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Books on the topic 'Online learning interaction'

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Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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1

Student-teacher interaction in online learning environments. Hershey, PA: Information Science Reference, 2015.

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2

EPedagogy in online learning: New developments in web mediated human computer interaction. Hershey, PA: Information Science Reference, 2013.

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3

Pasfield-Neofitou, Sarah E. Online communication in a second language: Social interaction, language use, and learning Japanese. Bristol: Multilingual Matters, 2012.

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4

Peñalvo, Francisco José García, and Antonio M. Seoane Pardo. Online tutor 2.0: Methodologies and case studies for successful learning. Hershey, PA: Information Science Reference, an imprint of IGI Global, 2014.

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5

1961-, Houghton Timothy J., and Pratt Michele M, eds. Online learning: The easy way! [Flint, Mi.]: Baker College, 2008.

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6

Transforming education with new media: Participatory pedagogy, interactive learning and Web 2.0. New York: PETER LANG, 2012.

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7

Watkins, Ryan. E-learning companion: A student's guide to online success. 3rd ed. Boston, Mass: Wadsworth Cengage Learning, 2011.

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8

Watkins, Ryan. E-learning companion: A student's guide to online success. 3rd ed. Boston, Mass: Wadsworth Cengage Learning, 2011.

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9

Watkins, Ryan. E-learning companion: A student's guide to online success. Boston, MA: Houghton Mifflin Co., 2005.

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10

Watkins, Ryan. E-learning companion: A student's guide to online success. 2nd ed. Boston: Houghton Mifflin Co., 2008.

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11

Inc, ebrary, ed. Moodle 1.9 math: Integrate interactive math presentations, incorporate Flash games, build feature-rich quizzes, set online tests, and monitor student progress using the Moodle e-learning platform. Birmingham, U.K: Packt Pub., 2009.

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12

Interaction Online: Creative Activities for Blended Learning. Cambridge University Press, 2017.

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13

Moreira, António, and Ana Balula. Evaluation of Online Higher Education: Learning, Interaction and Technology. Springer, 2014.

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14

Claude, Ghaoui, ed. Usability evaluation of online learning programs. Hershey, PA: Information Science Pub., 2003.

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15

1966-, Lambropoulos Niki, and Romero Margarido 1980-, eds. Educational social software for context-aware learning: Collaborative methods and human interaction. Hershey, PA: Information Science Reference, 2010.

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16

1966-, Lambropoulos Niki, and Romero Margarido 1980-, eds. Educational social software for context-aware learning: Collaborative methods and human interaction. Hershey, PA: Information Science Reference, 2010.

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17

1966-, Lambropoulos Niki, and Romero Margarido 1980-, eds. Educational social software for context-aware learning: Collaborative methods and human interaction. Hershey, PA: Information Science Reference, 2010.

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18

Tandem Learning on the Internet: Learner Interactions in Virtual Online Environment (Moos (Foreign Language Teaching in Europe). Peter Lang Publishing, 2002.

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19

Kotter, Markus. Tandem Learning on the Internet: Learner Interactions in Virtual Online Environments (Moos (Foreign Language Teaching in Europe. Vol. 6). Peter Lang Publishing, 2003.

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20

Computers Online Learning Guide: Interactive Web-Based Learning. The Dryden Press- A Division of Harcourt, 2000.

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21

75 e-Learning Activities: Making Online Learning Interactive. Pfeiffer, 2005.

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22

Watkins, Ryan. 75 e-Learning Activities: Making Online Learning Interactive. Wiley & Sons, Limited, John, 2012.

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23

Watkins, Ryan. 75 e-Learning Activities: Making Online Learning Interactive. Center for Creative Leadership, 2005.

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24

Watkins, Ryan. 75 e-Learning Activities: Making Online Learning Interactive. Center for Creative Leadership, 2008.

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25

Huss, Oksana, and Oleksandra Keudel. Open budget: Learning from the Open School Platform in Donetsk oblast, Ukraine. Bononia University Press, 2021. http://dx.doi.org/10.30682/oblospd01.

