Learning Online: What Research Tells Us about Whether, When and How Best Sellers Rank : #5
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Learning Online presents a framework for characterizing the many different approaches to learning and instruction considered "online learning"; synthesizes research results on the effectiveness of online learning and on how best to implement it; describes how online learning is being used in both K-12 and higher education settings; and discusses questions about the effectiveness of online learning for specific kinds of students, subject areas, and contexts that arise out of those uses."Learning Online" goes beyond the overall question of whether online learning can be as effective as face-to-face instruction to examine the research base for online learning in different contexts (e.g., high school, graduate training) and for different types of learners (e.g., high achievers v. low achievers). The best available evidence on practices that make online and blended learning more effective in different contexts is described along with a set of suggestions for institutional and state policies that would promote those practices and discourage ineffective practices. This exhaustive research work concludes with a proposal for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.
Learning Online presents a framework for characterizing the many different approaches to learning and instruction considered "online learning"; synthesizes research results on the effectiveness of online learning and on how best to implement it; describes how online learning is being used in both K-12 and higher education settings; and discusses questions about the effectiveness of online learning for specific kinds of students, subject areas, and contexts that arise out of those uses."Learning Online" goes beyond the overall question of whether online learning can be as effective as face-to-face instruction to examine the research base for online learning in different contexts (e.g., high school, graduate training) and for different types of learners (e.g., high achievers v. low achievers). The best available evidence on practices that make online and blended learning more effective in different contexts is described along with a set of suggestions for institutional and state policies that would promote those practices and discourage ineffective practices. This exhaustive research work concludes with a proposal for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.
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