Education

For graduate-level courses in Distance Education/Distance Learning/Web-based Learning/Online Learning/e-Learning/Distributed Learning.

This practical volume details the journey of online learning from theory to practice. Using a flexible yet systematic instructional design framework that enables even novice teachers to design, plan, and implement customized instructional environments, this text thoroughly addresses how course management systems and other online learning technologies can be used to design learner-centered environments that actively engage students. Emphasis throughout is on the vital interaction among pedagogical models, instructional strategies, and learning technologies. This text is born of the authors' extensive experience in using technology in online/distributed learning contexts, and based on the principles of learning as a social process.

• A strong foundation in current educational research–As seen through a hands-on, theory-to-practice perspective.

  • Ensures prospective instructors are up-to-date on all relevant developments in the field of online learning–helps them better understand, and make use of, current technologies and future advances.

• The Integrative Learning Design Framework for Online Learning–Introduced in Chapter 4.

  • Illustrates a practical means of envisioning, planning, and implementing customized instructional designs for online learning–models learning environments that serve a wide range of subjects, situations, and students.

• A series of thirteen instructional strategies–Presented in Chapter 6.

  • Synthesizes the characteristics of constructivist-based pedagogical models–provides readers with a set of tools and techniques from which to choose appropriate delivery systems for a multitude of venues.

• Analysis of widely used Course Management Systems (CMS) for K-12, higher education, and corporate training contexts–Blackboard, WebCT, Lotus Learning Space, and Virtual-U.

  • Identifies the pros and cons of each for students, instructors, and administrators–explains exactly how to use a CMS to fashion the pedagogical design of any online learning system.

• Authentic scenarios at the start of each chapter–With related questions posed throughout the chapter.

  • Provide glimpses of real situations in K-12, higher education, and corporate training contexts in which students, instructors, and instructional designers engage in online learning–involve actions related to chapter content as well as to readers' prior knowledge.

• A highly interactive Companion Website–Linked to learning activities at the end of each chapter.

  • Engages students in using a variety of tables, downloadable PDF files, and online activities–employing the same instructional ideas that the text advocates.

• In-chapter pedagogical features–Opening learning objectives, closing learning activities, resources sections, and references.

  • Organize material into a chapter-by-chapter study guide and evaluation tool–provide access to additional materials for research, discussion, and individual study.

• End-of-text Glossary –With more than 200 entries.

  • Familiarizes readers with the nomenclature of the field–helps students learn to “talk the talk.”

1. What Is Online Learning?


2. The Roles and Competencies of the Online Learner and Online Instructor.


3. Research On Online Learning.


4. Integrative Learning Design Framework for Online Learning Environments.


5. Constructivist-Based Pedagogical Models: Principles, Characteristics, and Online Application.


6. Instructional Strategies and Their Role in Designing Authentic Learning Activities for Online Learning.


7. Evaluation for Online Learning: A Process Model.


8. Authoring Tools: Paradigms, Usage, and Future Implications.


9. Course Management Systems: Pedagogical Features, Selection, and Limitations.


Glossary.

Web-based Course Design/Online Learning  [CORE]   (Instructional Technology)
Distance Education / Telecommunication  [CORE]   (Instructional Technology)

"...its major strength is that it coordinates research with practical concerns about online learning in a systematic way." — David VanEsselstyn, Ph.D., Long Island University, C. W. Post Campus

"The ...text provides more in-depth coverage of online learning than any other books currently available ...This book has the potential to provide a much-needed foundation for a research-based approach to considering online instruction." — S. Kim MacGregor, Ph.D., Louisiana State University

"As it is presently cast, this book will exercise a leadership role in the evolution of the course." — R. Donald Hardy, Troy State University

"This project is the most definitive one I've seen regarding online learning, its history, application, and management." — Ron McBride, Ph.D., Northwestern State University

Online Learning: Concepts, Strategies, and Application is based on the principles of learning as a social process. It details a journey from theory to practice, informing the design of powerful and engaging online learning environments. A consistent theme in this book is the interaction between pedagogical models, instructional strategies, and learning technologies. This process is embedded in a flexible, yet systematic and integrative instructional design framework that enables the reader to envision, plan for, and implement customized instructional designs for online learning.

Features of this text:

• Three-part organization: Part I offers theory, research, and pedagogy as groundwork leading to Part II, which provides specific instructional design methods and strategies. Part III discusses the history and future of instructional technologies and gives readers the tools and techniques with which to select the appropriate e-Learning delivery applications.
• Authentic scenarios related to the design, development, and implementation of online learning in higher education contexts, schools, and corporate settings are provided at the beginning of each chapter, providing real-world relevance to the chapter content.
• Learning activities at the end of each chapter engage students in applying online learning concepts and strategies in real-world contexts. For Chapters 2, 3, 5, 6, and 9, these learning activities are completed on the interactive companion website at www.prenhall.com/dabbagh, where students browse interactive tables, download PDF files, and examine an array of examples of instructional contexts and cases for analysis.

Companion Website - Dabbagh
Dabbagh & Bannan-Ritland
©2005 | Allyn & Bacon | On-line Supplement; 0 pp | Instock
ISBN-10: 0130325473 | ISBN-13: 9780130325471
URL:  http://www.prenhall.com/dabbagh

Companion Website - Dabbagh
Dabbagh & Bannan-Ritland
©2005 | Allyn & Bacon | On-line Supplement; 0 pp | Instock
ISBN-10: 0130325473 | ISBN-13: 9780130325471
URL:  http://www.prenhall.com/dabbagh

Companion Website - Dabbagh
Dabbagh & Bannan-Ritland
©2005 | Allyn & Bacon | On-line Supplement; 0 pp | Instock
ISBN-10: 0130325473 | ISBN-13: 9780130325471
URL:  http://www.prenhall.com/dabbagh

Allyn & Bacon Digital Media Archive CD-ROM for Special Education, 2001
Allyn & Bacon
©2001 | Allyn & Bacon | CD-ROM Only | Out of Stock
ISBN-10: 0205318495 | ISBN-13: 9780205318490

CourseCompass (5.0) Instructor Quick Start Guide
Allyn & Bacon & Longman
©2007 | Allyn & Bacon | Paper | Instock
ISBN-10: 0205531709 | ISBN-13: 9780205531707

Research Navigator Guide for Special Education (Valuepack item only)
Smith & Barr
©2004 | Allyn & Bacon | Paper; 128 pp | Instock
ISBN-10: 0205408265 | ISBN-13: 9780205408269
URL:  http://www.researchnavigator.com

Responding to Hate at School: A Guide for Teachers, Counselors, and Administrators
Southern Poverty Law Center
©2001 | Allyn & Bacon | Paper | Instock
ISBN-10: 0130284580 | ISBN-13: 9780130284587

Companion Website - Dabbagh
Dabbagh & Bannan-Ritland
©2005 | Allyn & Bacon | On-line Supplement; 0 pp | Instock
ISBN-10: 0130325473 | ISBN-13: 9780130325471
URL:  http://www.prenhall.com/dabbagh

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