Kooperativer Bibliotheksverbund

UID:

Format: 1 Online-Ressource (xi, 508 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-3-031-31646-3

Series Statement: Knowledge studies in higher education volume 11

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-31645-6

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-31647-0

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-31648-7

Language: English

Keywords: Hochschule ; Computerunterstützter Unterricht ; Internationaler Vergleich

DOI: 10.1007/978-3-031-31646-3

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 Online-Ressource (xi, 508 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-3-031-31646-3

Series Statement: Knowledge studies in higher education volume 11

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-31645-6

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-31647-0

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-31648-7

Language: English

Keywords: Hochschule ; Computerunterstützter Unterricht ; Internationaler Vergleich

DOI: 10.1007/978-3-031-31646-3

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: XVII, 260 p. 28 illus., 2 illus. in color. , online resource.

Edition: 1st ed. 2024.

ISBN: 9783031544392

Series Statement: Springer Texts in Education,

Content: This book provides higher education students with a comprehensive resource to assist them in their academic persistence in an online course or program. It addresses a wide selection of topics emphasizing a myriad of factors that impact a student's persistence, and ultimate success, in an online program or course. The book helps students to gain insight into the skills, knowledge, and attributes needed to succeed in the autonomous nature of an online learning environment. Thus, this book helps students to proactively engage in activities to prepare for online learning. Information presented in each chapter is drawn from theory and recent research centered on persistence of online students in higher education. It incorporates hands-on practical activities to promote application of theory and research, and encourages students to demonstrate their knowledge, skills, and abilities through the use of reflective and thought-provoking activities. Hence, this book provides online students with an up-to-date resource they can use to develop an awareness of their readiness and preparedness for online learning. Additionally, this book equips students with information and strategies aimed at helping them to address gaps in their skills and knowledge that may present them with barriers to academic success. The content of this book is aligned with widely used student learning outcomes and objectives of first-year student seminar courses and orientation programs for graduate and undergraduate students enrolled in online programs. Furthermore, it is deliberately organized and structured to support an online student's academic journey as they navigate the online learning environment. As such, these features make it an ideal book for use by students, instructors, and academic advisors or college and university academic support staff.

Note: Chapter 1: Choosing a Program of Study and Modality -- Chapter 2: Understanding the Online Learning Environment -- Chapter 3: Academic Persistence in an Online Course or Program.-Chapter 4: Identifying Support Systems and Resources -- Chapter 5: Student Competencies for Online Learning -- Chapter 6: Academic and Social Integration -- Chapter 7: Study Skills and Strategies -- Chapter 8: Skills and Strategies for Research and Reading -- Chapter 9: Skills and Strategies for Effective Writing -- Chapter 10: Skills and Strategies for Critical Thinking and Quantitative Reasoning -- Chapter 11: Skills and Strategies for Communication -- Chapter 12: Mindfulness, Self-Care, and Stress Management -- Chapter 13: Financial Literacy -- Chapter 14: Career Planning, Professional Development, and Lifelong Learning.

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783031544385

Additional Edition: Printed edition: ISBN 9783031544408

Language: English

DOI: 10.1007/978-3-031-54439-2

URL: https://doi.org/10.1007/978-3-031-54439-2

UID:

Format: XI, 508 p. 1 illus. , online resource.

Edition: 1st ed. 2023.

ISBN: 9783031316463

Series Statement: Knowledge Studies in Higher Education, 11

Content: This edited volume explores the impact of recent events worldwide that commanded rapid transformation with the areas of teaching, learning, assessment, administration, and academic support systems in today's higher education institutions globally. It draws on a range of theories and research to provide global perspectives on student and instructor-centered approaches, such as, teaching, learning, assessment, technology use, student and instructor success, curriculum and instructional design, professional development, and academic and administrative support systems. The chapters in this volume capture the personal experiences of educators, educational support professionals, and emerging teachers who encountered crises in the form of disruptions (i.e., COVID-19 pandemic), advancements (i.e., technology), and transformations (i.e., practices, procedures). Educators, administrators, and policymakers benefit by learning about the ways other institutions of higher education continue to adapt to address emerging gaps. The 33 chapters in this volume were authored by international researchers, practitioners, and experts from 20 countries. This diverse group of authors share their experiences in creating opportunities from challenges to address gaps in higher education exposed by disruptions from the external and internal environments.

