Subject Guide: Online Learning Resources

Books

The Theory and Practice of Online Learning

In this important collection of essays by practitioners and scholars that has been downloaded nearly half a million times is an overview of some of the most pressing issues in online education. By addressing transformations arising from educational technology advances and the new business conditions and modes of delivery of education, the contributors to The Theory and Practice of Online Learning provide insights into this complex, diverse, and rapidly evolving field.

Mobile Learning: Transforming the Delivery of Education and Training

This collection is for anyone interested in the use of mobile technology for various distance learning applications. Readers will discover how to design learning materials for delivery on mobile technology and become familiar with the best practices of other educators, trainers, and researchers in the field, as well as the most recent initiatives in mobile learning research. Businesses and governments can learn how to deliver timely information to staff using mobile devices. Professors can use this book as a textbook for courses on distance education, mobile learning, and educational technology.

Flexible Pedagogy, Flexible Practice

Flexibility has become a watchword in modern education, but its implementation is by no means a straightforward matter. Flexible Pedagogy, Flexible Practice sheds light on the often taken-for-granted assumptions that inform daily practice and examines the institutional dynamics that help and hinder efforts toward flexibility. The collection in international in scope, drawing on the experience of specialists in distance education from North America, the United Kingdom, Australia and New Zealand, South Africa, Singapore, and Japan. Contributors to the volume were asked to reflect candidly and critically on a series of questions, including: What precisely is flexible learning? Who or what is driving the flexibility agenda, and for whose benefit? And who or what is resisting it? What challenges must be overcome in order to achieve flexibility, and what are some of the compromises it can entail?

Essentially, the book is about what happens when the canonical concept collides with the ‘rough terrains of practice,’ and in addressing this question, it succeeds admirably. … Your thinking will be both challenged and informed.

David Murphy

Culture and Online Learning: Global Perspectives and Research

Culture plays an overarching role that impacts investment, planning, design, development, delivery, and the learning outcomes of online education. This groundbreaking book remedies a dearth of empirical research on how digital cultures and teaching and learning cultures intersect, and offers grounded theory and practical guidance on how to integrate cultural needs and sensibilities with the innovative opportunities offered by online learning. This book provides a unique analysis of culture in online education from a global perspective, and offers: * An overview of the influences that culture has on teaching, online learning, and technology * Culture-sensitive instructional design strategies and teaching guidelines for online instructors and trainers * Facilitation and support strategies for online learners from different cultures * An overview on issues of design, development, communication, and support from a cross-cultural perspective * An overview of how online education is perceived, planned, implemented, and evaluated differently in various cultural contexts Written by international experts in the field of online learning, this text constitutes with a comprehensive comparative introduction to the role of culture in online education. It offers essential guidance for practitioners, researchers, instructors, and anyone working with online students from around the world. 

Online Learning and Teaching in Higher Education

What are the links between theory and practice in the area of online learning in higher education? What are the strengths and weaknesses of the online approach? How can online learning be used to enhance the student experience? This book provides the first critical evaluation of theory and practice in online learning and teaching in higher education. It also provides a critique of online learning for all those working in a higher education setting. It examines the online approach in the context of the internet age and global higher education, examining changes in distance learning as well as how online learning is affecting mainstream mass higher education. Practical examples throughout the book allow the reader to: understand quality issues with regard to online learning; design appropriate courses; create stimulating online learning environments; transform learning methods; and adapt and develop strategies to enhance online teaching practice. “Online Learning and Teaching in Higher Education” is key reading for lecturers, managers and policy makers in the higher education sector.

Journals

Online Learning Journal

Publishes information on asynchronous learning networks (ALN), including experimental results. Provides practitioners in online education with knowledge about the very best research in online learning.

The Wabash Center Journal on Teaching

The Wabash Center Journal on Teaching is an online, open-access, peer-reviewed quarterly journal on teaching in the fields of religious and theological studies in higher education. The journal publishes the scholarship of teaching (SoTL) in the fields of theology and religion (religious studies), in both undergraduate and theological education contexts. The Wabash Center Journal on Teaching carries forth a particular type of academic writing in which teacher-practitioners critically reflect on their teaching practice — surfacing their assumptions, and analyzing their pedagogical intentions and designs.

