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Books on the topic 'Online learning experiences'

Author: Grafiati
Published: 11 December 2022
Last updated: 22 June 2025

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1

Hibbert, Melanie C. Student experiences with instructional videos in online learning environments. [publisher not identified], 2016.

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2

Kesner, Richard M. The Online University: Building viable learning experiences for higher education. Common Ground, 2013.

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3

Herie, Marilyn A. A comparison of learning outcomes, processes, online readiness, participation and subjective experiences in online and classroom-based cultural competence courses. University of Toronto, 2002.

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4

Milligan, Colin. The role of virtual learning environments in the online delivery of staff development: Review of experiences of delivering TALiSMAN online courses. JISC, 1998.

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5

Michael, Spector J., ed. Finding your online voice: Stories told by experienced online educators. Lawrence Erlbaum Associates, 2007.

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6

1951-, Murphy David, Walker Rob 1943-, and Webb Graham 1950-, eds. Online learning and teaching with technology: Case studies, experience, and practice. Kogan Page, 2001.

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7

Mantelli, Alessandro. E-learning sostenibile per la didattica del giapponese Progettare per l’apprendimento autonomo. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-554-4.

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With the Lisbon 2000 Strategy, the focus of education systems has shifted from contents to competencies and due to the constant update of new technologies, education has to be considered as a lifelong process. In this context, online technologies play an increasingly crucial role. While research on learning software has mainly focused on the contents and digital medium in teaching, this study examines aspects of the digital artifacts that have been rarely investigated but are fundamental to increase the learner’s motivation, including system, interface, navigation, and graphics. Specifically, this work develops a new framework to analyse user experience and sustainability strategies that have been implemented in the case study JaLea. The analysis of primary data, collected with surveys and interviews, allows determining whether these strategies are effective for the creation of e-learning systems that are useful for the learner’s personal study, as well as investigate possible developments for teaching environments.
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8

Exploring the Possibilities of Online Learning Experiences. [publisher not identified], 2020.

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9

Enhancing Learners’ Learning Experiences in Synchronous Online Classes. Aleen Jack Akijian, 2018.

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10

Kennedy, Eileen, and Diana Laurillard. Online Learning Futures. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350324268.

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The rapid shift online during the Covid-19 pandemic has put online learning firmly on the agenda of universities everywhere. To realise fully the transformative potential of online learning this book argues the need for an evidence-based design approach. The evidence comes from the experiences of online learners who are professionals: educators, engineers and researchers. Design-based research, survey responses and interviews with these learners will demonstrate that open, online, collaborative learning experiences are not only feasible but effective for building professional community knowledge. This kind of innovative online learning can help universities contribute to the global public good by achieving high quality learning at scale that will widen access to professional education and create more porous boundaries between universities and the wider community, for example in the context of the current policy discussions on the UN SDGs, such climate and inequality. The evidence shows how co-designed, transformative digital education can be mobilised to support, e.g., teachers in crisis contexts, professionals investigating renewable energy solutions, or medics adapting treatments to local conditions, and also scale up professional development in areas where expertise is urgently required. The book concludes that scaled up online learning can enable HE to deliver on the UN SDGs by equipping citizens and communities with the knowledge and skills needed to solve the world’s most pressing problems.
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11

Eaton, Michele. Designing Online Lessons: Create Impactful Learning Experiences for All Students. International Society for Technology in Education, 2020.

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12

Eaton, Michele. Designing Online Lessons: Create Impactful Learning Experiences for All Students. International Society for Technology in Education, 2020.

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13

Demetrakos, Joel. Online Course Marketplace : Transformational Learning Experiences That Delight Customers: Create the Kinds of Customer Experiences. Independently Published, 2021.

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14

College, Seneca, Humber College, Kenjgewin Teg, Nipissing University, and Trent University. Designing and Developing High-Quality Student-Centred Online/Hybrid Learning Experiences. eCampusOntario Open Authoring Platform, 2022.

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15

Handbook of Research on Creating Meaningful Experiences in Online Courses. IGI Global, 2020.

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16

Bista, Krishna, Roy Y. Chan, and Ryan M. Allen. Online Teaching and Learning in Higher Education During Covid-19: International Perspectives and Experiences. Routledge, 2021.

