As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. Student-Teacher Interaction in Online Learning Environments provides successful strategies and procedures for developing policies to bring about an awareness of the practices that enhance online learning. This reference book provides building blocks to help improve the outcome of online coursework and discusses social presence to help improve performance, interaction, and a sense of community for all participants in an online arena. This book is of essential use to online educators, administrators, researchers, and students.

Student-Teacher Interaction in Online Learning Environments provides successful strategies and procedures for developing policies to bring about an awareness of the practices that enhance online learning. This reference book provides building blocks to help improve the outcome of online coursework and discusses social presence to help improve performance, interaction, and a sense of community for all participants in an online arena.

Educators are finding that communication and interaction are at the core of a successful web-based classroom. This interactivity fosters community, which contributes to effective and meaningful learning. Positive online communities and the communication therein encourage students to interact with others’ views which not only grows one’s empathy, but is an integral part of constructivist learning theories. Because of this, the most important role of an educator in an online class is one that ensures student interactivity and engagement. Creating Teacher Immediacy in Online Learning Environments addresses the most effective models and strategies for nurturing teacher immediacy in web-based and virtual learning environments. A number of innovative methods for building an authentic, personalized online learning experience are outlined and discussed at length within this publication, providing solutions for pre-service as well as in-service educators. This book is a valuable compilation of research for course designers, faculty, students of education, administration, software designers, and higher education researchers.

Are you a K-12 educator who is teaching students over the internet with no face-to-face interaction? Online learning presents new challenges. Author Lindy Hockenbary does not sugarcoat the fact that online learning is different than face-to-face learning. She tackles the most common questions of new online instructors, including:?How do you engage learners in a virtual environment??How do you develop relationships with students whom you never see in person? ?What does classroom management even look like in an online class??How do you assess students when there is no way to know if they are looking up all the answers??How do you ensure clear communication since you cannot stand over a learner's shoulder and ensure a task is accomplished??How do you communicate with and support the families of online learners??How do you ensure equity when students are never in the same physical space?This book addresses each of these questions head-on by presenting key takeaways to guide online learning design. Lindy brings her experience as a classroom teacher and instructional technologist to create a clear picture of online learning strategies. Other classroom teachers, school leaders, and instructional technologists have contributed to the book to provide a well-rounded perspective on the topic of online learning. This book was designed with K-12 teachers in mind, but the majority of information can be applied to higher education/postsecondary learning environments as well.

This book constitutes the refereed proceedings of the 14th International Conference on Blended Learning, ICBL 2021, held online in August 2021. The 30 papers, including 4 keynote papers, were carefully reviewed and selected from 79 submissions. The conference theme of ICBL 2021 is Blended Learning: Re-thinking and Re-defining the Learning Process. The papers are organized in topical sections named: content and instructional design; enriched and smart learning experience; experience in blended learning; institutional policies and strategies; and online and collaborative learning.

"This edited volume offers a platform for exploring how the field of language teaching is adapting to changes that have derived from the pandemic, with a strong focus on the challenges faced and ways to move forward"--

This book is the color print version (go here for the black and white version: http://bit.ly/k12blended-print). This book is your guide to blended teaching in K-12 settings. It was designed to help both pre-service and in-service teachers prepare their classes for blended teaching. The book can be accessed in several different formats at http://edtechbooks.org/k12blended.This book begins by orienting you to the foundational dispositions and skills needed to support your blended teaching practice. Then you will be introduced to four key competencies for blended teaching which are: (1) Online Integration - ability to effectively combine online instruction with in-person instruction. (2) Data Practices - ability to use digital tools to monitor student activity and performance in order to guide student growth. (3) Personalization - ability to implement a learning environment that allows for student customization of goals, pace, and/or learning path. (4) Online Interaction - ability to facilitate online interactions with and between students. The final chapter of the book helps you bring all four competencies together as you implement blended teaching in your classroom.