Note: Chapter 1 - Volume Introduction - Global Perspectives on Higher Education: From Crisis to Opportunity -- Section 1: Teaching, Learning, and Assessment -- Chapter 2 - Online and Face-to-Face Courses Can Mirror One Another -- Chapter 3 - Prospective EFL Teachers' Self-Perceived Competence and Attitudes towards Teaching English to Young Learners -- Chapter 5: Enhancing Learning Through Formative Assessment: Evidence-based Strategies for Implementing Learner Reflection in Higher Education -- Section 2: Technology-Enhanced Teaching and Learning -- Chapter 6 - Successful Teaching with Technology in EAP Courses: A Practical Guide for Higher Education Teachers -- Chapter 7: The Theory and Practice of Oral Presentations in Face-to-Face and Online Courses -- Chapter 9 - A Technology-Enhanced Context: The Case of Higher Education in Lebanon -- Chapter 10 - Blended Academic Communication On Technology-Enhanced Teaching and Learning in Digital and International Virtual Academic Cooperation (DIVA) -- Section 3: Factors that Impact Student and Teacher Success -- Chapter 11 - Diversity, Equity, and Inclusion in Course Design and Instructional Material Development,- Chapter 12 - Responding to the New Normal: Strengthening Student Identity Development -- Chapter 13 - An Empirical Analysis of Motivational Factors that Enhance Student and Teacher Achievements: The Mediating Role of Evidence-Based Learning -- Chapter 14: Strategies Adopted for Building Students' Rapport in an Online Classroom -- Chapter 15 - Leveraging the Art of Medical Illustration to Enhance Anatomy Instruction -- Chapter 16 - The Future of Higher Education: Students' Perspectives in the United Arab Emirates -- Chapter 17 - The Impact of Emergency Remote Learning on Student Motivation and Opportunities to Shape a More Successful and Productive Educational Future -- Section 4: Curriculum, Course, and Instructional Design -- Chapter 18 - Strategies for Instructors: Establishing and Maintaining Presence in an Online Course -- Chapter 19 - RECIPE, an Innovative Model for Instructional Technology Task Design via Interactive Media -- Chapter 20 - Novel Times Call for Novel Ways: Effective Teaching and Learning in Digital Learning Environments -- Chapter 21 - Cultivating Student Employability Skills: Classroom to Career Preparedness and Readiness -- Chapter 22 - Distance Learning Considerations for Initial and Continuing Teacher Education in Brazil -- Chapter 23 - Sustaining Presence: Partnering with Technology During the COVID-19 Pandemic Lockdown -- Section 5: Future of Professional Development -- Chapter 24 - Moving Beyond Web Conferencing Tools: ESL Professional Development Workshops in Virtual Reality Platforms -- Chapter 25 - Transforming Teacher Professional Identity through Social Emotional Learning: Two Narrative Case Studies -- Chapter 26 - A Professional Development Model for English Teachers in Indonesia: A Pathway to the Industrial Revolution 4.0 Era -- Chapter 27 - Professional Development Support Systems in Public Universities in Kosovo -- Section 6: Academic and Administrative Support Systems -- Chapter 28 - Instructional Designers' Roles in the Post-COVID-19 Pandemic Era -- Chapter 29 - Graduate Students' Work Readiness in the Context of COVID-19: Challenges and Recommendations -- Chapter 30 - Pedagogical Transformations in Support Services: The New Normal -- Chapter 31 - Well-being as an Ecological Practice: Supporting Students Facing Housing Insecurity in Higher Education -- Chapter 32 - Digital Education, Academic Performance, and Mental Health: How Can Chinese Students' Development Be Facilitated while Engaging in E-Learning -- Chapter 33 - Replacing Commercial Textbooks with Free Online Educational Resources: A Qualitative Case Study for 21st Century Inclusive Education.

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783031316456

Additional Edition: Printed edition: ISBN 9783031316470

Additional Edition: Printed edition: ISBN 9783031316487

Language: English

DOI: 10.1007/978-3-031-31646-3

URL: https://doi.org/10.1007/978-3-031-31646-3

UID:

Format: 1 Online-Ressource (xi, 508 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-3-031-31646-3

Series Statement: Knowledge studies in higher education volume 11

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-31645-6

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-31647-0

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-31648-7

Language: English

Keywords: Hochschule ; Computerunterstützter Unterricht ; Internationaler Vergleich

DOI: 10.1007/978-3-031-31646-3

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 online resource (262 pages)

Edition: 1st ed.