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17

Bista, Krishna, Roy Y. Chan, and Ryan M. Allen. Online Teaching and Learning in Higher Education During COVID-19: International Perspectives and Experiences. Taylor & Francis Group, 2021.

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18

Bista, Krishna, Roy Y. Chan, and Ryan M. Allen. Online Teaching and Learning in Higher Education During COVID-19: International Perspectives and Experiences. Taylor & Francis Group, 2021.

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19

Bista, Krishna, Roy Y. Chan, and Ryan M. Allen. Online Teaching and Learning in Higher Education During COVID-19: International Perspectives and Experiences. Taylor & Francis Group, 2021.

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20

Lester, Kelly Ferris. Environments for Self-Learning. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039409.003.0005.

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In this chapter, the author contributes to the definition of somatic pedagogy as a means to encourage self-learning in students in different learning environments, from somatic movement lessons to dance technique and online dance appreciation, by drawing on the pedagogical philosophies of Howard Gardner and Paulo Freire. Her discussion includes approaches to facilitate self-learning through various somatic experiences and classrooms, including online learning. She emphasizes that the focus of somatics is always on the individual having the experience leading to the discovery (or rediscovery) of the wisdom of the self. Also certified in Bill Evans Method of Teaching Dance, the author describes the transformative somatic principles at work in his teaching of dance technique. She concludes by arguing that the theories she presents can be interwoven and considered in a cyclical process.
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21

Bowman, Judith. The Music Professor Online. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197547366.001.0001.

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The book provides a window onto online music instruction in higher education with the aim of helping music professors successfully integrate online teaching into their pedagogical repertoire. It highlights commonalities between online and face-to-face teaching, presents a theoretical framework for online learning, and provides practical models and techniques from professors teaching online in various music disciplines. Part I reviews the status of online learning in general and in music, identifies some similarities and differences between face-to-face and online teaching, presents standards and principles for online instruction, explores the development of an online teaching persona, and examines pedagogical characteristics of effective online teaching, including signature pedagogies of the music disciplines. Part II focuses on the lived online curriculum. It features online teaching experiences in applied music, music theory, music history/musicology, music appreciation, and music education provided by professors teaching online in those disciplines. Part III summarizes lessons from online practitioners, presents an action plan for moving forward with online music instruction, and looks to the future of online instruction in music.
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22

Tu, Chih-Hsiun. Strategies for Building a Web 2.0 Learning Environment. Libraries Unlimited, 2013. http://dx.doi.org/10.5040/9798216019824.

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Imagine replacing your current online Learning Management System (LMS) with social media and Web 2.0 tools! This book provides a comprehensive and easy-to-understand guide for making the most of the online learning environment. The integration of Web 2.0 tools into an online learning environment requires more than just connecting technology: it involves a paradigm shift from "online learning" to "open network learning."Strategies for Building a Web 2.0 Learning Environmentprovides a comprehensive and effective guide for teachers and trainers interested in integrating the concept of Personal Learning Environment (PLE) and Open (or Social) Network Learning Environment (ONLE) into any learning environment that utilizes online instruction. Rather than focusing on esoteric theory, the book offers a design model, practical guidelines, and sample activities that are based on current, well-grounded frameworks as well as the author's extensive online teaching experiences and personal research. Classroom teachers, school administrators, online learning researchers, corporate trainers, and corporate administrators will find that the innovative ideas set forth in this book are accompanied by practical guidelines for implementation.
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23

Chakraborty, Mou, Samantha Harlow, and Heather Moorefield-Lang, eds. Sustainable Online Library Services and Resources. ABC-CLIO, LLC, 2022. http://dx.doi.org/10.5040/9798216184935.