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The case study developed as part of IIEP‐UNESCO Research Project ‘Open Government: Learning From Experience’ analyses how an open government approach is being applied in Ukraine to resolve the critical issue of non‐transparent school financing through parents’ donations that undermines trust among key educational stakeholders. Developed in 2016, the Open School Platform (OS) is an online tool that allows parents to visualise the school’s budget, needs and expenditures in an easy‐ to‐read format. The study shows that OS has contributed to: improved trust among key stakeholders, improved communication and collaboration between school personnel and local public authorities, and more effective planning. But it also confirms that the use of ICT can lead to inequalities in poor rural communities having low levels of Internet access or computer literacy. It concludes on the importance of open government for shifting to a new paradigm of cooperation and partnership. And it recommends providing access to information in line with the Open Data Charter; ensuring a legal framework for citizen participation; using handy and accessible technological solutions; and following a ‘learning‐by‐doing’ approach to build up social capital for constructive interaction with authorities.
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26

Interactive Web Based Learning A+ PC Configuration and Analysis Level One Online Learning Guide (Interactive Web Based Learning, Level One). Harcourt College Publishers, 2002.

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27

Berge, Zane L. Computer Mediated Communication and the Online Classroom: Distance Learning. Hampton Pr, 1995.

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28

E-Learning Companion: Student's Guide to Online Success. Wadsworth, 2013.

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29

Sockett, G. The Online Informal Learning of English. Palgrave Macmillan, 2014.

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30

Sockett, G. The Online Informal Learning of English. Palgrave Macmillan, 2014.

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31

Juwah, Charles. Interactions in Online Education: Implications for Theory and Practice (Open and Flexible Learning Series). Routledge, 2006.

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32

Waterhouse, Hannah, Melanie Burton, and Julia Neal. E-learning as a medium for communication skills training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0031.

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This chapter explores the use of e-learning as a format for training communication skills within a degree level module in non-malignant palliative care. It discusses the need for such training before evaluating the benefits e-learning has to offer as a learning tool in the healthcare context. It describes how a ‘blended learning’ approach was taken with one study day combined with online interactive learning materials. Online exercises such as ‘drag and drop’ were used to facilitate students’ learning, together with the use of videos, external online links, and reflective diaries. The development of a summative assignment is discussed and its need to assess students’ use of these skills in clinical practice. Finally, the future developments of the e-learning platform to further enrich the students’ learning experience are presented. These include the use of online forums, both synchronous and asynchronous, which encourage peer-to-peer and peer-to-tutor communication.
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33

Successful Virtual Classroom: How to Design and Facilitate Interactive and Engaging Live Online Learning. AMACOM, 2014.

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34

Christopher, Darlene, and Karen Hyder. Successful Virtual Classroom: How to Design and Facilitate Interactive and Engaging Live Online Learning. AMACOM, 2014.

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35

Interactions in Online Education: Implications for Theory and Practice (The Open and Flexible Learning Series). Routledge, 2006.

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36

Hansen, Bethanie L. Teaching Music Appreciation Online. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190698379.001.0001.

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In this book, readers will learn practical tips and strategies to teach music appreciation online. As online education is a growing field, an increasing number of teachers trained in traditional/live methods find themselves now teaching online and potentially without mentors to assist them. Students are also changing, seeking highly engaged, relevant, and interactive learning opportunities that connect to their lives. Here, readers will find helpful guidance in planning curriculum; integrating multimedia assets; designing forum discussions; developing assignments; preparing rubrics; engaging in forum discussions; preparing, managing, and teaching the course; providing feedback and grading; and following up with struggling and challenging students. The book can serve as a resource to those already teaching music appreciation online or as a comprehensive guide to those new to the field. Additionally, it may serve as a resource to instructors in other disciplines who seek to shift live courses to the online format, as well as music appreciation instructors who would like to integrate digital or online components into traditional face-to-face courses. The book is organized into five major sections, designed to guide the novice online educator in-depth while also appealing to the seasoned veteran through the ability to review each section as a stand-alone resource. Although some readers will desire to read from cover to cover, they will also be able to move in a nonlinear manner from chapter to chapter, using chapters in modular form, in order to benefit from the sections that most apply to them at any given time.
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37

Techniques for Fostering Collaboration in Online Learning Communities Premier Reference Source. Information Science Publishing, 2010.

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38

Press, Tim. Intellectual Property Law Concentrate. Oxford University Press, 2017. http://dx.doi.org/10.1093/he/9780198803881.001.0001.

