Open learning, distance education Books

Book SynopsisAmidst the euphoria about the new frontiers of technology sometimes perceived as a panacea for expansion of higher education in developing countries, there is a need to analyze persistent and new grounds of unequal opportunity for access, learning, and the production of knowledge. This volume addresses fundamental questions about the educational process such as: · The use of technology in higher education for a holistic educational system for social development · The actual technological capacity in Africa and possibilities for virtual higher education · Cultural relevance of the curriculum and pedagogy · Pedagogy and gender in cyberspace education · Perils of externally-driven distance education programs in Africa and the quest for ownership towards development · Challenges and opportunities in the making of knowledge society in an Asian context · Strategies to promote constructive virtual higher education in Africa and Asia.Table of ContentsPreface Introduction, N’drit. Assié-Lumumba 1. ICT4D: A Frontier for Higher Education in Developing Nations, Royal D. Colle and Raul Roman 2. Partnership in Higher Education in Africa: Communications Implications beyond the 2000s, Jacques Habib SY 3. Implementing the Online Learning Communities in Africa: A Unisa Case Study, J.F. Heydenrych, P. Higgs and L.J. Van Niekerk 4. Pedagogical Issues and Gender in Cyberspace Education: Distance Education in South Africa, Chika Trevor Sehoole and Teboho Moja 5. Distance Learning and Virtual Education for Higher Education in Africa: Evaluation of Options and Strategies, Stanley Moyo 6. The Chances for Success of the Francophone Centers for Distance Education of the GDLN Network: The Case of the Centre d’Education à Distance de Côte d’Ivoire, Kouassi Yao 7. Higher Education Reform: Challenges towards a Knowledge Society in Malaysia, Akiko Kamogawa 8. Strategies for Promoting Virtual Higher Education: General Considerations on Africa and Asia, Kazuo Kuroda and Hossain Md. Shanawez Index

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Book SynopsisWinner of the Distance Education Book Award! Listen to the podcast! The rapid rise of e-learning worldwide means that campuses are creating new positions in distance learning leadership, often at the vice-president or vice-provost level. Frequently, those applying for such positions are recently graduated doctoral students or faculty members who have never served in administration. Unlike any other book to date, this Guide to Administering Online Learning provides easy access to an overview of tasks to be accomplished or maintained and perspectives to consider in order to direct dynamic online initiatives. In it, experienced distance learning teachers and administrators share their insights regarding what must be done to administer effective online learning, including theoretical insights as well as practical principles. They provide comprehensive guidelines for addressing issues and needs that distance learning administrators currently face: barriers to adoption, policies, legalities, ethics, strategic planning, emerging technologies, design of professional development, management of the course development process, quality assurance, student support, and recruitment and marketing. This book is a timely offering from those who have effectively led distance learning initiatives for those who are interested in leading distance learning for the next generation of learners. Each chapter includes questions, prompts, or activities to help readers relate the concept to their own experiences.Table of ContentsForeword  Kaye Shelton Series Editors’ Foreword  Anthony A. Piña and Christopher T. Miller Preface Figures and Tables Notes on Contributors 1 Status of Online Learning  Christopher T. Miller and Hannah Digges-Elliott 2 Leadership for Online Learning  Ray Schroeder 3 Barriers in Online Education and Strategies for Overcoming Them  Florence Martin and Swapna Kumar 4 Legalities, Policies, Ethics, Accreditation, and Institutional Support  Duane M. Dunn 5 Theories and Frameworks for Online Education: Seeking an Integrated Model  Anthony G. Picciano 6 Analyzing Your Context to Administer and Improve Distance Learning  Atsusi “2c” Hirumi, Meredith Ratliff and Efrén de la Mora Velasco 7 Managing the Course Development Process  Anthony A. Piña 8 Course Designs for Distance Teaching and Learning  Lauren Cifuentes 9 Engaging Faculty through Professional Development and the Course Development Process  Josh Stringle and Jennifer Veloff 10 Quality Assurance in Online Education  Karen Swan 11 Marketing and Recruitment  Adam Schultz and Rachel Mork 12 Student Affairs and Support in Distance Learning Environments  Renay M. Scott 13 Student Success: Administering Distance Education for Student Success  Ormond Simpson 14 Support Technologies  Tonia A. Dousay and Cassidy S. Hall 15 Your Distance Learning Community  Anthony A. Piña and Lauren Cifuentes 16 Ramping up Distance Learning in a Crisis: Lessons Learned from Covid-19  Robbie Grant, Michelle Lebsock, Daniel Olssen and Timothy Strasser 17 Conclusions  Lauren Cifuentes Index