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COVID-19 shifted library services and resources; this book includes narratives of lessons learned and sustainable practices to prepare educators and librarians for any challenges that might arise in the future. All different types of libraries (academic, public, special, and school) were impacted by the pandemic, and librarians learned valuable lessons about how to shift and transition in a challenging time. In this informative book, librarians, instructional designers, educators, and faculty from all over the world write about how they pivoted services and resources online to continue to serve patrons during a pandemic and beyond, as well as which services and programs will be sustainable and scalable. Online delivery of programs and services allows librarians to respond to many different situations, emergencies, and challenges, and this book is a record of the lessons that librarians learned and the practices they'll implement in the future based on their experiences with COVID-19. Sustainable Online Library Services and Resources showcases a diverse range of perspectives on how online learning has changed and grown with a focus on what library services and resources are here to stay.
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24

Veletsianos, George. Learning Online: The Student Experience. Johns Hopkins University Press, 2020.

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25

Veletsianos, George. Learning Online: The Student Experience. Johns Hopkins University Press, 2020.

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26

Design for Learning: User Experience in Online Teaching and Learning. Rosenfeld Media, LLC, 2023.

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27

Design for Learning: User Experience in Online Teaching and Learning. Rosenfeld Media, LLC, 2023.

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28

Tu, Chih-Hsiun. Online Collaborative Learning Communities. Libraries Unlimited, 2004. http://dx.doi.org/10.5040/9798400693342.

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Applicable at every academic level and in any subject, the text offers practical guidelines that are based on effective, current theories, and the extensive online teaching experience of the author. The book details 21 effective designs with guidelines, strategies, examples, and tips to assist readers in designing their own Online Collaborative Learning Community regardless of grade level, or delivery system (online, face-to-face, or mixed).
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29

Miller, katherine. Ninja Spot Learns Online: A Virtual Classroom Learning Experience. Made in Colors Publishers LLC, 2020.

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30

Miller, katherine. Ninja Spot Learns Online: A Virtual Classroom Learning Experience. Made in Colors Publishers LLC, 2020.

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31

Miller, katherine. Ninja Spot Learns Online: A Virtual Classroom Learning Experience. Made in Colors Publishers LLC, 2020.

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32

Raban, Mukthar. Innovative Leadership: Opening Post-School Education in South Africa through Enabling Early e-Learning Adoption. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425_p12.

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Since the rise of the computer and the internet, technology-enhanced learning (TEL) has gradually become a more prominent part of the post-school education and training sector (Gaebel et al. 2014; Kanuka 2008). Interest in TEL dramatically rose during the COVID-19 pandemic, but even preceding the lockdowns, e-learning offerings were already increasing at a rate of 15% per year worldwide (Alqahtani & Rajkhan 2020). TEL and online learning in general were becoming more commonplace, both as a substitute for, or complement to, face-to-face learning and teaching. In South Africa, the Department of Higher Education and Training (DHET) has called for Technical and Vocational Education and Training (TVET) colleges to widen flexible access to learning by varying their modes of delivery to include e-learning and blended learning so as to become more open, accessible and inclusive (DHET 2013, 2017). In response, many of the 50 colleges in the TVET sector have sought to increase the range and diversity of e-learning experiences within their various programmes.
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33

Mune, Christina D. Libraries Supporting Online Learning. ABC-CLIO, LLC, 2020. http://dx.doi.org/10.5040/9798400678929.

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Using practical examples from librarians in the field, this book lays out current issues in online learning and teaches librarians how to adapt a variety of library services―including instruction, reference, and collection development―to online education. Recent studies highlighting the challenges faced by online learners show that skills librarians are uniquely qualified to teach, such as information and digital literacy and source evaluation, can improve academic performance in online courses and enhance the online learning experience. Just as embedded librarianship was developed to answer the needs of online courses when they emerged in the early 2000s, online learning librarian Christina Mune now teaches "online librarianship" as a set of realistic strategies for serving a variety of online education models. Each chapter of Libraries Supporting Online Learning addresses a different strategy for supporting online students and/or faculty, with all strategies derived from real-world practices. Librarians will find information on best practices for creating digital literacy tutorials and dynamic content, providing patrons with open access and open educational resources, helping patrons to avoid copyright issues, promoting peer-to-peer learning and resource sharing, posting to social media, and developing scalable reference services. The tools and practical examples in this book will be useful for all educators interested in increasing the efficacy of online learning. Offers practical strategies to librarians responsible for supporting hybrid and online courses and degree programs as well as MOOCs May be easily adopted as a library science textbook for those teaching instructional design, instructional technology, distance librarianship, or academic library issues courses Includes case studies on assessment information and grant writing for administrators and library advocates Informs all educators interested in increasing the efficacy of online leaning in higher education Is suitable for inclusion in academic collections supporting library and information science
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34

Vickery, Jacqueline Ryan, and S. Craig Watkins. Worried About the Wrong Things. The MIT Press, 2018. http://dx.doi.org/10.7551/mitpress/9780262036023.001.0001.

