Uploaded by Marjon CadileƱa


Collaborative Multimedia Project Model for Online Graduate Students Supported
by On-Campus Undergraduate Students
This descriptive narrative depicts an academic program that deploys a collaborative
project model for delivering concurrent multimedia courses at the undergraduate and
graduate levels. Applying this model, online master’s students who are studying the
management of technical communication activities remotely manage teams of oncampus undergraduate students who are studying multimedia production skills. The
author piloted the collaborative project model during a recent academic term. Student
response to the format was overwhelmingly positive from both graduates and
undergraduates, and the resulting projects were of exceptional quality and well received
by their respective clients.
Fostering Communities of Inquiry and Connectivism in Online Technical
Communication Programs and Courses
In increasingly online higher education environments, instructors must develop positive
and community-oriented learning environments, equivalent to, if different from, face-toface learning experiences. Connectivism and communities of inquiry are complementary
theories that facilitate the design and development of online learning and enable online
learners to connect with peers. This article discusses two pedagogical interventions that
encourage connectivism and foster communities of inquiry in online technical
communication programs: (a) a face-to-face orientation workshop at the beginning of an
online program and (b) a peer-review activity in a research methods graduate course.
The article explains the development, deployment, and evaluation of the activities.
Peer learning in higher education: Learning from and with each other
While peer learning is often used informally by students-and for many can form an
essential part of their HE experience-this book discusses methods of developing more
effective learning through the systematic implementation of peer learning approaches.
Afterword: Contending With COVID-19 and Beyond: The 5Cs of Educational
Unexpected developments in an environment often drive the evolutionary process. This
is as true for the evolution of societies as it is for species. The effective evolution of
education will involve knowing what the key adaptation factors are and making them
central to how educators respond to shifts in socio-pedagogical environments on local,
regional, and global levels. Five factors seem central to addressing evolutionary change
in higher education—particularly in relation to online environments. Understanding these
5C factors will be essential to educational success in today’s COVID-19 context and in
adapting to future educational challenges that emerge.
E-learning in the 21st century: A framework for research and practice
The second edition of E-Learning in the 21st Century provides a coherent,
comprehensive, and empirically-based framework for understanding e-learning in higher
education. Garrison draws on his decades of experience and extensive research in the
field to explore the technological, pedagogical, and organizational implications of elearning. Most importantly, he provides practical models that educators can use to realize
the full potential of e-learning. This book is unique in that it focuses less on the long list
of ever-evolving technologies and more on the search for an understanding of these
technologies from an educational perspective. The second edition has been fully revised
and updated throughout and includes discussions of social media and mobile learning
applications as well as other emerging technologies in today’s classrooms. This book is
an invaluable resource for courses on e-learning in higher education as well as for
researchers, practitioners and senior administrators looking for guidance on how to
successfully adopt e-learning in their institutions.