Online Learning: Common Misconceptions, Benefits and Challenges

Patrick R. Lowenthal (Editor)
Boise State University, ID, USA

Cindy S. York (Editor)
Professor, Northern Illinois University, IL, USA

Jennifer C. Richardson (Editor)
Professor, Purdue University, IN, USA

Series: Education in a Competitive and Globalizing World
BISAC: EDU041000

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Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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The number of students taking online courses continues to grow each year. Despite the growth, a large percentage of faculties still don’t accept the value of online learning.

Online educators find themselves in exciting times where they continue advancing the dialogue about online learning, beyond the discussions of “is it as good as face-to-face instruction?” to more nuanced issues such as some of the various benefits, challenges, and misconceptions that go along with learning online.

The purpose of this book is to address the various benefits, challenges, and misconceptions that coincide with online teaching and learning. The audience includes anyone with an interest in online learning, whether they are researchers, designers, instructors, or trainers. This book is organized into several themes that are current and emerging in the field of online learning, including student and instructor supports, instructional approaches, current trends and emerging technologies, reaching new audiences, and planning for the online learning environment. (Imprint: Nova)

Introduction pp,vii-x

Chapter 1: Supporting instructors in Online Learning Environments: Addressing the Challenges
(Kelley Regan, Anya S. Evmenova, Pamela Baker, George Mason University, Virginia, US)pp,1-16

Chapter 2: Student Readiness for Online Learning: The Role of Social, Emotional and Technical Competencies
(Taeho Yu, Purdue University, Indiana, US) pp,17-32

Chapter 3: Blended Online Learning: Benefits, Challenges and Misconceptions
(Peter J. Fadde, Phu Vu, Southern Illinois University Carbondale, Illinois, US)pp,33-48

Chapter 4: A Flipped Classroom Approach: Benefits and Challenges of Flipping the Learning of Procedural Knowledge
(Angie Hodge, Betty Love, Neal Grandgenett, Andrew Swift, University of Nebraska at Omaha, Nebraska, US) pp,49-60

Chapter 5: Overcoming Challenges during the Development of a Massive Open Online Course
(Devrim Ozdemir, George Mason University, Virginia, US)pp,61-72

Chapter 6: Rules of Engagement: Setting the Stage for Online Learning Communities
(Janice W. Butler, Marie Evans, University of Texas at Brownsville, Texas, US) pp,73-88

Chapter 7: Are We There Yet? e-Textbooks and Online Learning
(William Douglas Woody David B. Daniel, University of Northern Colorado, Colorado, US)pp,89-98

Chapter 8: Learning Out Loud: Increasing Voluntary Voice Comments in Online Classes
(Michelle Pacansky-Brock, Mt. San Jacinto College, California, US)pp,99-114

Chapter 9: Research and Dissertations: Challenges Overcome by Online Doctoral Students
(Swapna Kumar, Melissa Johnson, University of Florida, Florida, US)pp,115-124

Chapter 10: Online Learning in Primary Schools
(Damian Maher, University of Technology, Sydney, Australia)pp,125-136

Chapter 11: Are Online Assessments Measuring Student Learning or Something Else?
(Gayle V. Davidson-Shivers, Rebecca M. Reese, University of South Alabama, Alabama, US)pp,137-152

Chapter 12: Benefits and Challenges of the Online Learning Strategic Planning Process
(Tonya B. Amankwatia, Center for Teaching and Learning, School of Education, Regent University, Virginia Beach, VA, USA)pp,153-166

Index pp,169-174

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