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It’s a familiar narrative in both real life and fiction, from news reports to television storylines: a young person is bullied online, or targeted by an online predator, or exposed to sexually explicit content. The consequences are bleak; the young person is shunned, suicidal, psychologically ruined. In this book, Jacqueline Ryan Vickery argues that there are other urgent concerns about young people’s online experiences besides porn, predators, and peers. We need to turn our attention to inequitable opportunities for participation in a digital culture. Technical and material obstacles prevent low-income and other marginalized young people from the positive, community-building, and creative experiences that are possible online. Vickery explains that cautionary tales about online risk have shaped the way we think about technology and youth. She analyzes the discourses of risk in popular culture, journalism, and policy, and finds that harm-driven expectations, based on a privileged perception of risk, enact control over technology. Opportunity-driven expectations, on the other hand, based on evidence and lived experience, produce discourses that acknowledge the practices and agency of young people rather than seeing them as passive victims. Vickery first addresses how the discourses of risk regulate and control technology, then turns to the online practices of youth at a low-income, minority-majority Texas high school. She considers the participation gap and the need for schools to teach digital literacies, privacy, and different online learning ecologies. Finally, she shows that opportunity-driven expectations can guide young people’s online experiences in ways that balance protection and agency.
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35

Conceição, Simone C. O., and Les Howles. Designing the Online Learning Experience: Evidence-Based Principles and Strategies. Stylus Publishing, LLC, 2020.

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36

Conceição, Simone C. O., and Les Howles. Designing the Online Learning Experience: Evidence-Based Principles and Strategies. Stylus Publishing, LLC, 2020.

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37

Conceição, Simone C. O., and Les Howles. Designing the Online Learning Experience: Evidence-Based Principles and Strategies. Stylus Publishing, LLC, 2020.

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38

Designing the Online Learning Experience: Evidence-Based Principles and Strategies. Stylus Publishing, LLC, 2021.

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39

Walker, Rob, Graham Webb, and David Murphy. Online Learning and Teaching with Technology: Case Studies, Experience and Practice. Taylor & Francis Group, 2013.

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40

Walker, Rob, Graham Webb, and David Murphy. Online Learning and Teaching with Technology: Case Studies, Experience and Practice. Taylor & Francis Group, 2013.

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41

Walker, Rob, Graham Webb, and David Murphy. Online Learning and Teaching with Technology: Case Studies, Experience and Practice. Taylor & Francis Group, 2013.

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42

Walker, Rob, Graham Webb, and David Murphy. Online Learning and Teaching with Technology: Case Studies, Experience and Practice. Taylor & Francis Group, 2013.

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43

Loring, Dawn Davis, and Julie L. Pentz. Dance Appreciation. Human Kinetics, 2022. http://dx.doi.org/10.5040/9781718230668.

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Dance Appreciation meets the needs of dance students who are new to dance as well as those who are experienced in the art form. The text helps learners discover more about themselves, connect with dance, and make it a relevant and vital part of their lives. Dance Appreciation includes the following: Instructor ancillaries consisting of an instructor guide, test package, and PowerPoint presentation package make the teaching experience both easier and more effective, whether teaching in face-to-face or online settings.HKPropel Access supplies students with learning activities, individual and group projects, handouts, time lines, suggestions for further reading, video recommendations, and more to facilitate the learning experience.Five video segments demonstrate elements of dance and offer associated learning and movement activities, bringing the content to life for students.Textbook elements such as learning objectives, key terms, Enduring Understanding statements, Spotlight special elements, and chapter discussion questions help students navigate the chapters and retain the essential content. Dance Appreciation helps students understand dance from the perspectives of dancers, choreographers, and professionals in other careers related to dance. Students are introduced to a broad range of dance genres and learn to connect dance with other academic and artistic disciplines and with their own life experiences.
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44

Building online communities in higher education institutions: Creating collaborative experience. Information Science Reference, 2014.