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Book SynopsisWinner of the Distance Education Book Award! Listen to the podcast! The rapid rise of e-learning worldwide means that campuses are creating new positions in distance learning leadership, often at the vice-president or vice-provost level. Frequently, those applying for such positions are recently graduated doctoral students or faculty members who have never served in administration. Unlike any other book to date, this Guide to Administering Online Learning provides easy access to an overview of tasks to be accomplished or maintained and perspectives to consider in order to direct dynamic online initiatives. In it, experienced distance learning teachers and administrators share their insights regarding what must be done to administer effective online learning, including theoretical insights as well as practical principles. They provide comprehensive guidelines for addressing issues and needs that distance learning administrators currently face: barriers to adoption, policies, legalities, ethics, strategic planning, emerging technologies, design of professional development, management of the course development process, quality assurance, student support, and recruitment and marketing. This book is a timely offering from those who have effectively led distance learning initiatives for those who are interested in leading distance learning for the next generation of learners. Each chapter includes questions, prompts, or activities to help readers relate the concept to their own experiences.Table of ContentsForeword  Kaye Shelton Series Editors’ Foreword  Anthony A. Piña and Christopher T. Miller Preface Figures and Tables Notes on Contributors 1 Status of Online Learning  Christopher T. Miller and Hannah Digges-Elliott 2 Leadership for Online Learning  Ray Schroeder 3 Barriers in Online Education and Strategies for Overcoming Them  Florence Martin and Swapna Kumar 4 Legalities, Policies, Ethics, Accreditation, and Institutional Support  Duane M. Dunn 5 Theories and Frameworks for Online Education: Seeking an Integrated Model  Anthony G. Picciano 6 Analyzing Your Context to Administer and Improve Distance Learning  Atsusi “2c” Hirumi, Meredith Ratliff and Efrén de la Mora Velasco 7 Managing the Course Development Process  Anthony A. Piña 8 Course Designs for Distance Teaching and Learning  Lauren Cifuentes 9 Engaging Faculty through Professional Development and the Course Development Process  Josh Stringle and Jennifer Veloff 10 Quality Assurance in Online Education  Karen Swan 11 Marketing and Recruitment  Adam Schultz and Rachel Mork 12 Student Affairs and Support in Distance Learning Environments  Renay M. Scott 13 Student Success: Administering Distance Education for Student Success  Ormond Simpson 14 Support Technologies  Tonia A. Dousay and Cassidy S. Hall 15 Your Distance Learning Community  Anthony A. Piña and Lauren Cifuentes 16 Ramping up Distance Learning in a Crisis: Lessons Learned from Covid-19  Robbie Grant, Michelle Lebsock, Daniel Olssen and Timothy Strasser 17 Conclusions  Lauren Cifuentes Index

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Book SynopsisAre you looking for evidence-based hands-on approaches to quality assurance in online programs in higher education? Then this is the book you are looking for. Quality in Online Programs includes approaches and practices to creating and maintaining quality in online programs from across disciplines, institutions, and countries. In this book, leaders in the field of online higher education share their lessons learned using customized approaches to online program quality, student support, and faculty development. These cases will be useful to those seeking to adopt or adapt such practices in their own contexts. The authors also focus on quality assurance at the program level, which has not often been addressed before and which is crucial to ensure faculty satisfaction, program outcomes, and a successful student experience. Contributors are: Beverly Araújo Dawson, Patricia Arnold, Alexandra Bitton-Bailey, Bettyjo Bouchey, Elizabeth Counselman-Carpenter, Michelle Dennis, Henrik Dindas, Cathy DuBois, Jo Anne Durovich, Sarah Fornero, John C. Gillham, Michael Graham, Amy Grincewicz, Montse Guitert, James D. Halbert, Paul Huckett, Kevin Hulen, Swapna Kumar, Nikki Lyons, Olysha Magruder, Bernhard Minke, Steven T. Nagel, Marleigh L. Perez, Jennifer L. Plahovinsak, Amy Poland, Mary L. Raber Johnson, Teresa Romeu, Albert Sangrà, Frank P. Schulte, Zaina Sheets, Bethany Simunich, Alfredo Soeiro, Nicole V. Williams and Veronica Wilson.

