High-Impact Practices in Online Education: Research and Best Practices

ISBN-13: 9781620368473 / Angielski / Miękka / 2018 / 264 str.

Kathryn E. Linder; Chrysanthemum M. Hayes

Opis

Offers the first comprehensive guide to how HIPs are being implemented in online environments and how HIPs can be adjusted to meet the needs of online learners. This multi-disciplinary approach will assist faculty and administrators to effectively implement HIPs in distance education courses and online programs.

Recenzje

"High-Impact Practices in Online Education asks the right questions about online teaching and learning. This collection offers grounded, practical suggestions for evolving online pedagogy toward a purposeful form of teaching that offers possibilities beyond anything we've done until now."

Matthew Reed, Vice President for Learning

Brookdale Community College

“High-Impact Practices in Online Education allows faculty and staff to begin to think deeply about how these practices, which have largely existed in the traditional, face-to-face environment, can be adapted and applied to engage students across all learning modalities. With chapters dedicated to each high-impact practice, reference to existing research and best practice literature, and strategies to consider when scaling these practices to the online environment, this book will revolutionize high-impact practices as we know them by making them truly accessible to all students.”

Stephanie M. Foote, Assistant Vice President, Teaching, Learning, and Evidence-Based Practices

John N. Gardner Institute for Excellence in Undergraduate Education

“This timely and much-needed publication clearly shows that it is possible to engage learners in high-impact practices online. The book opens an entirely new realm of possibilities, in which instructors and learners can confidently delve into the digital world in a way that provides purpose, equity in learning, and success.”

Susana Rivera-Mills, Provost and Executive Vice President for Academic Affairs

Ball State University

"The research and focus on HIPs has been primarily on undergraduate residential experiences, despite the fact that online learning continues to grow at an exponential rate, surpassing the growth of residential higher education programs. This edited book offers a timely review of the research that has been done on HIPs in the online environment. Instead of presenting HIPs as an overwhelming concept, the editors choose to have the authors focus on one HIP per chapter, making the topic and the 11 experiences manageable to digest. A strength of this book is its diversity of contributing authors and experts in the field who have experience with implementing HIPs in the online environment.

A reader of this book is provided with a solid foundation on the research and practice surrounding HIPs. The reader desiring to implement HIPs at their institution will find that some chapters provide specific examples and guidelines for how HIPs can be incorporated in online classes and programs. Practical tips for evaluation are also provided. The book provides a great contribution to the literature on HIPs, illuminating an area that needs further development."

Teachers College Record

"High-Impact Practices in Online Education reads like a dynamic conversation on research with practical recommendations for how to strengthen a variety of teaching contexts. Each topic selected for inclusion covers a specific high-impact educational practice.

So, where will readers find what they most need in this collection? For some, a particular topic will draw their attention. My suggestion is to resist that impulse. Try, instead, reading the introduction and conclusion before sampling individual chapters. Understanding the context for the conversation about HIPs matters. The research and literature in this emerging field has been somewhat scattered, but a representative sample is nicely gathered and incorporated into this single volume."

The Wabash Center Journal on Teaching

Spis treści

Tables and Figures Foreword—Kelvin Thompson Acknowledgments Introduction—Kathryn E. Linder and Chrysanthemum Mattison Hayes 1. First-Year Seminars—Jennifer R. Keup 2. Common Intellectual Experience—Jason D. Baker and Michael Pregitzer 3. Learning Communities—Kathy E. Johnson, Amy A. Powell, and Sarah S. Baker 4. Writing-Intensive Classes—June Griffin 5. Collaborative Assignments and Projects—Robert John Robertson and Shannon Riggs 6. Undergraduate Research in the Humanities—Ellen Holmes Pearson and Jeffrey W. McClurken 7. Undergraduate Research in the Sciences—Kevin F. Downing and Jennifer K. Holtz 8. Diversity and Global Learning—Jesse Nelson and Nelson Soto 9. eService-Learning—Jean Strait and Katherine Nordyke 10. Internships—Pamela D. Pike 11. Capstone Courses and Projects—Zapoura Newton-Calvert and Deborah Smith Arthur 12. ePortfolios—Jennifer Sparrow and Judit Török 13. High-Impact Practices and Library and Information Resources—Stefanie Buck Conclusion. Future Directions for High-Impact Practices Online—Kathryn E. Linder and Chrysanthemum Mattison Hayes Editors and Contributors Index

O autorze

Dr. Katie Linder is currently the executive director for program development at Kansas State University Global Campus. Previously, she directed the award-winning Ecampus Research Unit at Oregon State University. Katie is also a Certified Coach through the International Coach Federation. Katie is an avid writer and researcher with a passion for process and peeking behind the scenes at what it takes to be a successful academic. For the past several years, her work has focused on blended course design best practices, institutional supports for accessible online learning, and research literacy for scholarship of teaching and learning practitioners and distance education stakeholders. She speaks on topics related to writing and publication; creativity and productivity; self-promotion and personal branding; and teaching and learning with technology.Her latest works include Going Alt-Ac: A Guide to Alternative Academic Careers (Stylus, 2020; co-authored with Kevin Kelly and Tom Tobin), Managing Your Professional Identity Online: A Guide for Faculty, Staff, and Administrators (Stylus, 2018), High-Impact Practices in Online Education (Stylus, 2018), and The Business of Innovating Online (Stylus, 2019). She is also the author of The Blended Course Design Workbook: A Practical Guide (Stylus, 2016). Katie earned her BA in English Literature from Whitworth University in Spokane, WA, and her MA and PhD in Women’s, Gender, and Sexuality Studies from The Ohio State University.Visit her personal website at: https://drkatielinder.com

Chrysanthemum Mattison Hayes is associate director for institutional analytics and reporting for Oregon State University.

Kelvin Thompson