Journal of Online Learning and Teaching

The journal is now published quarterly in March, June, September, and December. Its objectives are to:

  • Enable faculty to develop effective, evidence-based practices in online learning and teaching by learning from a community of researchers and scholars;
  • Enable academic programs to design and deploy academic technology to optimize online learning and teaching;
  • Build a community around the research and scholarly use of web-based multimedia resources for learning and teaching in higher education.

Articles

Buelow, Janet R., Thomas Barry, and Leigh E. Rich. “Supporting Learning Engagement with Online Students.” Online Learning Journal [OLJ] 22, no. 4 (2018): 313+. Gale Academic OneFile (accessed April 3, 2020). https://link-gale-com.dtl.idm.oclc.org/apps/doc/A581024495/AONE?u=upl1179&sid=AONE&xid=c5d0462c.

Peterson, Amy T., Patrick N. Beymer, and Ralph T. Putnam. “Synchronous and Asynchronous Discussions: Effects on Cooperation, Belonging, and Affect.” Online Learning Journal [OLJ] 22, no. 4 (2018): 7+. Gale Academic OneFile (accessed April 3, 2020). https://link-gale-com.dtl.idm.oclc.org/apps/doc/A581024479/AONE?u=upl1179&sid=AONE&xid=4a7446aa.

Kumi-Yeboah, Alex. “Designing a Cross-Cultural Collaborative Online Learning Framework for Online Instructors.” Online Learning Journal [OLJ] 22, no. 4 (2018): 181+. Gale Academic OneFile (accessed April 3, 2020). https://link-gale-com.dtl.idm.oclc.org/apps/doc/A581024488/AONE?u=upl1179&sid=AONE&xid=7eed3c14.

Truhlar, Allison M., Todd, Walter, M., and Kimberly M. Williams. “Student Engagement With Course Content and Peers in Synchronous Online Discussions.” Online Learning Journal [OLJ] 22, no. 4 (2018): 289+. Gale Academic OneFile (accessed April 3, 2020). https://link-gale-com.dtl.idm.oclc.org/apps/doc/A581024494/AONE?u=upl1179&sid=AONE&xid=0f71d152.

Wilton, Lesley. “Quiet Participation: Investigating Non-Posting Activities in Online Learning.” Online Learning Journal [OLJ] 22, no. 4 (2018): 65+. Gale Academic OneFile (accessed April 3, 2020). https://link-gale-com.dtl.idm.oclc.org/apps/doc/A581024482/AONE?u=upl1179&sid=AONE&xid=05e8740f.

Buelow, Janet R., Thomas Barry, and Leigh E. Rich. “Supporting Learning Engagement with Online Students.” Online Learning Journal [OLJ] 22, no. 4 (2018): 313+. Gale Academic OneFile (accessed April 3, 2020). https://link-gale-com.dtl.idm.oclc.org/apps/doc/A581024495/AONE?u=upl1179&sid=AONE&xid=c5d0462c.

Sullivan, Roberta “Robin”, Victoria Neu, and Fengrong Yang. “Faculty Development to Promote Effective Instructional Technology Integration: A Qualitative Examination of Reflections in an Online Community.” Online Learning Journal [OLJ] 22, no. 4 (2018): 341+. Gale Academic OneFile (accessed April 3, 2020). https://link-gale-com.dtl.idm.oclc.org/apps/doc/A581024496/AONE?u=upl1179&sid=AONE&xid=e34942af.

McClannon, Terry W., Amy W. Cheney, Les L. Bolt, and Krista P. Terry. “Predicting Sense of Presence and Sense of Community in Immersive Online Learning Environments.” Online Learning Journal [OLJ] 22, no. 4 (2018): 141+. Gale Academic OneFile (accessed April 3, 2020). https://link-gale-com.dtl.idm.oclc.org/apps/doc/A581024486/AONE?u=upl1179&sid=AONE&xid=c29cd1f9.