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Book SynopsisAre you looking for evidence-based hands-on approaches to quality assurance in online programs in higher education? Then this is the book you are looking for. Quality in Online Programs includes approaches and practices to creating and maintaining quality in online programs from across disciplines, institutions, and countries. In this book, leaders in the field of online higher education share their lessons learned using customized approaches to online program quality, student support, and faculty development. These cases will be useful to those seeking to adopt or adapt such practices in their own contexts. The authors also focus on quality assurance at the program level, which has not often been addressed before and which is crucial to ensure faculty satisfaction, program outcomes, and a successful student experience. Contributors are: Beverly Araújo Dawson, Patricia Arnold, Alexandra Bitton-Bailey, Bettyjo Bouchey, Elizabeth Counselman-Carpenter, Michelle Dennis, Henrik Dindas, Cathy DuBois, Jo Anne Durovich, Sarah Fornero, John C. Gillham, Michael Graham, Amy Grincewicz, Montse Guitert, James D. Halbert, Paul Huckett, Kevin Hulen, Swapna Kumar, Nikki Lyons, Olysha Magruder, Bernhard Minke, Steven T. Nagel, Marleigh L. Perez, Jennifer L. Plahovinsak, Amy Poland, Mary L. Raber Johnson, Teresa Romeu, Albert Sangrà, Frank P. Schulte, Zaina Sheets, Bethany Simunich, Alfredo Soeiro, Nicole V. Williams and Veronica Wilson.

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Book SynopsisThe book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students’ learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.Table of ContentsForeword  Robert J . Balfour List of Figures and Tables List of Abbreviations Notes on Contributors 1 Introduction  Emnet Tadesse Woldegiorgis and Petronella Jonck 2 The Challenges of Online Learning in African Higher Education: A Critical Reflection on the Digital Divide Associated with the COVID-19 Pandemic  Emnet Tadesse Wolgegiorgis 3 Teacher Unions and the State’s Management of the COVID-19 Pandemic in the Provision of Basic Education in South Africa  Logan Govender 4 Higher Education Institutions’ Readiness for Alternative Delivery Modes and Online Pedagogy in the Face of a Global Crisis: A Case Study  Verona Leendertz, Clarise Mostert, Jhalukpreya Surujlal and Herman van der Merwe 5 Students’ Learning Styles and Perception of Online Learning: Exploring a Multimodal Approach to Teaching and Learning  Freda van der Walt and Andile Nkoyi 6 Responses and Mechanisms for Mitigating the Effects of the COVID-19 Pandemic on East African Higher Education  Emnet Tadesse Woldegiorgis 7 Information Literacy as a Meta-Literacy Prerequisite for Teaching and Learning in an ICT Environment  Anna-Marie Pelser and Eben Swanepoel 8 Determining the Outcome of an Information Literacy Initiative for Postgraduate Students: A Case Study  Petronella Jonck 9 South Africa’s University Teaching and Learning Dynamics Amid a COVID-19 Pandemic  Phefumula Nyoni and Kholekile Hazel Ngqila 10 Conclusion  Emnet Tadesse Woldegiorgis and Petronella Jonck Index

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Book SynopsisThe book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students’ learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.Table of ContentsForeword  Robert J . Balfour List of Figures and Tables List of Abbreviations Notes on Contributors 1 Introduction  Emnet Tadesse Woldegiorgis and Petronella Jonck 2 The Challenges of Online Learning in African Higher Education: A Critical Reflection on the Digital Divide Associated with the COVID-19 Pandemic  Emnet Tadesse Wolgegiorgis 3 Teacher Unions and the State’s Management of the COVID-19 Pandemic in the Provision of Basic Education in South Africa  Logan Govender 4 Higher Education Institutions’ Readiness for Alternative Delivery Modes and Online Pedagogy in the Face of a Global Crisis: A Case Study  Verona Leendertz, Clarise Mostert, Jhalukpreya Surujlal and Herman van der Merwe 5 Students’ Learning Styles and Perception of Online Learning: Exploring a Multimodal Approach to Teaching and Learning  Freda van der Walt and Andile Nkoyi 6 Responses and Mechanisms for Mitigating the Effects of the COVID-19 Pandemic on East African Higher Education  Emnet Tadesse Woldegiorgis 7 Information Literacy as a Meta-Literacy Prerequisite for Teaching and Learning in an ICT Environment  Anna-Marie Pelser and Eben Swanepoel 8 Determining the Outcome of an Information Literacy Initiative for Postgraduate Students: A Case Study  Petronella Jonck 9 South Africa’s University Teaching and Learning Dynamics Amid a COVID-19 Pandemic  Phefumula Nyoni and Kholekile Hazel Ngqila 10 Conclusion  Emnet Tadesse Woldegiorgis and Petronella Jonck Index

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