ISBN: 3-031-54439-0

Series Statement: Springer Texts in Education Series

Note: Intro -- Preface -- Contents -- About the Author -- 1 Choosing a Program of Study and Modality -- 1.1 Learning Objectives -- 1.2 Introduction -- 1.3 Program Delivery Modalities -- 1.3.1 Asynchronous and Synchronous Courses -- 1.3.2 Blended and Hybrid Courses -- 1.3.3 Emerging Course Delivery Modalities -- 1.4 Choosing a Program or Course Modality -- 1.5 Choosing a Major -- 1.6 Alignment Between Major and Career Path -- 1.7 Choosing a College or University -- 1.7.1 Program Quality and Accreditation -- 1.7.2 Resources and Services for Online Students -- 1.7.3 Admission and Enrollment Process -- 1.8 Readiness for Online Learning -- 1.9 Summary -- 1.10 Terms to Know -- 1.11 Discussion Questions -- 1.12 Exercises -- References -- 2 Understanding the Online Learning Environment -- 2.1 Learning Objectives -- 2.2 Introduction -- 2.3 Evolution of Online Education -- 2.4 The Online Learning Classroom -- 2.4.1 Differences in Online Learning Classroom Environments -- 2.5 The Course Syllabus -- 2.5.1 Course and Instructor Information -- 2.5.2 Course Modality, Course Materials, and Course Schedule -- 2.5.3 Direct Instruction, Methods of Instruction, and Coursework Schedule -- 2.5.4 Online Course Policies and Procedures -- 2.5.5 Resources and Support Systems for Online Students -- 2.5.6 Roles and Responsibilities of Instructors and Students -- 2.5.7 Technology Requirements -- 2.6 Technical and Digital Literacy Skills -- 2.7 Summary -- 2.8 Terms to Know -- 2.9 Discussion Questions -- 2.10 Exercises -- References -- 3 Academic Persistence in an Online Course or Program -- 3.1 Learning Objectives -- 3.2 Introduction -- 3.3 Academic Persistence in Online Higher Education -- 3.4 Student Attrition and Retention in Online Courses and Programs -- 3.5 Factors Associated with Online Student Persistence -- 3.6 Contemporary Persistence Model -- 3.6.1 Prior to Admission. , 3.6.2 During Admission -- 3.6.3 After Admission Prerequisite Student Skills and Behaviors -- 3.6.4 After Admission Institutional/College/Program Level Internal Factors -- 3.6.5 After Admission Course Level Internal Factors -- 3.6.6 After Admission External Factors -- 3.7 Addressing Barriers to Academic Persistence -- 3.7.1 Prior to Admission -- 3.7.2 During Admission -- 3.7.3 After Admission Prerequisite Student Skills and Behaviors -- 3.7.4 After Admission Institutional/College/Program Level Internal Factors -- 3.7.5 After Admission Course Level Internal Factors -- 3.7.6 After Admission External Factors -- 3.8 Summary -- 3.9 Terms to Know -- 3.10 Discussion Questions -- 3.11 Exercises -- References -- 4 Identifying Support Systems and Resources -- 4.1 Learning Objectives -- 4.2 Introduction -- 4.3 Student Support Services in Higher Education -- 4.4 Support Services and Resources for Online Students -- 4.4.1 Services for Online Students -- 4.4.2 Resources for Online Students -- 4.4.3 Additional Support Systems and Resources -- 4.5 Maximizing the Use of Support Systems and Resources -- 4.6 Summary -- 4.7 Terms to Know -- 4.8 Discussion Questions -- 4.9 Exercises -- References -- 5 Student Competencies for Online Learning -- 5.1 Learning Objectives -- 5.2 Introduction -- 5.3 Readiness Domains of College-Level Learning -- 5.3.1 Student Motivation as a Readiness Domain for College-Level Learning -- 5.3.2 Student Academic Skills as a Readiness Domain for College-Level Learning -- 5.3.3 Social Engagement Skills as a Readiness Domain for College-Level Learning -- 5.4 Competencies for Online Learning -- 5.5 Developing Key Competencies -- 5.6 Artificial Intelligence (AI) Literacy: An Emerging Competency for Learners -- 5.7 Addressing Gaps in Key Competencies -- 5.8 Misconceptions of Online Learning -- 5.9 Summary -- 5.10 Terms to Know. , 5.11 Discussion Questions -- 5.12 Exercises -- References -- 6 Academic and Social Integration -- 6.1 Learning Objectives -- 6.2 Introduction -- 6.3 Student Integration in Higher Education -- 6.4 Student Integration in Face-to-Face College or University Settings -- 6.5 Common Types of Student Integration in Higher Education -- 6.6 Academic and Social Integration -- 6.7 Benefits of Social Integration -- 6.8 Benefits of Academic Integration -- 6.9 Academic and Social Integration of Online Students -- 6.10 Academic and Social Integration Strategies for Online Students -- 6.11 Summary -- 6.12 Terms to Know -- 6.13 Discussion Questions -- 6.14 Exercises -- References -- 7 Study