Shifting to online learning through faculty collaborative support:
"This book provides relevant theoretical frameworks and the latest empirical research findings in online learning support for faculty by focusing upon supporting and enhancing blended and distance learning (elearning) course design and development using the chapter authors own experiential tips...
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey PA, USA
IGI Global, Publisher of Timely Knowledge
[2021]
|
| Schriftenreihe: | A volume in the Advances in educational technologies and instructional design (AETID) book series
Premier reference source |
| Schlagworte: | |
| Online-Zugang: | DE-1050 DE-573 DE-898 DE-1049 DE-706 DE-706 DE-83 URL des Erstveröffentlichers Chapter PDFs via platform |
| Zusammenfassung: | "This book provides relevant theoretical frameworks and the latest empirical research findings in online learning support for faculty by focusing upon supporting and enhancing blended and distance learning (elearning) course design and development using the chapter authors own experiential tips and tricks towards the successful move from face to face into online learning, while also embracing the collegial mentorship and guiding facilitative support necessary towards online course and faculty success" - Provided by publisher |
| Beschreibung: | 1 Online-Ressource (xxii, 375 Seiten) Illustrationen |
| ISBN: | 9781799869467 1799869466 |
| ISSN: | 2326-8913 |
| DOI: | 10.4018/978-1-7998-6944-3 |
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| 520 | 3 | |a "This book provides relevant theoretical frameworks and the latest empirical research findings in online learning support for faculty by focusing upon supporting and enhancing blended and distance learning (elearning) course design and development using the chapter authors own experiential tips and tricks towards the successful move from face to face into online learning, while also embracing the collegial mentorship and guiding facilitative support necessary towards online course and faculty success" - Provided by publisher | |
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Datensatz im Suchindex
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| contents | Section 1. Faculty persistence and collegial collaboration. Chapter 1. College professors turning chaos into collegial collaboration ; Chapter 2. The unexpected online learning pivot: faculty persistence through the swerve and dangle ; Chapter 3. Thriving through disruption: COVID-19, online education, and innovation ; Chapter 4. Fostering an attitude of intentional collaboration: building an environment of relational, intellectual synergy -- Section 2. Faculty development and associated resources for teaching online. Chapter 5. Shifting to online learning through cognitive flexibility ; Chapter 6. Online faculty community: support and resources for teaching online ; Chapter 7. Collaboration for social justice and faculty development through online course design ; Chapter 8. A knowledge-based risk-driven model supporting collaborative online course creation ; Chapter 9. Digital leadership and professional development -- Section 3. Student success: supporting online learners. Chapter 10. Promoting a collegial, collaborative, and innovative teaching and learning environment: a real institute's approach to COVID-19 ; Chapter 11. Utilizing online innovative technology for student success in higher education learning environments ; Chapter 12. Meeting the needs of students with disabilities in online learning environments -- Section 4. Specialization-specific topics. Chapter 13. Remote teacher preparation amidst COVID-19: creating trauma-informed communities of inquiry ; Chapter 14. What the flip: embracing flipped learning as a mediated approach in teacher education ; Chapter 15. Developing and supporting mathematics teacher educators through virtual collaborations ; Chapter 16. Pandemic-fueled essential doctoral community collaborations: library and information science professionals and doctoral education faculty leaders ; Chapter 17. Evaluation of interior architecture education in Turkey during the pandemic |
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| index_date | 2024-07-03T17:35:14Z |
| indexdate | 2024-07-20T06:38:31Z |
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| issn | 2326-8913 |
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| spelling | Shifting to online learning through faculty collaborative support Caroline M. Crawford (University of Houston-Clear Lake, USA) Hershey PA, USA IGI Global, Publisher of Timely Knowledge [2021] © 2021 1 Online-Ressource (xxii, 375 Seiten) Illustrationen txt rdacontent c rdamedia cr rdacarrier A volume in the Advances in educational technologies and instructional design (AETID) book series 2326-8913 Premier reference source Section 1. Faculty persistence and collegial collaboration. Chapter 1. College professors turning chaos into collegial collaboration ; Chapter 2. The unexpected online learning pivot: faculty persistence through the swerve and dangle ; Chapter 3. Thriving through disruption: COVID-19, online education, and innovation ; Chapter 4. Fostering an attitude of intentional collaboration: building an environment of relational, intellectual synergy -- Section 2. Faculty development and associated resources for teaching online. Chapter 5. Shifting to online learning through cognitive flexibility ; Chapter 6. Online faculty community: support and resources for teaching online ; Chapter 7. Collaboration for social justice and faculty development through online course design ; Chapter 8. A knowledge-based risk-driven model supporting collaborative online course creation ; Chapter 9. Digital leadership and professional development -- Section 3. Student success: supporting online learners. Chapter 10. Promoting a collegial, collaborative, and innovative teaching and learning environment: a real institute's approach to COVID-19 ; Chapter 11. Utilizing online innovative technology for student success in higher education learning environments ; Chapter 12. Meeting the needs of students with disabilities in online learning environments -- Section 4. Specialization-specific topics. Chapter 13. Remote teacher preparation amidst COVID-19: creating trauma-informed communities of inquiry ; Chapter 14. What the flip: embracing flipped learning as a mediated approach in teacher education ; Chapter 15. Developing and supporting mathematics teacher educators through virtual collaborations ; Chapter 16. Pandemic-fueled essential doctoral community collaborations: library and information science professionals and doctoral education faculty leaders ; Chapter 17. Evaluation of interior architecture education in Turkey during the pandemic "This book provides relevant theoretical frameworks and the latest empirical research findings in online learning support for faculty by focusing upon supporting and enhancing blended and distance learning (elearning) course design and development using the chapter authors own experiential tips and tricks towards the successful move from face to face into online learning, while also embracing the collegial mentorship and guiding facilitative support necessary towards online course and faculty success" - Provided by publisher Web-based instruction / Case studies Blended learning / Case studies Teaching teams / Case studies Instructional systems / Design / Case studies Educational technology / Case studies Electronic books (DE-588)4143413-4 Aufsatzsammlung gnd-content Crawford, Caroline M. 1968- (DE-588)1246898411 edt Erscheint auch als Druck-Ausgabe 978-1-7998-6944-3 Erscheint auch als Druck-Ausgabe 1-7998-6944-X Erscheint auch als Druck-Ausgabe, Softcover 978-1-7998-6945-0 https://doi.org/10.4018/978-1-7998-6944-3 Verlag URL des Erstveröffentlichers Volltext http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-6944-3 Chapter PDFs via platform |
| spellingShingle | Shifting to online learning through faculty collaborative support Section 1. Faculty persistence and collegial collaboration. Chapter 1. College professors turning chaos into collegial collaboration ; Chapter 2. The unexpected online learning pivot: faculty persistence through the swerve and dangle ; Chapter 3. Thriving through disruption: COVID-19, online education, and innovation ; Chapter 4. Fostering an attitude of intentional collaboration: building an environment of relational, intellectual synergy -- Section 2. Faculty development and associated resources for teaching online. Chapter 5. Shifting to online learning through cognitive flexibility ; Chapter 6. Online faculty community: support and resources for teaching online ; Chapter 7. Collaboration for social justice and faculty development through online course design ; Chapter 8. A knowledge-based risk-driven model supporting collaborative online course creation ; Chapter 9. Digital leadership and professional development -- Section 3. Student success: supporting online learners. Chapter 10. Promoting a collegial, collaborative, and innovative teaching and learning environment: a real institute's approach to COVID-19 ; Chapter 11. Utilizing online innovative technology for student success in higher education learning environments ; Chapter 12. Meeting the needs of students with disabilities in online learning environments -- Section 4. Specialization-specific topics. Chapter 13. Remote teacher preparation amidst COVID-19: creating trauma-informed communities of inquiry ; Chapter 14. What the flip: embracing flipped learning as a mediated approach in teacher education ; Chapter 15. Developing and supporting mathematics teacher educators through virtual collaborations ; Chapter 16. Pandemic-fueled essential doctoral community collaborations: library and information science professionals and doctoral education faculty leaders ; Chapter 17. Evaluation of interior architecture education in Turkey during the pandemic |
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| title | Shifting to online learning through faculty collaborative support |
| title_auth | Shifting to online learning through faculty collaborative support |
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| title_full | Shifting to online learning through faculty collaborative support Caroline M. Crawford (University of Houston-Clear Lake, USA) |
| title_fullStr | Shifting to online learning through faculty collaborative support Caroline M. Crawford (University of Houston-Clear Lake, USA) |
| title_full_unstemmed | Shifting to online learning through faculty collaborative support Caroline M. Crawford (University of Houston-Clear Lake, USA) |
| title_short | Shifting to online learning through faculty collaborative support |
| title_sort | shifting to online learning through faculty collaborative support |
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