Online Learning Concepts, Strategies, And Application

Online Learning Concepts, Strategies, And Application
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  • ISBN-13: 9780130325464
  • ISBN: 0130325465
  • Publication Date: 2004
  • Publisher: Prentice Hall


Dabbagh, Nada, Bannan-Ritland, Brenda


Online Learning: Concepts, Strategies, and Applicationis based on the principles of learning as a social process. It details a journey from theory to practice, informing the design of powerful and engaging online learning environments. A consistent theme in this book is the interaction between pedagogical models, instructional strategies, and learning technologies. This process is embedded in a flexible, yet systematic and integrative instructional design framework that enables the reader to envision, plan for, and implement customized instructional designs for online learning. Features of this text: Three-part organization: Part I offers theory, research, and pedagogy as groundwork leading to Part II, which provides specific instructional design methods and strategies. Part III discusses the history and future of instructional technologies and gives readers the tools and techniques with which to select the appropriate e-Learning delivery applications. Authentic scenarios related to the design, development, and implementation of online learning in higher education contexts, schools, and corporate settings are provided at the beginning of each chapter, providing real-world relevance to the chapter content. Learning activities at the end of each chapter engage students in applying online learning concepts and strategies in real-world contexts. For Chapters 2, 3, 5, 6, and 9, these learning activities are completed on theinteractive companion website at www.prenhall.com/dabbagh , where students browse interactive tables, download PDF files, and examine an array of examples of instructional contexts and cases for analysis.Dabbagh, Nada is the author of 'Online Learning Concepts, Strategies, And Application', published 2004 under ISBN 9780130325464 and ISBN 0130325465.

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