Skills and Strategies -- 7.1 Learning Objectives -- 7.2 Introduction -- 7.3 Study Skills and Habits for College-Level Learning -- 7.4 Study Skills that Maximize Learning -- 7.5 Study Habits that Maximize Learning -- 7.6 Learning Preference and Study Skills -- 7.7 Study Skills and Strategies for Online Learners -- 7.8 Student Development of Study Skills and Study Habits -- 7.9 Summary -- 7.10 Terms to Know -- 7.11 Discussion Questions -- 7.12 Exercises -- References -- 8 Skills and Strategies for Research and Reading -- 8.1 Learning Objectives -- 8.2 Introduction -- 8.3 Academic Research and Reading -- 8.4 Forms of Literature and College-Level Reading Materials -- 8.5 Types of Research -- 8.6 Research Strategies -- 8.7 Academic Reading Strategies -- 8.8 Summary -- 8.9 Terms to Know -- 8.10 Discussion Questions -- 8.11 Exercises -- References -- 9 Skills and Strategies for Effective Writing -- 9.1 Learning Objectives -- 9.2 Introduction -- 9.3 Understanding College-Level Writing Competencies -- 9.4 Types of Academic Writing Assignments -- 9.5 Components of the Writing Process -- 9.6 Styles of Writing and Formatting -- 9.7 Technology Tools for Writing -- 9.8 Academic Integrity. , 9.9 Strategies and Tips for Developing or Enhancing Writing Skills -- 9.10 Summary -- 9.11 Terms to Know -- 9.12 Discussion Questions -- 9.13 Exercises -- References -- 10 Skills and Strategies for Critical Thinking and Quantitative Reasoning -- 10.1 Learning Objectives -- 10.2 Introduction -- 10.3 From Thinking to Critical Thinking -- 10.4 Implications of Critical Thinking -- 10.5 Barriers and Challenges to Critical Thinking -- 10.6 Intersection Between Critical Thinking and Quantitative Reasoning -- 10.7 Strategies for Enhancing Critical Thinking and Quantitative Reasoning Skills -- 10.8 Summary -- 10.9 Terms to Know -- 10.10 Discussion Questions -- 10.11 Exercises -- References -- 11 Skills and Strategies for Communication -- 11.1 Learning Objectives -- 11.2 Introduction -- 11.3 Importance of Communication Skills in Academic Settings -- 11.4 Types of Communication -- 11.5 Emotional Intelligence and Communication -- 11.6 Communication Skills for Academic Presentations -- 11.7 Communication Skills for Collaborative Group Work -- 11.8 Best Practices for Effective Communication in Online Learning Environments -- 11.9 Strategies for Strengthening Emotional Intelligence -- 11.10 Summary -- 11.11 Terms to Know -- 11.12 Discussion Questions -- 11.13 Exercises -- References -- 12 Mindfulness, Self-Care, and Stress Management -- 12.1 Learning Objectives -- 12.2 Introduction -- 12.3 Mindfulness and Academic Success -- 12.4 Self-Care and Academic Success -- 12.5 Sources of Academic Stress and Anxiety -- 12.6 Seeking Guidance and Help -- 12.7 Summary -- 12.8 Terms to Know -- 12.9 Discussion Questions -- 12.10 Exercises -- References -- 13 Financial Literacy -- 13.1 Learning Objectives -- 13.2 Introduction -- 13.3 Impact of Financial Literacy on Student Success -- 13.4 Understanding Financial Concepts -- 13.5 Sources of Funding for Education. , 13.6 Practicing Financial Self-Care -- 13.7 Sources of Funding and Financial Planning Resources -- 13.7.1 Finding Scholarships and Grants -- 13.7.2 Free Online Self-Paced Financial Literacy Courses -- 13.8 Summary -- 13.9 Terms to Know -- 13.10 Discussion Questions -- 13.11 Exercises -- References -- 14 Career Planning, Professional Development, and Lifelong Learning -- 14.1 Learning Objectives -- 14.2 Introduction -- 14.3 Career Planning -- 14.4 Professional Development and Lifelong Learning -- 14.5 Strategies for Career Readiness and Preparation -- 14.6 Recommended Practices: From College to Career and Beyond -- 14.7 Summary -- 14.8 Terms to Know -- 14.9 Discussion Questions -- 14.10 Exercises -- References -- Appendix A Setting Goals -- Appendix B SWOB Analysis -- Appendix C Support Services and Resources -- Appendix D Time Tracker -- Appendix E Coursework Plan -- Appendix F Advisement Meeting -- Appendix G Consultation with a Librarian -- Appendix H Discipline-Based Research Publications -- Appendix I Using Evidence to Understand Different Perspectives -- Appendix J Evaluating Sources of News -- Appendix K Applying Effective Communication Skills to Emails -- Appendix L Mindfulness Through Awareness of Feelings -- Appendix M Pillars of Self-Care -- Appendix N Career Exploration Interview -- Appendix O Job Shadowing Experience -- Appendix P Career Plan -- Index.

Additional Edition: ISBN 3-031-54438-2

Language: English