Simonson / Michael / Schlosser Distance Learning

1. Auflage 2017
ISBN: 978-1-64113-001-1
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 65 Seiten

Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, e'learning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authorsnew and experiencedwith interesting and important information about the effective practice of distance teaching and learnin.

Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded "And Finally..." column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally.

Autoren/Hrsg.

Simonson, Michael

Simonson,

Michael,

Schlosser,

Charles,

Flores,

G., John

Inhaltsverzeichnis

1;Front Cover;1
2;Comments From the Editor;2
3;Special Section: Technological Innovation in Health Care Education;2
3.1;3;2
3.2;Introduction to the Special Section;2
3.2.1;5;2
3.3;Use of Blackboard Collaborate for Creation of a Video Course Library;2
3.3.1;13;2
3.4;Lessons Learned From Developing and Implementing an Interactive End-of-Life Education Module Using Raptivity and iSpring;2
3.4.1;21;2
3.5;Simulation as a Teaching Technology: A Brief History of its Use in Nursing Education;2
3.5.1;31;2
3.6;Flipping the Classroom Without Flipping Out the Students: Working With an Instructional Designer in an Undergraduate Evidence-Based Nursing Practice Course;2
4;Featured Article;2
4.1;43;2
4.2;Development and Deployment of Distance Delivery Degrees: A Collegial Conversation;2
5;Columns;2
6;Comments From the Editor;6
6.1;Michael Simonson;6
6.1.1;Reference;7
6.1.1.1;Quarterly Review of Distance Education, Subscribe Today! www.infoagepub.com;7
7;Introduction to the Special Section;8
7.1;Khitam Azaiza, Guest Editor;8
7.2;Get Your Copy Today—Information Age Publishing;9
8;Use of Blackboard Collaborate for Creation of a Video Course Library;10
8.1;Greta Mitzova-Vladinov, Rossana Bizzio-Knott, Mary Hooshmand, Shayne Hauglum, and Khitam Aziza;10
8.1.1;Introduction;10
8.1.2;The Context and Assignment;12
8.1.3;Course Design and Implementation;13
8.1.4;Faculty Challenges and Suggestions;15
8.1.5;Conclusion;15
8.1.6;References;15
8.2;Get Your Copy Today—Information Age Publishing;17
9;Developing and Implementing an Interactive End-of-Life Education Module Using Raptivity and Ispring;18
9.1;Lessons Learned;18
9.1.1;LaToya Lewis-Pierre and Khitam Aziza;18
9.1.1.1;Introduction;18
9.1.1.2;Designing an Online Module;19
9.1.1.3;Raptivity Development;19
9.1.1.4;Integrating the Ispring Tool;20
9.1.1.5;Implementation Phase;21
9.1.1.6;Student Responses;21
9.1.1.7;Lessons Learned;23
9.1.1.8;Conclusion;23
9.1.1.9;References;24
9.2;Get Your Copy Today—Information Age Publishing;25
10;Simulation as a Teaching Technology;26
10.1;A Brief History of its Use in Nursing Education;26
10.1.1;Jill S Sanko;26
10.1.1.1;Introduction to Simulation;26
10.1.1.2;Simulation in Nursing Education: The Early Years;27
10.1.1.2.1;Static Mannequins and Task Trainers;27
10.1.1.2.2;Simulation Laboratories;29
10.1.1.2.3;Human Patient Simulators;29
10.1.1.3;Modern-Day Simulation in Nursing;30
10.1.1.4;The Future;32
10.1.1.5;Summary;32
10.1.1.6;References;33
10.1.1.6.1;Table 1. Simulation Terminology;28
10.2;Get Your Copy Today—Information Age Publishing;35
11;Flipping the Classroom Without Flipping Out the Students;36
11.1;Working With an Instructional Designer in an Undergraduate Evidence-Based Nursing Practice Course;36
11.1.1;Yui Matsuda, Khitam Azaiza, and Deborah Salani;36
11.1.1.1;Introduction;36
11.1.1.1.1;History of the Flipped Classroom;37
11.1.1.1.2;Theoretical Frameworks;38
11.1.1.1.3;Nursing Education and the Flipped Classroom;38
11.1.1.1.4;Steps When Using Flipped Classroom in Nursing Education;39
11.1.1.1.4.1;Getting the Students Ready for the Flipped Classroom Approach;39
11.1.1.1.4.2;Required Preclass Work;39
11.1.1.1.4.3;Classroom Activities;40
11.1.1.2;Method;40
11.1.1.2.1;Rationale for Flipped Classroom in Evidence-Based Nursing Practice Course;40
11.1.1.3;Preparation Process;40
11.1.1.3.1;Implementation Process for Evidence-Based Nursing Practice Course;41
11.1.1.3.2;Preclass Module Instructions;42
11.1.1.3.3;In-Class Activities;42
11.1.1.3.4;Evaluation;42
11.1.1.4;Results;42
11.1.1.4.1;Table 1. Survey Results;43
11.1.1.5;51;43
11.1.1.6;34;43
11.1.1.7;12;43
11.1.1.8;3;43
11.1.1.9;54;43
11.1.1.10;25;43
