05204nam a22006135i 4500 978-3-031-49129-0 DE-He213 20251030111400.0 cr nn 008mamaa 240123s2024 sz | s |||| 0|eng d 9783031491290 978-3-031-49129-0 10.1007/978-3-031-49129-0 doi LB1050.9-1091 JNC bicssc EDU009000 bisacsh JNC thema Kellam, Hugh. author. aut http://id.loc.gov/vocabulary/relators/aut 69818 Personalized and Inclusive Engagement for the Design, Delivery, and Evaluation of University eLearning [electronic resource] : The P-I-E Model / by Hugh Kellam. 1st ed. 2024. Cham : Springer Nature Switzerland : Imprint: Springer, 2024. XIII, 138 p. 26 illus., 25 illus. in color. online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Monographs in the Psychology of Education, 2662-7582 Chapter 1. Why Another Online Learning Theory? -- Chapter 2. The Online Teacher as Facilitator and Coach: Personalized eLearning -- Chapter 3. The Online Student: Let Them Lead and Thrive: Personalized eLearning -- Chapter 4. Developing Online Collaborative Communities: Personalized eLearning -- Chapter 5. Instructional Design Strategies for Self-Directed Online Learning: Inclusive eLearning -- Chapter 6. Inclusion Through Diversity and Differentiation: Inclusive eLearning -- Chapter 7. Evaluation and Feedback that Foster Online Learner Self-Efficacy: Inclusive eLearning -- Chapter 8. Scheduling as a Pathway for Learner Success: Online Engagement -- Chapter 9. Communication Strategies for Clear, Concise and Consistent eLearning: Online Engagement -- Chapter 10. User Interface Design for Personalized Success Paths: Online Engagement -- Chapter 11. Change Management and Program Planning for eLearning Design: Implementation Plan. The book examines the intersections of online learning theories and models in the current research literature for teaching in digital environments in postsecondary education. It describes the connection between eLearning theory and practice to develop a pragmatic and adaptable model for the design, development, and implementation of interactive, personalized, and inclusive online learning experiences. The book discusses a model with three themes – personalization, inclusiveness, engagement (the P-I-E model) – that describe facilitation techniques, instructional design methods and evaluation tools to customize eLearning for higher education students. It offers theoretical underpinnings, implementation tips, a design checklist and evaluation questions for each of the model’s sections. In addition, the book presents an implementation plan for the elements of the model based on principles of change management and program planning. The volume can be used as either a comprehensive system todesign an entire online course or as a reference guide to improve selected components of an existing program. Key areas of coverage include: Review of eLearning theories. Examination of the characteristics of individual learners, professors, and class communities in online environments. Recommendations for instructional design, assessment, and evaluation for online students. Best practices for learner engagement including scheduling, communication, and user interface design. Program implementation strategies and evaluation questions for all sections of the P-I-E model. Personalized and Inclusive Engagement for the Design, Delivery, and Evaluation of University eLearning is an essential resource for instructional designers, college instructors, and university professors to create, implement, evaluate, and improve personalized and inclusive learning for postsecondary students. Educational psychology. 57583 Learning, Psychology of. 69819 Educational technology. 57244 Inclusive education. 59665 School Psychology. 69820 Developmental psychology. 69821 Educational Psychology. 57583 Learning Theory. 69822 Digital Education and Educational Technology. 68557 Inclusive Education. 59665 School Psychology. 69820 Developmental Psychology. 69823 SpringerLink (Online service) Springer Nature eBook Printed edition: 9783031491283 Printed edition: 9783031491306 Printed edition: 9783031491313 Monographs in the Psychology of Education, 2662-7582 69824 https://doi.org/10.1007/978-3-031-49129-0 ZDB-2-BSP ZDB-2-SXBP 57278 57278