eLearning Engagement in a Transformative Social Learning Environment

Caroline M. Crawford (University of Houston-Clear Lake, USA) and Melissa A. Simons (Independent Researcher, USA)

Indexed In: PsycINFO®, SCOPUS View 1 More Indices

Publication Status: E-Book and Print Version Available for Purchase

ISBN13: 9781799869566

ISBN13 Softcover: 9781799869573

EISBN13: 9781799869580

DOI: 10.4018/978-1-7998-6956-6

Description:

Distance learning and remote learning have been developing options within the eLearning and talent training realms for over two decades, yet distance learning has become a significant reality within the past few months, especially as the COVID-19 pandemic has forever impacted the K-12, higher education, and adult training and talent development workforce solutions. Within the rapid shift into remote and distance learning environments, the curricular design and instructional design are understood as necessary. However, there is a need to understand aspects around social learning within eLearning environments. It is important to understand the opportunity of moving towards transformative social learning environmental engagement and experiences within distance and remote learning environments to improve the ability to understand social learning in eLearning environments.

eLearning Engagement in a Transformative Social Learning Environment focuses on supporting and enhancing remote and distance learning (eLearning) instructional experiences, discusses the strategic role of social learning within eLearning environments, and enhances levels of engagement, transformative learning, and talent attainment environments. This book provides insights and support towards policies and procedures within instructional and training decision making around social learning needs and support. The chapters will explore social learning opportunities and support, modeling social learning engagement, communities of practice, and instructional processes of eLearning. The intended audience is teachers, curriculum developers, instructional designers, professionals, researchers, practitioners, and students working in the field of teaching, training, and talent development.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Cognitive Load
Communities of Practice
eLearning
Faculty Support
Instructional Design
Interactive learning
Learning Environments
Self-Directed Learning
Social Presence
Social-Emotional Learning
Student Engagement
Student Motivation
Talent Management
Training Programs
Transformative Learning

Search this Book:

Reset

Indexing

Caroline M. Crawford, Ed.D., is a Professor of Instructional Technology at the University of Houston-Clear Lake in Houston, Texas, United States of America. She earned her doctoral degree from the University of Houston in Houston, Texas, United States of America, in 1998, with specialization areas in Instructional Technology and Curriculum Theory, and began her tenure at the University of Houston-Clear Lake (UHCL) the same year. At this point in Dr. Crawford's professional career, her main areas of interest focus upon communities of learning and the appropriate and successful integration of technologies into the learning environment; the learning environment may be envisioned as face-to-face, blended and online (virtual or text-driven) environments, as well as microlearning deliverables.

Melissa A. Simons is a learning and development organizational advisor and lead and has achieved a twenty-five-year career in the oil and gas industry, within the realms of adult workplace learning and talent development. She has leveraged expertise in communication design within learning and development theoretical methodologies, to deliver global instructor-led, blended hybrid learning, eLearning, and just-in-time microlearning product solutions. Her deliverables result in the application of embedded human performance principles and workforce competencies with visual literacy concepts that outline, influence, direct, or aid each project phase decision, individual or project team decision, or outcome.

All IGI Global Scientific Publishing content is archived via the CLOCKSS and LOCKSS initiative. Additionally, all IGI Global Scientific Publishing published content is available in the IGI Global Scientific Publishing InfoSci® platform.

We are committed to continually improving our platform to meet WCAG standards. We have used automated scans as well as manual review to identify and resolve compatibility issues. Our goal is to ensure all of our content is easily accessible to all users.

Current Accessibility Implementations
Screen reader compatible web pages with properly labeled elements.
Text alternatives for non-text content so it can be changed into large print, braille, speech, symbols, or simpler language.
User interface can be navigated using only a keyboard - no keyboard traps.
Consistent navigation on all web pages.
Meaningful section heading are used to organize content in a logical manner.
Logical focus order of elements on each web page.
No web pages contain any flashing, or design elements that are known to cause seizures or physical reactions.
Text has high contrast, with a contrast ratio of at least 4.5:1.
Responsive design, with text that can be resized without loss of content or functionality.

Learn More

Related Books