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1 online resource (232 pages) |
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computer c rdamedia |
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Front Cover -- The Disruptive Power of Online Education: Challenges, Opportunities, Responses -- Copyright Page -- Acknowledgements -- Contents -- List of Figures -- List of Tables -- About the Editors -- About the Authors -- Introduction: The Disruptive Power of Online Education: Challenges, Opportunities, Responses -- I.1. Online Programmes and Programme Design -- I.2. Changing Classroom Dynamics in the Digital Teaching Space -- References -- Part I: Online Programmes and Programme Design -- Chapter 1 Scaling Online Learning: The Case for a Programme-level Approach -- 1.1. Introduction -- 1.2. Setting the Scene: Where Are We? -- 1.3. Strategic Imperative: Why We Need to Go Beyond Gradual Adaptation -- 1.4. Strategic Scope: Online Learning Is Not a One-(wo)man Show -- 1.5. Beyond a Lone Ranger Approach: Programme-level Development and Implementation -- 1.5.1. What Is a Programme-level Approach to Online Learning Development and Implementation? -- 1.5.2. Advantages of a Programme-level Approach: An Overview -- 1.5.2.1. For Students -- 1.5.2.2. For Teaching Staff -- 1.5.2.3. For the Institution -- 1.6. A Short Profile of Management Centre Innsbruck (MCI) -- 1.7. eLearning Implementation at Programme Level: Key Aspects to Consider -- 1.7.1. Strong Leadership and Institutional Commitment -- 1.7.2. Supporting and Developing Teaching Staff in the Transition -- 1.7.3. Supporting Students in Adapting to a New Way of Learning -- 1.7.4. Technology Use at the Programme Level -- 1.7.5. Learning Resources -- 1.7.6. Institutional Change, Administrative Processes and Policy Development -- 1.7.7. Quality and Quality Assurance -- 1.7.8. Systemic Innovation and Sustainability -- 1.8. Conclusion -- References -- Chapter 2 LOGIC LEADS LEARNing: MOOCs in the Middle East -- 2.1. Introduction -- 2.2. Methodology -- 2.3. MOOC - Key Issues |
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2.3.1. Key Issues Raised by Administrators -- 2.3.1.1. 'L': Do MOOCs Represent a Legitimate Way of Delivering Education? -- 2.3.1.2. 'O': Why Should We Do It? What Are the Implications on Our Brand Name? -- 2.3.1.3. 'G': What Are the Guiding Principles? -- 2.3.1.4. 'I': How Can We Measure Our Instructional Effectiveness? -- 2.3.1.5. 'C': Would We Be Able To Compete? How Can We Scale This Up? -- 2.3.2. Key Issues Raised by Faculty -- 2.3.2.1. 'L': Do MOOCs Represent a Legitimate Way of Delivering Education? -- 2.3.2.2. 'E': How Much Effort Does It Require? -- 2.3.2.3. 'A': What Sort of Appreciation and Acknowledgement Would I Get? -- 2.3.2.4. 'D': Do MOOCs Work in My Discipline? -- 2.3.2.5. 'S': Does This Make Sense for Me Personally? -- 2.3.3. Key Issues Raised by Students -- 2.3.3.1. 'L': Do MOOCs Represent a Legitimate Way of Delivering Education? -- 2.3.3.2. 'E': How Much Effort Does It Require? How Much Time Should I Invest? -- 2.3.3.3. 'A': Will I Get Individual Attention from My Instructor? -- 2.3.3.4. 'R': What Sort of 'Recognition' Will I Receive? -- 2.3.3.5. 'N': What Is the Net Outcome for My Enrolment in A MOOC? -- 2.4. Conclusion -- References -- Chapter 3 The Power of Technology in Customised Executive Education -- 3.1. Introduction -- 3.2. Customised Executive Education: The Context -- 3.3. The Role of Technology in Course Commissioning and Design -- 3.3.1. Co-creation of Course Design -- 3.3.2. Roles in Executive Education Course Design -- 3.3.3. Course Design - TEL or Don't TEL? -- 3.4. The Role of Technology in Course Delivery -- 3.4.1. Participants' Experience with Teaching and Learning -- 3.4.2. Tailoring to Learning Styles -- 3.4.3. Collaborative Learning -- 3.4.4. Peer-to-Peer Learning -- 3.4.5. Participation and Engagement -- 3.5. Evaluation and Outcomes -- 3.6. Business Model and Inhibitors -- 3.6.1. Cross-functional Teams |
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3.6.2. Cost -- 3.6.3. Academic Resistance -- 3.7. Conclusion -- References -- Chapter 4 Internationalisation of Online Learning: A Double Degree Model -- 4.1. Introduction -- 4.2. Internationalisation and Double Degree Programmes -- 4.2.1. Expanding Access to International Education through Online Learning -- 4.2.2. Benefits and Barriers to Cross-border Online Education -- 4.3. RRU-MCI Double Degree -- 4.3.1. RRU and MCI Profile -- 4.3.2. RRU-MCI Double Degree Program Development and Design -- 4.3.3. Benefits to Students, Faculty and Institutions -- 4.3.4. Lessons Learned from the RRU-MCI Online Double Degree Partnership -- 4.4. Conclusion -- References -- Part II: Changing Classroom Dynamics in the Digital Teaching Space -- Chapter 5 Engagement in Online Learning: It's Not All About Faculty! -- 5.1. Introduction -- 5.2. Engagement Script -- 5.2.1. Week 1 Online Forum: Welcome/Orientation -- 5.3. Online Teaching Principles Demonstrated in the Script -- 5.3.1. Applying Adult Learning Principles -- 5.3.2. Building Community -- 5.3.3. Strategies for Engagement -- 5.3.3.1. Weekly Forum -- 5.3.3.2. Learning Community Forum -- 5.3.3.3. Q&A Forum -- 5.3.3.4. Behind the Scenes Outreach -- 5.3.3.5. Synchronous Meetings (Formal and Informal) -- 5.3.3.6. Assignments (Individual and Team) -- 5.4. Conclusion -- References -- Chapter 6 Social Collaborative Learning Environments: A Means to Reconceptualise Leadership Education for Tomorrow's Leader... -- 6.1. Introduction -- 6.2. Background: Learning Beyond Standardised Lecture-based Instruction -- 6.2.1. Differentiated Instruction and Personalised Learning -- 6.2.2. Collaborative Learning Enabled Through Social Collaboration Platforms as the Primary Learning Environment -- 6.2.2.1. Collaborative Learning -- 6.2.2.2. Social Collaboration Platforms |
