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, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) :
IGI Global,
[2021]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| 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"-- |
| Beschreibung: | 29 PDFs (375 pages) Also available in print. |
| Format: | Mode of access: World Wide Web. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 1799869466 9781799869467 |
| Zugangseinschränkungen: | Restricted to subscribers or individual electronic text purchasers. |
Internformat
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| 245 | 0 | 0 | |a Shifting to online learning through faculty collaborative support |c Caroline Crawford, editor. |
| 264 | 1 | |a Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : |b IGI Global, |c [2021] | |
| 300 | |a 29 PDFs (375 pages) | ||
| 336 | |a text |2 rdacontent | ||
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| 338 | |a online resource |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a 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. | |
| 506 | |a Restricted to subscribers or individual electronic text purchasers. | ||
| 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"-- |c Provided by publisher. | |
| 530 | |a Also available in print. | ||
| 538 | |a Mode of access: World Wide Web. | ||
| 588 | |a Description based on title screen (IGI Global, viewed 05/30/2021). | ||
| 650 | 0 | |a Blended learning |v Case studies. | |
| 650 | 0 | |a Educational technology |v Case studies. | |
| 650 | 0 | |a Instructional systems |x Design |v Case studies. | |
| 650 | 0 | |a Teaching teams |v Case studies. | |
| 650 | 0 | |a Web-based instruction |v Case studies. | |
| 655 | 4 | |a Electronic books. | |
| 700 | 1 | |a Crawford, Caroline M. |d 1968- |e editor. | |
| 710 | 2 | |a IGI Global, |e publisher. | |
| 776 | 0 | |c (Original) |w (DLC)2021000744 | |
| 776 | 0 | 8 | |i Print version: |z 179986944X |z 9781799869443 |w (DLC) 2021000744 |
| 856 | 4 | 0 | |l FWS01 |p ZDB-98-IGB |q FWS_PDA_IGB |u http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-6944-3 |3 Volltext |
| 912 | |a ZDB-98-IGB | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
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| _version_ | 1816797084959899648 |
| adam_text | |
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| author2 | Crawford, Caroline M. 1968- |
| author2_role | edt |
| author2_variant | c m c cm cmc |
| author_facet | Crawford, Caroline M. 1968- |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1044 |
| callnumber-raw | LB1044.87 .S55 2021e |
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| callnumber-sort | LB 41044.87 S55 42021E |
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| collection | ZDB-98-IGB |
| 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. |
| ctrlnum | (CaBNVSL)slc00001406 (OCoLC)1253443768 |
| dewey-full | 371.33/44678 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.33/44678 |
| dewey-search | 371.33/44678 |
| dewey-sort | 3371.33 544678 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| spelling | Shifting to online learning through faculty collaborative support Caroline Crawford, editor. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : IGI Global, [2021] 29 PDFs (375 pages) text rdacontent electronic isbdmedia online resource rdacarrier Includes bibliographical references and index. 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. Restricted to subscribers or individual electronic text purchasers. "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. Also available in print. Mode of access: World Wide Web. Description based on title screen (IGI Global, viewed 05/30/2021). Blended learning Case studies. Educational technology Case studies. Instructional systems Design Case studies. Teaching teams Case studies. Web-based instruction Case studies. Electronic books. Crawford, Caroline M. 1968- editor. IGI Global, publisher. (Original) (DLC)2021000744 Print version: 179986944X 9781799869443 (DLC) 2021000744 FWS01 ZDB-98-IGB FWS_PDA_IGB http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-6944-3 Volltext |
| 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. Blended learning Case studies. Educational technology Case studies. Instructional systems Design Case studies. Teaching teams Case studies. Web-based instruction Case studies. |
| title | Shifting to online learning through faculty collaborative support |
| title_auth | Shifting to online learning through faculty collaborative support |
| title_exact_search | Shifting to online learning through faculty collaborative support |
| title_full | Shifting to online learning through faculty collaborative support Caroline Crawford, editor. |
| title_fullStr | Shifting to online learning through faculty collaborative support Caroline Crawford, editor. |
| title_full_unstemmed | Shifting to online learning through faculty collaborative support Caroline Crawford, editor. |
| title_short | Shifting to online learning through faculty collaborative support |
| title_sort | shifting to online learning through faculty collaborative support |
| topic | Blended learning Case studies. Educational technology Case studies. Instructional systems Design Case studies. Teaching teams Case studies. Web-based instruction Case studies. |
| topic_facet | Blended learning Case studies. Educational technology Case studies. Instructional systems Design Case studies. Teaching teams Case studies. Web-based instruction Case studies. Electronic books. |
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