Communication and Collaboration in the Online Classroom: Examples and Applications / Edition 1

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What is the appropriate role of technology in teaching and learning environments? In this collection of essays, technology is described as an enabler. The contributing authors explain and analyze the ways in which they have incorporated interactive technologies into their instructional practices and curriculum.  Each of these case studies provides readers with a frame for understanding the relationships between technology and the processes of communicating and learning in instructional settings.

This book provides readers with a comprehensive understanding of the human communication issues that must be addressed in higher education as interactive technologies evolve and continue to impact instructional design and practice. It is organized into three sections: the first, Program Development for Distance Education, presents the authors' efforts to adapt and develop graduate degree programs for distance education; the second, Professional Collaborative Endeavors: Teaching Across the Distance, examines courses taught in audio/video environments as well as online team-taught courses; the third, Creating Online Learning Communities: A Focus on Communication and Student-Centered Learning in Virtual Classrooms, describes the tools and objective involved in creating online learning communities.

Written for faculty, administrators, graduate students, and scholars in higher education, this book is a useful guide for anyone with a particular interest in communication and collaborative learning in the online environment.

"This book provides readers with a comprehensive understanding of the human communication issues that must be addressed in higher education as interactive technologies evolve and continue to impact instructional design and practice. Drawing from a wide range of disciplines, the contributors describe and analyze their experiences in collaboration and in using interactive technologies. The multidisciplinary approach of this book is valuable to anyone interested in pedagogical applications of interactive technologies across disciplines and institutions."--P.4 of cover.

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Product Details

  • ISBN-13: 9781882982509
  • Publisher: Wiley
  • Publication date: 5/28/2002
  • Series: JB - Anker Series , #26
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 281
  • Product dimensions: 6.00 (w) x 9.10 (h) x 0.90 (d)

Meet the Author

Patricia Comeaux is a professor of Communication Studies at the University of North Carolina-Wilmington. Early in her university teaching career, she discovered the value of an interdisciplinary approach to teaching and research when she designed and developed a communication across the curriculum program at Illinois Wesleyan University. Since then, her teaching and research interests have been in observing and examining communication and learning in institutions of higher education. Since the 1990s, her research has focused on the qualitative assessment (observation and examination) of the interpersonal nuances involved with communication and learning in distant education settings. She has served as an outside project evaluator for a number of distance education-funded projects. In addition, she has published numerous articles on topic of collaborative learning in higher education and the impact of interactive technologies on communication and learning.

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Table of Contents

About the Editor.

About the Contributors.




Introduction: Collaboration, Communication, Teaching, and Learning: A Theoretical Foundation and Frame (Patricia Comeaux, University of North Carolina, Wilmington).


1 Developing an MBA Online Degree Program: Expanding Knowledge and Skills Via Technology-Mediated Learning Communities (Richard G. Milter, Ohio University).

2 Collaborative Instructional Design for an Internet-Based Graduate Degree Program (Mary Anne Nixon and Beth Rodgers Leftwich, Western Carolina University).

3 Degrees and Programs by Distance Education: Defining Need and Finding Support Through Collaboration (Frank Fuller, Ronald McBride, and Robert Gillan, Northwestern State University).

4 Beyond Demographics, Content, and Technology: The Impact of Culture on the Design and Implementation of a Distance Education Program (Richard Olsen, University of North Carolina, Wilmington; Robert Schihl, Regent University).


5 Virtual Visiting Professors: Communicative, Pedagogical, and Technological Collaboration (Scott A. Chadwick, Iowa State University; Tracy Callaway Russo, University of Kansas).

6 Intrapersonal Communication, Interpersonal Communication, and Computer-Mediated Communication: A Synergetic Collaboration (Leonard J. Shedletsky, University of Southern Maine; Joan E. Aitken, University of Missouri, Kansas City).

7 Collaborating on the Instructional Design and Implementation of an Environmental Education Course: The Real Challengesof Collaboration (Richard Huber, University of North Carolina, Wilmington).

8 Pedagogy and Process: Linking Two Diversity and Communication Courses Through Interactive Television (Deborah Brunson, University of North Carolina, Wilmington; Nina-Jo Moore, Appalachian State University).

9 Camera Presentation Perspectives and Techniques in an Interactive Audio/Video Instructional Environment: A Rhetorical Perspective (Frank P. Trimble, University of North Carolina, Wilmington).


10 Planet Xeno: Creating a Collaborative Computer-Mediated Communication Culture (Mary E. Wildner-Bassett, University of Arizona).

11 Designing and Implementing an Interactive Online Learning Environment (Mahnaz Moallem, University of North Carolina, Wilmington).

12 Communicating: The key to Success in an Online Writing and Reading Course (Ele Byington, University of North Carolina, Wilmington).

13 Fostering Intellectual Development in a Learning Community: Using an Electronic Bulletin Board (Mary Bozik and Karen Tracey, University of Northern Iowa).

14 Building a Communications Learning Community (Patricia Worrall and Brian Kline, Gainesville College).

Conclusion: Teaching and Learning with Interactive Technologies: What Have We Learned and Where Are We Going? (Patricia Comeaux, University of North Carolina, Wilmington).



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