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| Format: | Recurso educativo Open Access |
| Language: | en |
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2018
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| Online Access: | https://eric.ed.gov/?id=ED591747 |
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| _version_ | 1867181620961738752 |
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| author | Linder, Kathryn E., Ed. Hayes, Chrysanthemum Mattison, Ed. |
| author_facet | Linder, Kathryn E., Ed. Hayes, Chrysanthemum Mattison, Ed. Linder, Kathryn E., Ed. Hayes, Chrysanthemum Mattison, Ed. |
| collection | Education Resources Information Center |
| contents | High-Impact Practices in Online Education: Research and Best Practices Linder, Kathryn E., Ed. Hayes, Chrysanthemum Mattison, Ed. Teaching Methods Online Courses Technology Uses in Education Interdisciplinary Approach Distance Education Electronic Learning Student Needs First Year Seminars Experience Communities of Practice Writing (Composition) Cooperative Learning Assignments Student Projects Undergraduate Students Student Research Humanities Sciences Global Approach Internship Programs Service Learning Curriculum Portfolios (Background Materials) Electronic Publishing Library Services Library Materials This volume offers the first comprehensive guide to how high-impact practices (HIPs) are being implemented in online environments and how they can be adjusted to meet the needs of online learners. This multi-disciplinary approach will assist faculty and administrators to effectively implement HIPs in distance education courses and online programs. With a chapter devoted to each of the eleven HIPs, this collection offers guidance that takes into account the differences between e-learners and traditional on-campus students. A primary goal of "High-Impact Practices Online" is to share the ways in which HIPs may need to be amended to meet the needs of online learners. Through specific examples and practical suggestions in each chapter, readers are introduced to concrete strategies for transitioning HIPs to the online environment that can be utilized across a range of disciplines and institution types. Each chapter of "High-Impact Practices Online" also references the most recent and relevant literature on each HIP so that readers are brought up to date on what makes online HIPs successful. The book provides guidance on how best to implement HIPs to increase retention and completion for online learners. This book contains the following chapters: (1) First-Year Seminars (Jennifer R. Keup); (2) Common Intellectual Experience (Jason D. Baker and Michael Pregitzer); (3) Learning Communities (Kathy E. Johnson, Amy A. Powell, and Sarah S. Baker); (4) Writing-Intensive Classes (June Griffin); (5) Collaborative Assignments and Projects (Robert John Robertson and Shannon Riggs); (6) Undergraduate Research in the Humanities (Ellen Holmes Pearson and Jeffrey W. McClurken); (7) Undergraduate Research in the Sciences (Kevin F. Downing and Jennifer K. Holtz); (8) Diversity and Global Learning (Jesse Nelson and Nelson Soto); (9) eService-Learning (Jean Strait and Katherine Nordyke); (10) Internships (Pamela D. Pike); (11) Capstone Courses and Projects (Zapoura Newton-Calvert and Deborah Smith Arthur); (12) ePortfolios (Jennifer Sparrow and Judit Török); and (13) High-Impact Practices and Library and Information Resources (Stefanie Buck). The conclusion, Future Directions for High-Impact Practices Online, was written by Kathryn E. Linder and Chrysanthemum Mattison Hayes. Contains a section about the editors and contributors. An index is included. [Foreword by Kelvin Thompson.] |
| format | Recurso educativo Open Access |
| id | eric_ED591747 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2018 |
| record_format | eric |
| spellingShingle | High-Impact Practices in Online Education: Research and Best Practices Linder, Kathryn E., Ed. Hayes, Chrysanthemum Mattison, Ed. Teaching Methods Online Courses Technology Uses in Education Interdisciplinary Approach Distance Education Electronic Learning Student Needs First Year Seminars Experience Communities of Practice Writing (Composition) Cooperative Learning Assignments Student Projects Undergraduate Students Student Research Humanities Sciences Global Approach Internship Programs Service Learning Curriculum Portfolios (Background Materials) Electronic Publishing Library Services Library Materials High-Impact Practices in Online Education: Research and Best Practices Linder, Kathryn E., Ed. Hayes, Chrysanthemum Mattison, Ed. Teaching Methods Online Courses Technology Uses in Education Interdisciplinary Approach Distance Education Electronic Learning Student Needs First Year Seminars Experience Communities of Practice Writing (Composition) Cooperative Learning Assignments Student Projects Undergraduate Students Student Research Humanities Sciences Global Approach Internship Programs Service Learning Curriculum Portfolios (Background Materials) Electronic Publishing Library Services Library Materials This volume offers the first comprehensive guide to how high-impact practices (HIPs) are being implemented in online environments and how they can be adjusted to meet the needs of online learners. This multi-disciplinary approach will assist faculty and administrators to effectively implement HIPs in distance education courses and online programs. With a chapter devoted to each of the eleven HIPs, this collection offers guidance that takes into account the differences between e-learners and traditional on-campus students. A primary goal of "High-Impact Practices Online" is to share the ways in which HIPs may need to be amended to meet the needs of online learners. Through specific examples and practical suggestions in each chapter, readers are introduced to concrete strategies for transitioning HIPs to the online environment that can be utilized across a range of disciplines and institution types. Each chapter of "High-Impact Practices Online" also references the most recent and relevant literature on each HIP so that readers are brought up to date on what makes online HIPs successful. The book provides guidance on how best to implement HIPs to increase retention and completion for online learners. This book contains the following chapters: (1) First-Year Seminars (Jennifer R. Keup); (2) Common Intellectual Experience (Jason D. Baker and Michael Pregitzer); (3) Learning Communities (Kathy E. Johnson, Amy A. Powell, and Sarah S. Baker); (4) Writing-Intensive Classes (June Griffin); (5) Collaborative Assignments and Projects (Robert John Robertson and Shannon Riggs); (6) Undergraduate Research in the Humanities (Ellen Holmes Pearson and Jeffrey W. McClurken); (7) Undergraduate Research in the Sciences (Kevin F. Downing and Jennifer K. Holtz); (8) Diversity and Global Learning (Jesse Nelson and Nelson Soto); (9) eService-Learning (Jean Strait and Katherine Nordyke); (10) Internships (Pamela D. Pike); (11) Capstone Courses and Projects (Zapoura Newton-Calvert and Deborah Smith Arthur); (12) ePortfolios (Jennifer Sparrow and Judit Török); and (13) High-Impact Practices and Library and Information Resources (Stefanie Buck). The conclusion, Future Directions for High-Impact Practices Online, was written by Kathryn E. Linder and Chrysanthemum Mattison Hayes. Contains a section about the editors and contributors. An index is included. [Foreword by Kelvin Thompson.] |
| title | High-Impact Practices in Online Education: Research and Best Practices |
| topic | Teaching Methods Online Courses Technology Uses in Education Interdisciplinary Approach Distance Education Electronic Learning Student Needs First Year Seminars Experience Communities of Practice Writing (Composition) Cooperative Learning Assignments Student Projects Undergraduate Students Student Research Humanities Sciences Global Approach Internship Programs Service Learning Curriculum Portfolios (Background Materials) Electronic Publishing Library Services Library Materials |
| url | https://eric.ed.gov/?id=ED591747 |