K-12 Schools...................................... 348 Case Study 2: Business and Industry............................. 349 Case Study 3: Military.......................................... 350 Case Study 4: Higher Education.................................. 351 References........................................................ 351 Appendix A: Methods and Tools for Gathering Data and Information. . . 353 Appendix B: Quality Online Instruction: Standards, Competencies, and Codes of Ethics....................................... 377 Index 381
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spelling	Davidson-Shivers, Gayle V. Verfasser aut Web-based learning design, implementation and evaluation Gayle V. Davidson-Shivers, Karen L. Rasmussen, Patrick R. Lowenthal Second edition Cham, Switzerland Springer [2018] xxiv, 387 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Literaturangaben This second edition is a practical, easy-to-read resource on web-based learning. The book ably and clearly equips readers with strategies for designing effective online courses, creating communities of web-based learners, and implementing and evaluating based on an instructional design framework. Case example, case studies, and discussion questions extend readers skills, inspire discussion, and encourage readers to explore the trends and issues related to online instructional design and delivery Internet (DE-588)4308416-3 gnd rswk-swf E-Learning (DE-588)4727098-6 gnd rswk-swf Lernen (DE-588)4035408-8 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf E-Learning (DE-588)4727098-6 s DE-604 Computerunterstützter Unterricht (DE-588)4070087-2 s Internet (DE-588)4308416-3 s Lernen (DE-588)4035408-8 s 1\p DE-604 Rasmussen, Karen L. Verfasser aut Lowenthal, Patrick R. 1975- Verfasser (DE-588)1111110786 aut Erscheint auch als Online-Ausgabe, EPUB 978-3-319-67840-5 Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030668334&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk
spellingShingle	Davidson-Shivers, Gayle V. Rasmussen, Karen L. Lowenthal, Patrick R. 1975- Web-based learning design, implementation and evaluation Internet (DE-588)4308416-3 gnd E-Learning (DE-588)4727098-6 gnd Lernen (DE-588)4035408-8 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd
subject_GND	(DE-588)4308416-3 (DE-588)4727098-6 (DE-588)4035408-8 (DE-588)4070087-2
title	Web-based learning design, implementation and evaluation
title_auth	Web-based learning design, implementation and evaluation
title_exact_search	Web-based learning design, implementation and evaluation
title_full	Web-based learning design, implementation and evaluation Gayle V. Davidson-Shivers, Karen L. Rasmussen, Patrick R. Lowenthal
title_fullStr	Web-based learning design, implementation and evaluation Gayle V. Davidson-Shivers, Karen L. Rasmussen, Patrick R. Lowenthal
title_full_unstemmed	Web-based learning design, implementation and evaluation Gayle V. Davidson-Shivers, Karen L. Rasmussen, Patrick R. Lowenthal
title_short	Web-based learning
title_sort	web based learning design implementation and evaluation
title_sub	design, implementation and evaluation
topic	Internet (DE-588)4308416-3 gnd E-Learning (DE-588)4727098-6 gnd Lernen (DE-588)4035408-8 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd
topic_facet	Internet E-Learning Lernen Computerunterstützter Unterricht
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030668334&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT davidsonshiversgaylev webbasedlearningdesignimplementationandevaluation AT rasmussenkarenl webbasedlearningdesignimplementationandevaluation AT lowenthalpatrickr webbasedlearningdesignimplementationandevaluation

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