Editors:
Trey Martindale
Search for other papers by Trey Martindale in
Current site
Google Scholar
PubMed Close
,
Tonya Amankwatia
Search for other papers by Tonya Amankwatia in
Current site
Google Scholar
PubMed Close
,
Lauren Cifuentes
Search for other papers by Lauren Cifuentes in
Current site
Google Scholar
PubMed Close
, and
Anthony Piña
Search for other papers by Anthony Piña in
Current site
Google Scholar
PubMed Close
Free access

Index

Index
active learning xii, 67, 113, 133–135, 143–148, 150, 151, 155, 156, 341, 361, 394–397, 456, 464, 532, 535, 539–549, 613, 620, 632
adaptive learning technology 246–248
adult learning 22, 25, 27, 31, 32, 34, 38, 39, 43–46, 69, 71, 172
Andragogy 24, 69, 70, 180
artificial intelligence (AI) xii, 27, 134, 239, 400, 443, 445, 446, 455, 504, 505, 540, 542, 546–548, 553–555, 558, 560
assessment 24, 28, 36, 39, 42, 61, 62, 75, 99, 107, 110–115, 120, 134, 138, 144, 148, 150, 151, 154, 155, 160, 168, 172, 198, 200, 201, 205, 212, 213, 243, 245–247, 251, 262, 271, 287, 289, 292, 295, 296, 312, 317, 318, 321, 353, 361, 376, 377, 381, 382, 392, 403, 462, 466, 517, 533, 539, 540, 545–547, 549, 556, 557, 560, 606, 607, 618, 620, 623, 630, 637
asynchronous learning 2, 11, 15, 57, 70, 89, 90, 91, 103, 277, 285, 286, 293, 295, 315, 318, 319, 389, 520, 553, 559, 563–565, 573, 612, 618, 619, 625
blended learning 62, 76, 171, 174, 247, 249, 250, 252, 277, 285, 297, 310, 311, 313, 314, 316, 317, 319, 321, 323, 324, 363–368, 377, 381–383, 404, 512, 516, 604, 632, 637
bloom’s taxonomy 113, 247–248, 367, 369, 382
CAPSULE Dashboard 266, 268–273
cognitive load theory 63–67, 241, 453, 454, 460
cognitive theory 63, 66, 73
community of inquiry framework 57–61, 111, 113, 276–287, 290, 292, 294, 296–298
constructivist learning theory 77, 135
critical thinking 134, 152, 154, 160, 162, 163, 225, 277, 280, 283, 291–295, 318, 396, 529, 540–542, 544, 548, 561, 575, 629, 631, 633–637
digital identity 197, 214
distance education ix, 21–25, 27, 29, 31, 32, 39, 40, 42–46, 56, 89, 90, 110, 116, 119, 125, 127, 309, 313, 318, 629
distributed learning 114, 363, 382, 512
dual coding theory 66
emergency remote teaching 56, 134, 316, 325, 339, 379, 511, 513, 516, 517, 520, 521, 628, 630, 637
ethical considerations in AI 549, 584
E-textbooks 523–527, 529–534
experiential learning 542, 583
feedback 2, 35, 43, 45, 60, 73, 110, 122, 135, 150, 153, 156, 182, 224, 226–228, 230, 231, 238–240, 243, 245, 246, 250, 251, 279, 286, 294, 296, 311, 340, 342–345, 351, 352, 361, 372, 381, 392–394, 396, 420, 427, 442, 462, 485, 496, 498, 499, 502, 506, 513, 520, 526, 533, 535, 540, 541, 543, 545, 546, 548, 553, 554, 556, 558, 559, 560, 564, 567, 568, 573, 607, 615, 623, 629
flipped classroom 99, 135, 243–245, 393, 397, 542, 619
higher-order skills 146, 151, 156, 367–369, 382, 631
hybrid learning 108, 174, 389, 404
instructional design xii, 24, 58, 63, 65, 75, 107, 113, 114, 125, 135, 146, 155, 156, 318, 340, 357, 364, 366, 378, 380, 381, 454, 463, 495, 512, 513, 524, 542, 553, 566, 569, 612, 613, 615, 617, 629, 630, 637
interactive E–textbook 526, 527, 529–532, 534
ITV (interactive television) 24, 25, 370, 372
learning analytics 35, 262, 283, 285, 484, 485, 506, 556
learning communities xii, 24, 58, 60, 62, 63, 145, 180, 191, 197, 242, 277, 279, 282, 290, 294, 318, 451, 515, 558, 559
learning objectives 28, 30, 32, 70, 72, 115, 240, 261, 367, 369, 374, 379, 382, 392, 394, 461, 462, 465, 466, 532, 533, 544, 549, 630
learning outcomes xi, 22, 35, 40, 42, 58, 93–95, 97–99, 101–103, 112–114, 151, 152, 238, 239, 242, 248, 252, 279, 292, 296, 323, 324, 343, 361, 367, 381, 382, 398, 415, 462–464, 484, 486, 506, 515, 518, 524, 529, 531–535, 540, 541, 546, 547, 579, 582, 584–586, 588, 591, 593–595, 622, 623, 634
learning science 24, 111, 143–145, 156
LLM AI 540–542, 544, 545–549
machine learning 241, 284, 505, 506, 542, 554, 555, 561
media selection process 364–377, 379, 381, 383
mentoring models 435–438, 440, 444
microlearning 172, 339–341, 344, 345, 347–349, 351–357
mobile learning 174, 412, 516
MOOC (massive open online courses) 3, 56, 174, 184, 399