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45

Waterhouse, Hannah, Melanie Burton, and Julia Neal. E-learning as a medium for communication skills training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0031.

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This chapter explores the use of e-learning as a format for training communication skills within a degree level module in non-malignant palliative care. It discusses the need for such training before evaluating the benefits e-learning has to offer as a learning tool in the healthcare context. It describes how a ‘blended learning’ approach was taken with one study day combined with online interactive learning materials. Online exercises such as ‘drag and drop’ were used to facilitate students’ learning, together with the use of videos, external online links, and reflective diaries. The development of a summative assignment is discussed and its need to assess students’ use of these skills in clinical practice. Finally, the future developments of the e-learning platform to further enrich the students’ learning experience are presented. These include the use of online forums, both synchronous and asynchronous, which encourage peer-to-peer and peer-to-tutor communication.
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46

Tan, Kevin, Chi-Fang Wu, and Terry Ostler, eds. Social Work and Simulations. Oxford University PressNew York, NY, 2024. http://dx.doi.org/10.1093/9780197770498.001.0001.

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Abstract Drawing on 5 years of work and research on simulated learning experiences with actors, this book describes their implementation in social work classes on social work practice, policy, and research in the School of Social Work at the University of Illinois Urbana–Champaign (UIUC). Doctoral (PhD) students took the lead in developing and implementing many simulations, worked with instructors to tie the simulations to learning objectives, and facilitated student discussion and reflection. Emphasis was given to understanding social work competencies in the context of issues of social injustice, diversity, equity, and inclusion. Staged in a simulation house, in classrooms, in a library setting, and online, the simulations included a collaboration with the UIUC police and with librarians at UIUC and the University of Washington, Tacoma. The book describes how brave spaces were created to facilitate difficult conversations, sharing, and reflections rather than grading performance. Challenges included resource and time constraints, concerns about retraumatizing students or stereotyping experiences, and reluctance to include simulations in social work classes. It provides an immersive learning experience for students and instructors alike; simulations emerge as a paradigm shift in social work education as it allows them to become more alive and accountable to the multifaceted, complex, and human elements of social work practice. The text includes a wealth of case studies and material to build ethical simulations in practice.
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47

Watson Zollinger, Stephanie, and Jody Nyboer, eds. Effective Design Critique Strategies Across Disciplines. University of Minnesota Libraries, 2021. http://dx.doi.org/10.24926/9781946135711.

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Effective Design Critique Strategies Across Disciplines is the first of its kind: a collection of immersive critiquing strategies and related scholarship developed by a diverse and international group of authors. The shared methods include those that utilize online learning environments, facilitate active learning, and engage design critique experiences via play. They range from anecdotal accounts of trying new things in unusual learning environments to theory-based approaches. The featured scholarship presents assessments and valuable discourse concerning the effectiveness of various critique strategies. The collection of strategies and research contribute to addressing the distinct gap in research- and practice-based resources that are available to design and project-based educators.
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48

Renger, Nikolai, and Dagmar Geisler. Using the Internet for Virtual School: Rules and Tips for a Successful Online Learning Experience. Skyhorse Publishing Company, Incorporated, 2024.

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49

Renger, Nikolai, and Dagmar Geisler. Using the Internet for Virtual School: Rules and Tips for a Successful Online Learning Experience. Skyhorse Publishing Company, Incorporated, 2024.

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50

Sigalow, Emily, and Wendy Cadge. Teaching Interreligious Encounters through Case Studies. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0018.

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We developed a series of teaching guides based on case study learning to encourage students to grapple with issues of multiple religious belonging in America. In this chapter, we introduce the idea of case study learning and discuss its benefits for teaching about interreligious encounters. We then describe the three different teaching guides that we devised from our research on Jewish-Buddhist encounters in America and evaluate our experiences piloting these materials. In the conclusion, we suggest additional ideas about how case studies might be used to enrich teaching about interreligious encounters. We also provide the locations of our own and other materials online for teaching about interreligious encounters through case studies.
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