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Each Concentrate revision guide is packed with essential information, key cases, revision tips, exam Q&As, and more. Concentrates show you what to expect in a law exam, what examiners are looking for, and how to achieve extra marks. Intellectual Property Law Concentrate is the essential study and revision guide for intellectual property law students. The clear, succinct coverage enables you to quickly grasp the fundamental principles of this area of law and helps you to succeed in exams. After an introduction to intellectual property and common themes, the book covers: copyright; computer programs and databases; moral rights; performers’ rights; trade secrets and confidential information; patents; designs; and passing-off and trade marks. Written by experts and covering all the key topics so you can approach your exams with confidence, the book is: clear, concise, and easy-to-use, helping you get the most out of your revision; full of learning features and tips to show you how best to impress your examiner; and accompanied by an Online Resource Centre including multiple-choice questions and interactive flashcards to test your understanding of topics. Its ‘Exam essentials’ feature prepares you for the your intellectual property law exam by giving help and guidance on how to approach questions, structure answers, and avoid common pitfalls.
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39

Press, Tim. Intellectual Property Concentrate. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198840640.001.0001.

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Each Concentrate revision guide is packed with essential information, key cases, revision tips, exam Q&As, and more. Concentrates show you what to expect in a law exam, what examiners are looking for, and how to achieve extra marks. Intellectual Property Concentrate is the essential study and revision guide for intellectual property law students. The clear, succinct coverage enables you to quickly grasp the fundamental principles of this area of law and helps you to succeed in exams. After an introduction to intellectual property and common themes, the book covers: copyright; computer programs and databases; moral rights; performers’ rights; trade secrets and confidential information; patents; designs; and passing-off and trade marks. Written by experts and covering all the key topics so you can approach your exams with confidence, the book is: clear, concise, and easy to use, helping you get the most out of your revision; full of learning features and tips to show you how best to impress your examiner; and accompanied by online resources including multiple-choice questions and interactive flashcards to test your understanding of topics. Its ‘Exam essentials’ feature prepares you for your intellectual property law exam by giving help and guidance on how to approach questions, structure answers, and avoid common pitfalls.
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40

Clarke, Victoria, and Andrew Walsh, eds. Fundamentals of Mental Health Nursing. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780199547746.001.0001.

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In order to provide sound, person-centred care, mental health nursing students need a thorough understanding of theory alongside the ability to translate this knowledge into practice. It can be difficult to apply ideas from the classroom and books when learning how to work with mental health service users for the first time. That is why the theoretical aspects of this book are presented alongside realistic accounts of nursing practice. Fundamentals of Mental Health Nursing is a case-based and service user centred textbook for mental health nursing students. Designed to support students throughout their pre-registration studies, the text covers the essential knowledge required to provide high quality nursing care. Contributions from real service users and cases of fictional clients are explored in detail to provide excellent transferable skills for practice. Dedicated chapters explore fundamental nursing skills and mental health law before providing a case-based exploration of the areas and subjects that will be encountered by students in university and placement. Practice-based chapters introduce students to the needs of a diverse range of fictional clients and explain how the skills of communication, assessment, care planning and monitoring can be applied. Each chapter provides a sample care plan explaining why and how clinical decisions are made, so that students can develop their own skills and practice. The text opens with clear advice to help students succeed in their studies and concludes with a wealth of practical and thoughtful advice on becoming a professional and getting that first job. Online Resource Centre * Twenty one video clips of fictional service users demonstrate the application of theory and prepare students for real nursing practice * Quizzes, scenarios and a range of activities help students to apply their learning * Interactive glossary explains terminology and jargon * Sample CV's and self awareness exercises aid professional development
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41

Petchey, Owen L., Andrew P. Beckerman, Natalie Cooper, and Dylan Z. Childs. Insights from Data with R. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198849810.001.0001.

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Knowledge of how to get useful information from data is essential in the life and environmental sciences. This book provides learners with knowledge, experience, and confidence about how to efficiently and reliably discover useful information from data. The content is developed from first- and second-year undergraduate-level courses taught by the authors. It charts the journey from question, to raw data, to clean and tidy data, to visualizations that provide insights. This journey is presented as a repeatable workflow fit for use with many types of question, study, and data. Readers discover how to use R and RStudio, and learn key concepts for drawing appropriate conclusions from patterns in data. The book focuses on providing learners with a solid foundation of skills for working with data, and for getting useful information from data summaries and visualizations. It focuses on the strength of patterns (i.e. effect sizes) and their meaning (e.g. correlation or causation). It purposefully stays away from statistical tests and p-values. Concepts covered include distribution, sample, population, mean, median, mode, variance, standard deviation, correlation, interactions, and non-independence. The journey from data to insight is illustrated by one workflow demonstration in the book, and three online. Each involves data collected in a real study. Readers can follow along by downloading the data, and learning from the descriptions of each step in the journey from the raw data to visualizations that show the answers to the questions posed in the original studies.
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