11.1.1.11;21;43
11.1.1.12;45;43
11.1.1.13;55;43
11.1.1.14;50;43
11.1.1.15;32;43
11.1.1.16;18;43
11.1.1.17;43;43
11.1.1.18;27;43
11.1.1.19;29;43
11.1.1.19.1;Discussion;43
11.1.1.19.1.1;Students’ Perspectives;43
11.1.1.19.1.2;Authors’ Perspectives;44
11.1.1.19.1.3;Limitation;45
11.1.1.19.2;Conclusion;45
11.1.1.19.3;References;46
12;Development and Deployment of Distance Delivery Degrees;48
12.1;A Collegial Conversation;48
12.1.1;Autumn M. Dodge, Tess M. Dussling, and John D. Beach;48
12.1.1.1;Introduction;48
12.1.1.2;The Instructors;49
12.1.1.2.1;Tess;49
12.1.1.2.2;Autumn;49
12.1.1.2.3;John;49
12.1.1.3;Conversations About Online Pedagogy;50
12.1.1.3.1;Topic 1: John Discusses How We Effectively Convey Content to Our Students;50
12.1.1.3.2;Topic 2: Tess Discusses How We Create Assignments and Grade in an Online Course;50
12.1.1.3.3;Topic 3: Tess Discusses the “Best Practices” That Guide Our Instruction;52
12.1.1.3.4;Topic 4: Autumn Discusses Learner Attributes and Outcomes;53
12.1.1.4;Closing Thoughts;54
12.1.1.5;References;54
12.1.1.6;Call for Papers;55
12.1.1.6.1;Publish in Distance Learning;55
12.1.1.6.2;The editors of Distance Learning would like to publish your paper. We are interested in papers dealing with practical applications of distance education in a variety of settings. Contact Michael Simonson, editor, if you have questions about your idea...;55
13;How Can Online Instructors Better Support Their Students?;56
13.1;Natalie B. Milman;56
13.1.1;1. Help students recognize and address conflict and disagreements. In most of my courses, I require some type of collaborative work. Yet, I am not always made aware when group members have disagreements or simply do not get along. Although I am not a...;56
13.1.2;2. Seek ways to connect with and motivate students. it can be challenging to connect with and motivate students one never meets or sees. However, there are many ways to connect with and motivate students, ranging from direct e-mail communications and...;57
13.1.3;3. Provide specific, constructive, yet critical feedback for improvement. We know that providing feedback is very important to the learning process. However, broad comments, even positive ones such as “Great job!,” do not help students understand...;57
13.1.4;4. Show students you care. There are many ways in which an instructor can demonstrate that s/he cares. One can contact students who are ill (or who have an ill family member) to inquire how they are doing. If a student experiences a loss or has/adopt...;57
13.1.5;5. Ask students to communicate. Asking students to communicate with you if/ when anything impedes their ability to complete work is very important. I always emphasize the importance of communicating before something happens (if feasible) rather than ...;57
13.1.6;6. Spell out and model your expectations. This is a recommendation you will find in nearly any resource for online instructors. However, it cannot be emphasized enough. Not only does providing clear expectations help ensure students know what to expe...;57
13.1.7;7. Ask for students’ feedback to improve instructions/assignments/etc. Occasionally my instructions need further explanation and assignments need revision (or to be eliminated). There are both formal and informal ways to solicit feedback from stude...;57
13.1.8;8. Put yourself in their shoes. As instructors, it is easy to forget what it was like to be a new learner years after completing a program, participating in a course with people one has never met, using technology tools one has never used before, and...;58
13.1.9;References;58
13.1.9.1;Tips for Student Success;58
13.1.9.2;1. Help student recognize and address conflict and disagreements,;58
13.1.9.3;2. Seek ways to connect with and motivate students,;58
13.1.9.4;3. Provide specific, constructive, yet critical feedback for improvement,;58
13.1.9.5;4. Show students you care,;58
13.1.9.6;5. Ask students to communicate,;58
13.1.9.7;6. Spell out and model your expectations,;58
13.1.9.8;7. Ask for students’ feedback, and;58
13.1.9.9;8. Put yourself in their shoes.;58
14;Ask Errol!;60
14.1;Errol Craig Sull;60
14.2;Get Your Copy Today—Information Age Publishing;63
15;How Much Distance Education is Too Much Distance Education?;65
15.1;Michael Simonson;65
16;Back Cover;66