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| Description |
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| Key Features |
| Author Biography |
Is Head of division of graduate studies in the Institute of Nursing and Midwifery at the University of Brighton. Her academic studies have focused on psychology applied to health She has extensive teaching experience in HE and has explored the potential of online learning since the mid 1990s.
Philip Haynes
Jennifer Lewis Smith |
| Table of Contents |
Chapter One: Drivers to online learning I. Social and political change II. Technical and intellectual challenges III. Technological and institutional change IV. Influence of USA and Australia + Northern Europe V. Mass Higher Education VI. IT Skills VII. Students? lifestyles VIII. Part time to full time work IX. International HE Market X. Web / Internet growth XI. Dearing Report/ Harris Lifelong Learning XII. JISC Chapter Two: Where to begin with online learning I. What technology is available and desirable II. Orientating to online learning ? staff preparation III. Identifying student suitability for online learning IV. Pre-assessment of self V. Learning styles and online learning VI. Role of personal tutor VII. Androgogy VIII. Modes and levels IX. Learning philosophies X. Attitudes towards IT XI. Possibilities XII. Deep and surface learning Chapter Three: Institutional and regulatory issues I. Assessment/ examination II. Attendance III. Boundaries IV. Online submission V. External examination VI. Plagiarism VII. Quality assurance VIII. Online information Sources ? e.g electronic journals IX. Regulations X. Intellectual property XI. Institutional checklist for learning projects Chapter Four: Design of Online Learning Environments I. Influence of SENDA on practice and learning II. Technical design III. Structuring the environment IV. Special interest/ Subject/ professional interest V. Navigation VI. Time management VII. Replicating environments classroom activity VIII. Structuring the environment IX. Learning spaces X. Learning communities XI. MLE/VLE XII. Consistency of Design XIII. Managing large groups Chapter Five: Learning Methods I. Distance versus blended approaches II. Asynchronous conferences III. Synchronous conferences IV. PowerPoint V. Video and audio VI. Simulations VII. Virtual classrooms VIII. Factors restricting choice e.g. bandwidth IX. Conclusion the challenge of meshing technology with teaching Chapter Six: Applying online learning in Higher education I. Lectures II. Seminars/small groups III. Dissertations and projects IV. Action learning V. Problem based learning VI. Workbased based learning VII. Tutorial support VIII. Assessment methods Formative summary essays, exams and multiple-choice questions Index. |
