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Book Cover
Author Fuller, Richard G., 1956-

Title Distinctive distance education design : models for differentiated instruction / by Richard G. Fuller, Gary William Kuhne, Barbara A. Frey
Published Hershey, Pa. : Information Science Reference, [2011]


Location Call no. Vol. Availability
Description xiv, 209 pages : illustrations ; 29 cm
Series Premier reference source
Premier reference source.
Contents Contents note continued: Confronting Inescapable Ethical Issues When Designing Programs -- Mapping Your Program's Context -- Suggestions to Improve Program Staffing and On-site Coordination -- A Few Words about Promoting Your Online Program -- Some Thoughts on Developing Learner Support Services -- References -- Section 3 Developing Differentiated Instruction: The "Tool Box" -- ch. 7 Preactive Stage: Needs Assessment -- Needs Assessment Phases in the Four Courses Categories -- Purposes Of Needs Assessment -- Strategies For Needs Assessment -- Needs Assessment Tools and Techniques -- Translating Needs Into Educational Language and Content -- Needs Assessment in the Four Course Categories -- References -- ch. 8 Preactive Stage: Behavioral Objectives and Lesson Planning -- Aligning Needs and Behavioral Objectives -- Cognitive Domain -- Psychomotor Domain -- Affective Domain -- Linking the Three Domains to The Four Course Types -- Writing Objectives -- Lesson Planning --
Contents note continued: Hybrid courses -- Conclusion -- References
Contents note continued: References -- ch. 9 Preactive Stage: Lesson and Program Evaluation -- Evaluation of the Online Learning Process -- Summative Evaluation -- Formative Evaluation -- The Program Evaluation Sub-Process -- Four Traps to Avoid In Evaluation -- A Strategy for Evaluation -- Some Pitfalls and Ethical Issues in Program Evaluation -- References -- ch. 10 Active Teaching Phases: Foundational Pedagogies -- Pedagogies in Foundational Courses -- Presence -- Framing Course Pedagogies -- Foundational Course Pedagogies -- Cooperative Learning Techniques in Foundational Courses -- Online Direct Teaching Methods -- Asynchronous Discussion Boards and Synchronous Virtual Chat Room -- References -- ch. 11 Active Teaching Phases: Skills Based and Analysis/Synthesis Pedagogies -- Pedagogies in Skill Based Courses -- Synchronous and Asynchronous Communications in Skills Based Courses -- Facilitating the Analysis Synthesis Course -- Using the Online Debate --
Contents note continued: Socratic Methods of Facilitation in Discussion Boards -- Hybrid Courses: Finding the Balance -- Empathetical Pedagogies to Fit the 4 Course Model -- References -- Section 4 Designing Differentiated Course Pedagogies -- ch. 12 Designing Foundational Courses -- Example One Online Anatomy and Physiology Course -- Example Two Online Economics Course -- Adaptive Release: Controls to Release Content -- Example Three Online Sexual Harassment Training -- Conclusion -- References -- ch. 13 Designing Skill Based Classes -- Example One Online Science Course -- Example Two Online Research Course -- Example Three Specific Lesson of Online Research Course -- The Hybrid Course Approach -- Summary -- References -- ch. 14 Designing Analysis/Synthesis Courses -- Example One Issues In Healthcare Delivery -- Instructor Interaction in an Analysis/Synthesis Discussion Board -- Example Two Management Leadership Course -- Example Three Issues in Education Course --
Contents note continued: The Relationship between Age, Learning, and Intelligence -- The Relationship between Adult Development and Adult Learning -- A Concluding Note about Adult Learners in Distance Education -- References -- ch. 4 Designing for Interaction in Courses -- Forms of Online Interaction -- Learner-Content Interaction -- Instructor-Learner Interaction -- Learner-Learner Interaction -- Learner-Interface Interaction -- Conclusion -- References -- ch. 5 Social Presence -- Defining Social Presence -- Benefits of Social Presence -- Dimensions of Social Presence -- Fostering Social Presence -- Assessing Social Presence -- Instructional Design Issues Linked to Social Presence -- Conclusion -- References -- ch. 6 Administrative Issues Impacting Instructional Design for Online Learning -- Program Designers Must Learn to Think More Like Administrators -- Clarifying Your Own Philosophy of Design -- Some Other Inescapable Administrative Questions for Program Designers --
Machine generated contents note: Section 1 Foundations for Designing Differentiated Instruction -- ch. 1 Designing Education Outside of the Traditional Classroom -- Some General Principles of Design -- What Exactly is Distance Education Anyway? -- How are Distance Education Programs Different from Traditional Programs? -- Design Implications When Developing Distance Education Programs -- Some Typical Forms of On-line Distance Education -- Some Contemporary Issues within Distance Education -- References -- ch. 2 Differentiating Instruction: Four Types of Courses -- Defining the Four Categories of Courses -- Foundational Courses -- Skill Based Courses -- Analysis/Synthesis Based Courses -- Hybrid Courses -- References -- Section 2 Frameworks for Designing Differentiated Instruction -- ch. 3 Learners and Learning -- Some General Characteristics of Adults as Learners -- Understanding Why Adult Participate in Learning Efforts --
Summary "This book presents a tool to assist in the planning, conducting and evaluation of online learning, providing a way of understanding the course development and design process, drawing upon the research and theory foundations of distance education"--Provided by publisher
Notes "Premier reference source"--Cover
Formerly CIP. Uk
Bibliography Includes bibliographical references and index
Subject Distance education -- Computer-assisted instruction.
Individualized instruction.
Instructional systems -- Design.
Author Frey, Barbara A.
Kuhne, Gary William, 1949-
LC no. 2009050072
ISBN 1615208658 (hardcover)
1615208666 (ebook)
9781615208654 (hardcover)
9781615208661 (ebook)