Neural Networks 284, 504–506
online education ix–xii, 15, 55, 62, 63, 123, 308, 320, 339, 451, 453, 463, 513, 515, 523, 524, 527, 533, 540, 541, 556, 560, 616, 617, 628, 631, 632, 638
online learning ix–xii, 1–3, 13, 21, 22, 25, 28, 29, 34, 35, 36, 39, 44–46, 55–57, 59–63, 65–71, 74–77, 89, 90, 94, 95, 99, 101, 106, 111–113, 119–121, 133–135, 145, 155, 156, 169, 171, 172, 175, 178, 179, 182, 184, 185, 187, 191, 192, 200, 204, 221, 233, 238, 241, 250, 260–264, 266, 272, 273, 277, 281, 282, 284–287, 294, 298, 307–315, 317–324, 326, 341, 357, 389, 397, 398, 400, 428, 441, 450–458, 461–466, 484, 495, 502, 503, 506, 511–518, 520, 521, 524–528, 531–533, 535, 539–546, 548–549, 556–558, 560, 561, 577, 579, 582, 589, 593–594, 596, 602–604, 609, 611, 624, 625, 628–630, 634, 637
online writing 211, 214
open educational resources (OER) xii, 171, 186, 389, 392, 399, 402, 404, 527, 624
pedagogy 24, 69, 70, 91, 116, 197, 198, 200, 210–214, 312, 317, 319, 389, 394, 404, 513, 542
personalized learning 240, 242, 251, 252, 262, 402, 540, 542, 548, 570
PRISMA Scoping Review 2, 5–7, 14, 17, 23, 30, 172–174
project-based learning 115
scaffolding 58, 70, 241, 251, 261, 441, 442, 459, 460, 465, 545
self-regulated learning 24, 30, 40, 69, 73–75, 143, 144, 242, 530, 544, 558, 559, 632
social presence 28, 29, 35, 36, 58, 59, 71, 277, 279, 282, 464
STEM Education 241–244, 248
student engagement 5, 9, 36, 109–111, 113, 114, 121, 126, 127, 202, 210, 267, 272, 318, 389, 392, 396, 399, 402, 403, 439, 464, 488, 495, 505, 533, 535, 540, 541, 547, 549, 553, 554, 558, 561, 570, 579, 582, 293, 613, 615, 634
synchronous learning 59, 389
temporal patterns 231, 485–488, 495, 503–505
transactional distance 69, 71, 72
transformative learning 41, 134
universal design for learning (UDL) 115, 517
virtual learning environment (VLE) 399
web conferencing 415, 416
  • Collapse
  • Expand
Cover Handbook of Research in Online Learning
E-Book ISBN:
9789004702813
Publisher:
Brill
Print Publication Date:
25 Sep 2024
Front Matter
Chapter 1 Lessons Learned in Conducting a Systematic Review in Online Learning
Chapter 2 The Study of Adult Learners in Distance Education
Chapter 3 Theories and Models to Frame, Inform, and Stimulate Online Learning
Chapter 4 What We Know about Online Teacher Education
Chapter 5 A Responsive, Consultative Professional Development Model for Online Engagement
Chapter 6 Active Learning by Design
Chapter 7 An Integrative Review of Adult Learners’ Informal Learning in Online Settings
Chapter 8 Metatextual Dimensions of Multimodal Literacy Engagement
Chapter 9 21 Years of Worldwide Learning Online
Chapter 10 A Critical Review of Two Automated Adaptive Teaching Systems in Mathematics and Chemistry
Chapter 11 Automated Analysis and Visualization of Online Learning Experiences and Engagement
Chapter 12 Evidence-based Practices for Developing a Community of Inquiry
Chapter 13 Pre-service Teachers’ Preparation for Teaching Online
Chapter 14 Micro Investment, Big Reward
Chapter 15 Selecting Media and Methods to Facilitate Blended Learning
Chapter 16 The Impact of Digital Learning on Racially Minoritized and Poverty-Affected College Students
Chapter 17 Remote Academic Advising for Colleges and Universities
Chapter 18 Online Mentoring in the Digital Age
Chapter 19 Mental Fatigue in Online Learning
Chapter 20 Analysis of Patterns in Time for Evaluating Online Instruction
Chapter 21 The Difference between Emergency Remote Teaching and Online Learning
Chapter 22 Exploring the Impact of E-Texts on Student Learning in Online Education
Chapter 23 Supporting AI-Enhanced Active Online Learning Experiences
Chapter 24 Student Perceptions of Learning with Instructional AI Assistance in Online Discussions
Chapter 25 Gamification for Higher Education Applications
Chapter 26 Developing a Quality Assurance Approach for an Online Professional Military Education Institution
Chapter 27 Skills for Student Success in Online Learning
Back Matter

Metrics

All Time Past 365 days Past 30 Days
Abstract Views 0 0 0
Full Text Views 10 10 1
PDF Views & Downloads 0 0 0