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6.2.2.3. Core Affordances of Social Collaboration Platforms for Collaborative Learning -- 6.2.3. Summary -- 6.3. The Case -- 6.3.1. Course Description: 'Introduction to Leadership' -- 6.3.2. Encountered Challenges of the Traditional Learning Setting -- 6.3.3. Reconceptualisation of the Course: Computer-Supported Social Collaborative Learning Environment with Personalised El... -- 6.3.4. Preliminary Evaluation Findings -- 6.4. Discussion -- 6.4.1. Social Collaborative Learning Environments' Potential for Educating Tomorrow's Leaders -- 6.4.2. Social Collaborative Learning Environments' Potential for Tomorrow's Universities -- 6.5. Limitations -- 6.6. Conclusion -- References -- Chapter 7 Online, Not Distance Education: The Merits of Collaborative Learning in Online Education -- 6.1. Introduction -- 6.2. Distance in Online Education -- 6.3. Collaborative Learning and Online Education -- 6.4. Method -- 6.5. The Case -- 6.6. Discussion -- 6.6.1. Strengths -- 6.6.2. Weaknesses -- 6.6.3. Summary -- 6.7. Conclusion -- References -- Chapter 8 Disrupting Higher Education in Alaska: Introducing the Native Teacher Certification Pathway -- 8.1. Alaska's Need for Disruption in Teacher Education -- 8.1.1. Crisis in Alaska Native Education -- 8.1.1.1. Alaska Natives Are Not Immigrants -- 8.1.1.2. Education's Role in Identity Formation -- 8.1.1.3. Alaska's Educational Model Does Not Foster Bilingualism or Biculturalism -- 8.1.2. Barriers to the Success of Previous Programme Offerings -- 8.2. Native Teacher Certification Pathway -- 8.2.1. International Models of Success -- 8.3. Conclusion -- References -- Chapter 9 Academic Rigour and Video Technology: A Case Study on Digital Storytelling in Graduate-level Assignments -- 9.1. Online Learning and Teaching: Challenges and Opportunities -- 9.1.1. Distance Learning and Video Technology: Managing Expectations |
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9.1.2. Alternative Assessment Formats and Academic Rigor: How Different can be the Same -- 9.1.3. Bounded Learning Community and the Perception of Presence: Building Relationships -- 9.1.4. Video Technology and Soft Skills Acquisition: In and Beyond Classroom Learning -- 9.2. Digital Storytelling in Graduate-level Assignments: Some Examples -- 9.2.1. MA in Conflict Analysis and Management: My Digital Conflict Story -- 9.2.1.1. The Assignment: My Digital Conflict Story -- 9.2.1.2. The Assessment: Learning Outcomes and Academic Rigor -- 9.2.2. MA in Global Leadership: Presenting a Community in Conflict -- 9.2.2.1. The Assignment: Presenting a Community in Conflict -- 9.2.2.2. The Assessment: Learning Outcomes and Academic Rigor -- 9.3. Conclusions -- References -- Chapter 10 Game-based Learning as Education Method in the Digital Age: Experiences at the Highest Military Education Instit... -- 10.1. Introduction -- 10.2. The Competency-based View -- 10.3. Digital Learning -- 10.3.1. Digital Learning Concepts -- 10.3.2. Game-based Learning -- 10.3.3. The Serious Games Concept -- 10.3.3.1. Learning with Serious Games -- 10.4. Digital and Non-digital Game-based Learning -- 10.4.1. Digital Game-based Learning Settings at the Bundeswehr Command and Staff College -- 10.5. Discussion Digital and Non-digital Game-based Learning Formats at the Bundeswehr Command and Staff College -- 10.6. Summary and Future Perspectives -- References -- Index |
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This book explores how higher education institutions across the globe respond to the disruptive changes triggered by online technologies. Contributions address transformations regarding program design, business models and pedagogical interventions in a digital teaching environment |
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Description based on publisher supplied metadata and other sources |
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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries |
| Link |
Print version: Altmann, Andreas The Disruptive Power of Online Education : Challenges, Opportunities, Responses
Bingley : Emerald Publishing Limited,c2018 9781787543263
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| Subject |
Internet in education.
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Computer-assisted instruction.
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Education-Data processing
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Electronic books
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| Alt Author |
Ebersberger, Bernd
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Mössenlechner, Claudia
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Wieser, Desiree
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