Adapting to online and blended learning in higher education : supporting the retention and success of the expanded and diversified intake / David Kember, Robert A. Ellis, Si Fan, Allison Trimble, editors.
Kember, David, editor.; Ellis, Robert A., editor.; Fan, Si, editor.; Trimble, Allison, editor.
2023
LB2395.7 .A44 2023
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Title Adapting to online and blended learning in higher education : supporting the retention and success of the expanded and diversified intake / David Kember, Robert A. Ellis, Si Fan, Allison Trimble, editors.
ISBN 9789819908981 electronic book
9819908981 electronic book
9789819908974
9819908973
DOI https://doi.org/10.1007/978-981-99-0898-1
Published Singapore : Springer, [2023]
Language English
Description 1 online resource (392 pages) : illustrations (black and white, and color).
Other Standard Identifiers 10.1007/978-981-99-0898-1 doi
Call Number LB2395.7 .A44 2023
Dewey Decimal Classification 378.17344678
Summary 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 moderated so 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.
Access Note Access limited to authorized users.
Source of Description Description based on online resource; title from digital title page (viewed on June 23, 2023).
Added Author Kember, David, editor.
Ellis, Robert A., editor.
Fan, Si, editor.
Trimble, Allison, editor.
Available in Other Form Adapting to online and blended learning in higher education.
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Chapter 1 Introduction
Part A: Adopting a contemporary model of admission and course delivery to expand and diversify the student intake
Chapter 2 Review of schemes for admitting a more diverse student body in higher education
Chapter 3 Why Tasmania has a particular need to increase educational participation
Chapter 4 Expanding and diversifying intakes through the adoption of open and online learning
Chapter 5 Characteristics of the diverse student body and the multiple associated challenges they face
Chapter 6 Catering for rural, regional and remote students with online learning
Chapter 7 Coping mechanisms adopted by the diverse student body
Part B: Supporting the retention and success of online and blended learners
Chapter 8 Review of support provided by student support services
Chapter 9 Review of literature on attrition
Chapter 10 Modelling retention and success in traditional and contemporary universities
Chapter 11 Comparison of student support services in four universities
Chapter 12 Perceptions of support services by blended and online learners
Part C: Implementing a model for the retention and success of online and blended learners
Chapter 13 International perspectives on the transformation of teaching, learning and support in the new normal
Chapter 14 Modelling the way teachers can support the retention and success of online students
Chapter 15 Detailed characterisation of online teaching which optimises student support
Chapter 16 Supporting blended learners in the new normal
Chapter 17 Peer student support and the formation of learning communities
Chapter 18 A teaching quality enhancement initiative which uses evaluation feedback to enable online and blended teaching to provide support to students
Chapter 19 Practical implications of implementing a model of supporting retention and success for online and blended learners
Chapter 20 Conclusion.

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