The growing interest in transnational cooperation in education across borders has different implications for developed and developing countries. It is true that globalization affects all societies, but not at the same speed and magnitude. Supporting Multiculturalism in Open and Distance Learning Spaces is a critical scholarly resource that examines cultural issues and challenges in distance education arising from the convergence of theoretical, administrative, instructional, communicational, and technological dimensions of global education. Featuring coverage on a broad range of topics such as cultural diversity, interaction in distance education, and culturally sensitive intuitional design, this book is geared towards school administrators, universities and colleges, policy makers, organizations, and researchers.

The use of technology has a profound influence in educational settings and has experienced significant paradigm shifts with the advents of e-learning and m-learning. As an expected consequence of the evolution of e-learning and m-learning and improvements in the capability of online networked technologies, educators from the fields of distance education and open and distance learning benefit from ubiquitous learning technologies and environments. With the rising import of flexibility and personalization of online learning programs, this new learning format is needed to accommodate shifting student needs. Managing and Designing Online Courses in Ubiquitous Learning Environments is a critical scholarly resource that provides empirical and theoretical research focused on the effective construction and management of advanced online educational environments. Highlighting a variety of topics such as heutagogy, technology integration, and educational resources, this book is essential for educators, curriculum developers, higher education staff, practitioners, academicians, instructional designers, administrators, policymakers, and researchers.

Our differences in language, cultures, and history around the world play a vital role in the way we learn. As technology-based education continues to be used worldwide, there is an ever growing interest in how multiculturalism comes into effect. Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches explores the multidisciplinary approaches to transculturality and multiculturalism and its influence on technology-based education. This comprehensive reference source is a collection of education cases which investigate transcultural education using theoretical aspects and practical applications inside a technological framework. This book aims to be a reference for university professors, students, and researchers alike.

There has been an evolution of the explanations on the results of research on human learning and how digital technologies have supported the design of more efficient learning environments. Previous theories such as Richard Mayer’s cognitive theory of multimedia learning and John Sweller’s cognitive load theory have gained signification attention and remain the two main theories within the multimedia learning field. However, there has not yet been a book compiled of several investigations on the specific 4C-ID model that covers different domains of knowledge. The 4C-ID model combines the two main theories of Richard Mayer and John Sweller to advance the field of learning and instruction. 4C-ID Model and Cognitive Approaches to Instructional Design and Technology: Emerging Research and Opportunities explores the behavioral and constructivist approaches to learning and instruction and focuses mainly on the particular cognitive approach and resulting theories and insights of the 4C-ID model. The chapters present the results of three experimental studies applied to the teaching of electrical circuits, initiation to computer programming using the Alice microworld, and computer programming using Python textual language. This book is a valuable resource tool for computer programmers, computer scientists, teachers, educational psychologists, practitioners, researchers, academicians, and students interested in the various approaches to learning and instruction in terms of the 4C-ID instructional model.

The use of media to create and maintain a public presence has become a ubiquitous aspect of daily life. Such interactions should be used to enhance other aspects of life that have become heavily technology-driven, such as education. Enhancing Social Presence in Online Learning Environments is a critical scholarly publication that explores the different perspectives of public latency and the creation of electronic educational formats that mimic the experience of traditional classrooms. Featuring a wide range of coverage on topics that include active learning, teacher authority, and computer-mediated communication, this publication is geared toward educators, professionals, school administrators, researchers, and practitioners in the field of education.

Motivation is an important factor in and for all education levels. However, as learners in online distance education milieus are away from both teachers, other learners, and the learning environments physically, this concept becomes more important for online education. Motivating learners in distance education and keeping their motivation alive throughout the learning process is an issue that should be emphasized and taken care of for teachers and instructional designers. At this point, although there are many approaches, models, and theories regarding enhancing and sustaining motivation and engagement in the education processes, it is seen that there is not enough work and/or effective and efficient strategies that can be applied in online distance learning environments. Motivation, Volition, and Engagement in Online Distance Learning evaluates motivational obstacles in online distance education both theoretically and practically, identifies the strengths and weaknesses of the online education environments regarding motivation, and provides actionable motivational and volitional strategies for online educators. This book offers coverage of topics such as learning theories, motivation research, and synchronous online learning environments, making it a valuable resource for researchers, professionals, decision makers, institutions in all education levels, academicians, pre-service teachers, and most importantly, online educators from various disciplines and learners from all educational landscapes.

Though in the past online learning was considered of poorer professional quality than classroom learning, it has become a useful and, in some cases, vital tool for promoting the inclusivity of education. Some of its benefits include allowing greater accessibility to educational resources previously unattainable by those in rural areas, and in current times, it has proven to be a critical asset as universities shut down due to natural disasters and pandemics. Examining the current state of distance learning and determining online assessment tools and processes that can enhance the online learning experience are clearly crucial for the advancement of modern education. The Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning is a collection of pioneering investigations on the methods and applications of digital technologies in the realm of education. It provides a clear and extensive analysis of issues regarding online learning while also offering frameworks to solve these addressed problems. Moreover, the book reviews and evaluates the present and intended future of distance learning, focusing on the societal and employer perspective versus the academic proposals. While highlighting topics including hybrid teaching, blended learning, and telelearning, this book is ideally designed for teachers, academicians, researchers, educational administrators, and students.