Faculty Training for Web Enhanced Learning (Education in a Competitive and Globalizing World - Internet Theory, Technology and Applications)

FACULTY TRAINING FOR WEB ENHANCED LEARNING......Page 3
FACULTY TRAINING FOR WEB ENHANCED LEARNING......Page 5
CONTENTS......Page 7
PREFACE......Page 9
LIST OF RECURRENT ACRONYMS......Page 15
INTRODUCTION......Page 17
THE KEY ISSUES......Page 19
The Model Overview......Page 20
THE PEDAGOGICAL DIMENSION......Page 23
THE PROFESSIONAL DIMENSION AND THE ENHANCEMENT OF TEACHER’S COMPETENCES IN E-PEDAGOGY......Page 26
From Teacher to E-Teacher......Page 27
FACULTY TRAINING ON INSTRUCTIONAL DESIGN......Page 28
HOW SUPPORT FACULTY TO BUILD A PERSONAL  ID MENTAL MODEL......Page 29
CONCLUSION......Page 32
REFERENCES......Page 33
ABSTRACT......Page 37
INTRODUCTION......Page 38
A FRAMEWORK FOR STUDYING TEACHING MODEL ADOPTION......Page 39
LMS Adoption as Innovation......Page 40
The Features of LMS......Page 42
ICT Innovation by Individuals in Organizations......Page 44
A Taxonomy of Online Teaching Models......Page 45
A Behavioral Explanation of Online Teaching Model Adoption......Page 47
APPLYING THE FRAMEWORK IN PRACTICE......Page 48
CONCLUSION......Page 49
REFERENCES......Page 50
ABSTRACT......Page 53
UNBUNDLING OF THE PROFESSIONAL RESPONSIBILITY......Page 54
WORK OVERLOAD AND BURNOUT......Page 55
LACK OF ONGOING SUPPORT SYSTEMS......Page 57
ADD-ON FUNCTIONS RATHER THAN SUBSTITUTION......Page 58
INTELLECTUAL PROPERTY CONCERNS......Page 59
CONCLUSION......Page 61
REFERENCES......Page 62
INTRODUCTION......Page 65
The Nature of Change......Page 66
THE NEW DIGITAL LITERACIES......Page 67
Technophobia......Page 68
Time Constraints......Page 69
Loss of Ownership......Page 70
Concern over Professional Standards......Page 71
CHANGE MANAGEMENT......Page 72
Staff Training......Page 73
REFERENCES......Page 74
INTRODUCTION......Page 77
CRITICAL CHALLENGES......Page 79
Cognitive Learning Theory......Page 80
Constructivist Learning Theory......Page 81
Distributed Cognition......Page 82
FRAMEWORKS FOR FACULTY DEVELOPMENT FOR  WEB-ENHANCED LEARNING......Page 83
Skills Acquisition (Expertise)......Page 84
Faculty Learning Communities......Page 85
Community of Inquiry......Page 86
Regent University Centre for Teaching and Learning (US)< Http://Www.Regent.Edu/ Admin/Ctl/>......Page 87
CONCLUSION......Page 88
REFERENCES......Page 89
ABSTRACT......Page 95
ON-LINE COMMUNITIES......Page 96
PROBLEM-BASED LEARNING......Page 97
UNIVERSAL DESIGN FOR LEARNING......Page 98
Applying UDL Principles to Web Enhanced Learning......Page 99
TIPS FOR COURSE MANAGEMENT......Page 101
ACADEMIC INTEGRITY......Page 103
Visual Disabilities......Page 105
Course Navigation......Page 106
Other Considerations......Page 107
REFERENCES......Page 108
INTRODUCTION......Page 111
DESIGN-BASED RESEARCH......Page 112
DESCRIPTION OF THE PROJECT......Page 114
RESEARCH FINDINGS......Page 115
Time......Page 116
Technical Support and Professional Learning......Page 117
Learning......Page 119
Leadership......Page 121
CONCLUSION......Page 122
REFERENCES......Page 123
INTRODUCTION......Page 125
A CONCEPTUAL FRAMEWORK FOR COMPETENCE......Page 127
KEY DIMENSIONS OF ECOMPETENCE......Page 130
ECOMPETENCE DEVELOPMENT WITH THE PORTFOLIO  APPROACH......Page 133
PRACTICAL EXAMPLES FOR ECOMPETENCE MEASURES IN UNIVERSITIES......Page 135
CONCLUSION......Page 137
REFERENCES......Page 138
INTRODUCTION......Page 141
LITERATURE REVIEW OF TEACHING ONLINE......Page 142
THE TIME ONLINE RESEARCH PROJECT......Page 145
EXAMINING FACULTY METHODS IN TEACHING ONLINE......Page 146
OUTCOMES......Page 150
SATISFACTION IN, AND ENTHUSIASM FOR, TEACHING  ONLINE AND IN CLASSROOMS......Page 152
SUMMARY OF THE TIME ONLINE RESEARCH FINDINGS......Page 154
MOMENTUM IN TEACHING......Page 155
FROM MOMENTUM TO SOCIAL INTELLIGENCE IN TEACHING AND LEARNING......Page 156
IMPLICATIONS FOR FACULTY DEVELOPMENT TO TEACH AND LEARN ONLINE......Page 157
CONCLUSION......Page 158
REFERENCES......Page 159
INTRODUCTION......Page 161
THE RELATIONSHIP BETWEEN RESEARCH AND TEACHING......Page 163
THE PREEL PROJECT (FROM PEDAGOGIC RESEARCH TO EMBEDDED E-LEARNING)......Page 165
EVALUATION......Page 166
FOLLOW UP EVALUATION......Page 168
CONCLUSION......Page 170
REFERENCES......Page 171
INTRODUCTION......Page 175
CULTURAL DIFFERENCES IN ONLINE TEACHING AND LEARNING......Page 177
TRAIN TO DEVELOP CULTURAL AWARENESS......Page 178
WHO MANAGES THE TRAINING......Page 179
TRAINING TOOLS: GRIDS AND MAPS......Page 180
CONCLUSION......Page 184
APPENDIX 1......Page 185
REFERENCES......Page 188
INTRODUCTION......Page 189
STUDENT TECHNOLOGY ABILITIES AND LEARNING NEEDS......Page 191
Fluency with Information Technology......Page 192
FACULTY LEARNING COMMUNITIES......Page 194
Theoretical Framework for Faculty Learning Communities......Page 195
The Mechanics of the FLC......Page 196
Using Community to Facilitate Pedagogical Change......Page 198
Changes Implemented......Page 199
Flc Participant Reflections......Page 200
CONCLUSION......Page 201
REFERENCES......Page 202
INTRODUCTION......Page 205
FACULTY ATTITUDES TOWARD WEL......Page 207
APPROACH AND STRUCTURE OF WEL ACTION......Page 208
PROFILES OF FACULTY MEMBERS AND THEIR ATTITUDES TOWARDS WEL......Page 209
ATTITUDES DURING THE DESIGN PROCESS......Page 210
Effectiveness of the Proposed ID Model......Page 212
Outcomes of the Courses Designed within WEL......Page 215
CONCLUSION......Page 217
REFERENCES......Page 218
SHELLI B. FOWLER......Page 221
SARAH GURI-ROSENBLIT......Page 222
Untitled......Page 223
ANNE H. MOORE......Page 224
DIRK SCHNECKENBERG......Page 225
GUGLIELMO TRENTIN......Page 226
GAIL WILSON......Page 227
INDEX......Page 229