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Feedback in Online Course for Non-Native English-Speaking Students
Feedback in Online Course for Non-Native English-Speaking Students is an investigation of the effectiveness of audio and text feedback provided in English in an online course for non-native English-speaking students. The study presents results showing how audio and text feedback can impact on non-native English-speaking students’ higher-order learning as they participate in an asynchronous online course. It also discusses the results of how students perceive both types of the feedback provided. In addition, the study examines how the impact and perceptions differ when the instructor giving the feedback is a non-native English-speaking teacher or a native English-speaking teacher. Finally, ...
Digital Language Learning and Teaching
This carefully balanced set of studies and practitioner research projects carried out in various learning contexts around the world highlights cutting-edge research in the use of digital learning technologies in language classrooms and in online learning. Providing an overview of recent developments in the application of educational technology to language learning and teaching, it looks at the experience of researchers and practitioners in both formal and informal (self-study) learning contexts, bringing readers up to date with this rapidly changing field and the latest developments in research, theory, and practice at both classroom and education system levels.
Instructional Communication Competence and Instructor Social Presence: Enhancing Teaching and Learning in the Online Environment
The coronavirus pandemic mandated unexpected 'instant transitions' to remote learning and accelerated student demand for online courses. As a result, colleges and universities in the U.S. and around the world began and have continued to expand their online courses and degree programs. The online learning industry is projected to pass $370 billion by 2026 and one third of post-secondary school administrators indicate they will continue to offer both remote and online course options even after their campuses completely resume offering in-person, face-to-face courses. Students have demonstrated there is an increased demand for online courses as well. A national survey of 1,413 students, registered at U.S. higher education institutions in fall 2020 and spring 2021, said their experiences with learning remotely during the pandemic left them with a positive attitude toward online and hybrid courses. This increased interest calls attention to the need for more scholarly examination of online teaching and learning.
Assessment in Online and Blended Learning Environments
Online and blended learning requires the reconstruction of instructor and learner roles, relations, and practices in many aspects. Assessment becomes an important issue in non-traditional learning environments. Assessment literacy, i.e., understanding assessment and assessment strategies, is critical for both instructors and students in creating online and blended environments that are effective for teaching and learning. Instructors need to identify and implement assessment strategies and methods appropriate to online or blended learning. This includes an understanding of the potential of a variety of technology tools for monitoring student learning and improving their teaching effectivenes...
Teaching ELLs Across Content Areas
The book, Teaching ELLs Across Content Areas: Issues and Strategies, is a unique, useful text written for K–12 teachers. This book is the culmination of the professional knowledge, expertise, and experience from the distinguished authors who represent the entire range of the content areas, including: language arts, science, mathematics, technology, arts, psychology, and Hispanic studies. The ELL school population has reached 5.3 million with the increase rate of 51 percent from School Year 1998-1999 to 2008-2009 (NCELA, 2012). By 2025, one out of four K-12 students will be ELLs (NEA Policy Brief, 2013). The NEA data states that the ELLs are the fastest-growing student population group in o...
Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education
The integration of technology has become an integral part of the educational environment. By developing new methods of online learning, students can be further aided in reaching goals and effectively solving problems. The Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education is an authoritative reference source for the latest scholarly research on the implementation of instructional strategies, tools, and innovations in online learning environments. Featuring extensive coverage across a range of relevant perspectives and topics, such as social constructivism, collaborative learning and projects, and virtual worlds, this publication is ideally designed for academicians, practitioners, and researchers seeking current research on best methods to effectively incorporate technology into the learning environment.
Applications of CALL Theory in ESL and EFL Environments
Blended learning has recently been gaining popularity within educational fields. Examining the impact that computer-assisted techniques have on foreign language education will provide more effective ways to enhance learning techniques for educators and students alike. Applications of CALL Theory in ESL and EFL Environments is a pivotal reference source that discusses recent advances relating to online teaching and learning of foreign languages. Highlighting relevant topics such as electronic portfolio assessments, corpus linguists, flipped learning models, and student engagement, this scholarly resource is ideal for educators, academicians, students, and researchers that are interested in staying current on the latest technologies and methodologies in foreign language learning.
A Research Agenda for Leadership Learning and Development through Higher Education
Adopting a multilevel perspective, this innovative Research Agenda offers a comprehensive and critical overview of research on all aspects of contemporary leadership education. Bringing together enlightening contributions from experienced scholars of leadership education along with a team of early career critical scholars, it examines essential dimensions of leadership education processes and outcomes and interrogates the knowledge bases that shape these dimensions.
Handbook of Research in Online Learning
As we navigate post-pandemic educational recovery and future-oriented design, the Handbook of Research in Online Learning: Insights and Advances emerges as a scholarly authority to illuminate existing questions and catalyze conversations on imperative transformations in education. Tailored for researchers, designers, educators, administrators, and stakeholders, this handbook delves into the nuanced landscape of online learning. Curated by leading experts, each chapter provides a deep exploration of critical online teaching and learning dimensions. Whether you're navigating the complexities of instructional design, exploring the impact of digital learning on diverse student populations, or de...
The Development of Personal Learning Environments in Higher Education
The Development of Personal Learning Environments in Higher Education explores how today’s knowledge-based, learner-centered virtual platforms, which often limit teaching to a complimentary facilitation role, can compromise with the requirements and regulations of colleges and universities. Personal Learning Environments (PLEs) driven by culturally responsive teaching and learner autonomy represent a shift in the higher education paradigm, but how can scholars, designers, administrators, and faculty ensure effective, institutionally compatible construction and management of these systems? This book offers forward-thinking insights into the variety of student-centered learning interactions, particularly culturally and linguistically responsive pedagogies, that can be integrated into PLEs. Attending to quality assessment rubrics, the nuances of stakeholders’ needs, and theoretically sound frameworks, these cross-cultural, interdisciplinary chapters explore how leaders, instructors, technologists, and learners can form a precise yet flexible ecosystem to fully realize PLEs in which co-created, intercultural narratives yield rich, relevant digital learning experiences.
