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 framewo...
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| Main Authors: | , , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Cham, Switzerland
Springer
[2018]
|
| Edition: | Second edition |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis Klappentext |
| Summary: | "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."-- |
| Item Description: | Literaturangaben |
| Physical Description: | xxiv, 387 Seiten Illustrationen, Diagramme 25 cm |
| ISBN: | 9783319884950 |
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Record in the Search Index
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Contents Part I 1 Introduction to Online Learning, Communities, and Instructional Design 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. 3 4 4 5 6 7 7 11 12 13 14 16 16 18 18 19 20 21 21 21 22
xvi 2 Contents Current and Emerging Technology for Online Instruction. Current and Emerging Technological Tools. Merging Technological Tools. Learning Management Systems. Are You Right for Online Instruction? Examining Stakeholder Roles, Responsibilities, and Concerns. Administrative Stakeholders. Technology Stakeholders. Learning Community Stakeholders. Instructional Designer Stakeholder. Wrapping Up. Expanding Your Expertise. References. 23 23 25 25 Foundations of Online Learning and Instructional Design. Introduction. An Overview of Learning Theories. Behavioral Learning Theories. Cognitive Learning
Theories. Constructivist Learning Theories. Foundational Definitions of Learning. An Integrated, Multi-theoretical Approach to Learning. Defining Learning with the Integrated, Multi-theoretical Approach. An Overview of General Systems Theory. Systematic and Systemic. An Overview of Communication Theory. Instructional Design Models. Conventional ID Models. Alternative ID Models and Approaches. An Overview of the Web-Based Instructional Design Model. Analysis Stage. Evaluation Planning Stage. Concurrent Design Stage. Implementation Stage. Summative Evaluation and Research Stage. Summary of the WBID
Model. Meet the Players. 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. 43 44 44 44 48 51 53 54 26 28 29 31 34 37 37 38 57 57 58 59 61 61 62 63 65 67 68 69 70 70 70 72 73 73 74 75 75 76 76
xvii Contents Part II The WBID Model for Creating an Online Community of Learners 3 Analysis: Considering Outcomes, Context, and Learners. Introduction. Purposes of Analysis. Problem Analysis. Determining the Nature, of the Problem. Determining If and How the Problem Can Be Resolved. Determining If Online Instruction Is Appropriate. Documenting and Reporting Problem Analysis. Analyzing Components of the Instructional Situation. What Is the Instructional Goal?. What Is the Instructional Context?. Who Are the Learners?. 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. 8? 84 85 85 86 89 89 91 94 95 100 Ю5 1Ю 111 Ill 111 112 113 114 115 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 5 Contents 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. 6 Concurrent Design: Preplanning and Design Tasks. Introduction. Three Design Team Options. Preplanning Tasks. Finalizing the Design Approach. Identifying Tasks and Team Members. Project Timelines. 141 142 142 143 143 144 145 148 148 148 149 151 151 151 152 152 155 156 158 159 161 166 169 171 172 174 175 177 177 178 178 179 179 180 181 183 184 186 186 187 187 191
Contents Essential Design Tasks. Writing Objectives. Objectives, Learning Outcomes, and the Web. Five-Component Objectives. Three-Component Objectives. Writing Objectives Using the TOAB. Writing Assessment Items. Purposes of Assessment. Traditional Assessments. Alternative Assessments. Assessment Quantity and Quality. Assessment Security. Completing the TOAB with Assessment Items. Clustering the Objectives. 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. 7 XIX 193 193 194 195 195 198 200 200 200 201 202 203 204 207 209 209 210 210 210 211 211 212 Concurrent Design: Instructional and Motivational Strategy Planning. 215 Introduction. 216 Conceptual Framework of the WB ID 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
Contents 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. 259 Introduction. 260 Applying Message and Visual Design to Online Instruction. 262 Message Design. 262 Visual Design. 263 The Interface. 268 Use of Metaphors and Analogies. 268 Sketching the Interface. 269 Flowcharting. 272 Flowcharts and
Learning Management Systems. 274 Storyboarding. 275 Types of Storyboards. 276 Creating Online Instruction. 280 Technical Issues Associated with Development. 280 Formative Evaluation and Development. 284 Wrapping Up. 285 Expanding Your Expertise. 286 Extending Your Skills. 286 Case Study 1 : PK-12 Schools. 286 Case Study 2: Business and Industry. 287 Case Study 3: Military. 287 Case Study 4: Higher Education. 288 References. 289 Part III 9 251 251 252 253 253 254 Implementation and Evaluation of Online Instruction 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. 293 294 295 296 296 297 299 304 304 304 306 306
Contents Early Events in Implementation. Implementation: Facilitation and Management. Implementation: The Aspect of Facilitation. Implementation: The Aspect of Management. Establishing and Maintaining Quality. 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. 10 Conducting Summative Evaluation and Research: The Final Stage. XXI 310 310 310 315 320 321 321 322 322 322 323 324 325 Introduction.
Summative Evaluation Planning: Detailing the Purposes. Summative Evaluation Planning: Detailing the Main Steps. Who Are the Stakeholders?. What Is Being Evaluated?. Who Are the Evaluators?. Who Will Participate in the Evaluation?. What Are the Evaluation Methods and Tools?. How Are Data Collected and Analyzed?. How Are the Data Analyzed and Reported?. Summative Evaluation and Quality Frameworks. Wrapping Up. Expanding Your Expertise. Extending Your Skills. Case Study 1: K-12 Schools. Case Study 2: Business and Industry. Case Study 3: Military. Case Study 4: Higher Education.
References. 327 327 329 332 332 334 335 336 337 339 342 347 347 347 348 348 349 350 351 351 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
This second edition is a practical, easy-to-read resource on Web-based learning. Ihe book ably and clearly equips readers with strategies tor 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. |
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| spelling | Davidson-Shivers, Gayle V. Verfasser (DE-588)1256740527 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 25 cm 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."-- E-Learning (DE-588)4727098-6 gnd rswk-swf Education Educational technology E-Learning (DE-588)4727098-6 s DE-604 Rasmussen, Karen 1959- Verfasser (DE-588)1126652873 aut Lowenthal, Patrick R. 1975- Verfasser (DE-588)1111110786 aut Erscheint auch als 9783319678405 Online-Ausgabe Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=035174813&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=035174813&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
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| subject_GND | (DE-588)4727098-6 |
| 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 | E-Learning (DE-588)4727098-6 gnd |
| topic_facet | E-Learning |
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