Adapting to Online and Blended Learning in Higher Education: Supporting the Retention and Success of the Expanded and Diversified Intake by David Kember, Robert A. Ellis, Si Fan, Allison Trimble 9819909007 9789819909001

Adapting to Online and Blended Learning in Higher Education: Supporting the Retention and Success of the Expanded and Diversified Intake David Kember – Ebook Instant Download/Delivery ISBN(s): 9789819908974,9819908973,9819909007, 9789819909001

Product details:

• ISBN 10: 9819909007 
• ISBN 13: 9789819909001 
• Author: David Kember, Robert A. Ellis, Si Fan, Allison Trimble

Higher education has undergone a massive transformation in teaching and learning in a very short period of time since the onset of Covid-19. Students, teachers and universities have had to adopt online and blended learning, often with little or no experience or models of good practice to draw upon. It is clear that blended and online learning are here to stay. This book draws on research from universities that have adopted online and blended learning to facilitate the expansion and diversification of their intake; which resulted in considerable experience and expertise in online and blended teaching. The book describes a model, tested with qualitative and quantitative data, which shows how teachers can support the retention and success of online and blended learners with four high-quality pedagogical elements: bite-sized videos of interest and relevance; learning materials that are well organised and provide a clear learning roadmap; discussion forums which are set up and moderatedso as to result in lively student-student and student-teacher interaction; and, online teachers being approachable and responsive to communication with individual students through email, phone and online communication platforms. This model is explained and profusely illustrated with examples from the teaching of award-winning teachers.

This book introduces the concept of a spectrum from traditional to contemporary models of admission and course delivery in higher education. It explains how universities which have adopted a contemporary model, with high levels of blended and online learning, have been able to expand their intake and markedly diversify the student body. It discusses how to support the retention and success of online and blended learners. Student support services are examined from the perspectives of service providers and online and blended learners and the case is made for support services being aligned with student needs. The book has a discussion of university management systems which utilise feedback at all levels to improve alignment between support service provision and student needs.

Table contents:

Adopting a Contemporary Model of Admission and Course Delivery to Expand and Diversify the Student Intake
Review of Schemes for Admitting a More Diverse Student Body in Higher Education
Why Tasmania Has a Particular Need to Increase Educational Participation
Expanding and Diversifying Intakes Through the Adoption of Open and Online Learning
The Multiple Associated Study Challenges Faced by Members of a Contemporary Student Body
The Importance of Online Learning to Enhancing the Participation of Regional, Rural and Remote Higher Education Students
Coping Mechanisms Adopted by the Diverse Student Body
Supporting the Retention and Success of Online and Blended Learners
Review of Support Provided by Student Support Services
Review of Literature on Attrition
Modelling Retention and Success in Traditional and Contemporary Universities
Comparison of Student Support Services in Four Universities
Designing Learning Support Services for Students Studying in Online and Blended Courses
Implementing a Model for the Retention and Success of Online and Blended Learners
International Perspectives on the Transformation of Teaching in the New Normal
Modelling the Way Teachers Can Support the Retention and Success of Online Students
Detailed Characterisation of Online Teaching Which Optimises Student Support
Supporting Blended Learners in the New Normal

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