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High-Impact Practices in Online Education: Research and Best Practices

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This volume offers the first comprehensive guide to how high-impact practices (HIPs) are being implemented in online environments and how they can be adjusted to meet the needs of online learners. This multi-disciplinary approach will assist faculty and administrators to effectively implement HIPs in distance education courses and online programs. With a chapter devoted to This volume offers the first comprehensive guide to how high-impact practices (HIPs) are being implemented in online environments and how they can be adjusted to meet the needs of online learners. This multi-disciplinary approach will assist faculty and administrators to effectively implement HIPs in distance education courses and online programs. With a chapter devoted to each of the eleven HIPs, this collection offers guidance that takes into account the differences between e-learners and traditional on-campus students. A primary goal of High-Impact Practices Online is to share the ways in which HIPs may need to be amended to meet the needs of online learners. Through specific examples and practical suggestions in each chapter, readers are introduced to concrete strategies for transitioning HIPs to the online environment that can be utilized across a range of disciplines and institution types. Each chapter of High-Impact Practices Online also references the most recent and relevant literature on each HIP so that readers are brought up to date on what makes online HIPs successful. The book provides guidance on how best to implement HIPs to increase retention and completion for online learners.


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This volume offers the first comprehensive guide to how high-impact practices (HIPs) are being implemented in online environments and how they can be adjusted to meet the needs of online learners. This multi-disciplinary approach will assist faculty and administrators to effectively implement HIPs in distance education courses and online programs. With a chapter devoted to This volume offers the first comprehensive guide to how high-impact practices (HIPs) are being implemented in online environments and how they can be adjusted to meet the needs of online learners. This multi-disciplinary approach will assist faculty and administrators to effectively implement HIPs in distance education courses and online programs. With a chapter devoted to each of the eleven HIPs, this collection offers guidance that takes into account the differences between e-learners and traditional on-campus students. A primary goal of High-Impact Practices Online is to share the ways in which HIPs may need to be amended to meet the needs of online learners. Through specific examples and practical suggestions in each chapter, readers are introduced to concrete strategies for transitioning HIPs to the online environment that can be utilized across a range of disciplines and institution types. Each chapter of High-Impact Practices Online also references the most recent and relevant literature on each HIP so that readers are brought up to date on what makes online HIPs successful. The book provides guidance on how best to implement HIPs to increase retention and completion for online learners.

41 review for High-Impact Practices in Online Education: Research and Best Practices

  1. 5 out of 5

    Jeanne

    It is not a good time for higher education, as classes were abruptly moved online. How can we make the best of an awful situation and prepare for the future – while hoping that situation is short-term? High Impact Practices Online is not a how-to guide, but it does offer ways of considering how to offer high-impact practices well in an online environment. It is probably best read after some of the classics describing high impact practices (e.g., Kuh's, 2008, High-impact Educational Practices ) It is not a good time for higher education, as classes were abruptly moved online. How can we make the best of an awful situation and prepare for the future – while hoping that situation is short-term? High Impact Practices Online is not a how-to guide, but it does offer ways of considering how to offer high-impact practices well in an online environment. It is probably best read after some of the classics describing high impact practices (e.g., Kuh's, 2008, High-impact Educational Practices ). These practices include things like learning communities, first-year seminars, capstone courses, writing-intensive courses, and undergraduate research. Why high-impact practices? The research on these practices isn't perfect, but there is a fair amount of research suggesting that high-impact practices increase student retention and engagement, especially for minority students. These practices help students clearly recognize why they are doing what they are doing and intentionally build community. Faculty use frequent assessments, offer consistent feedback, and present materials using principles of Universal Design for Learning. Students engage in active learning and frequent reflection. Teaching with high-impact practices online is not easy. Online environments are not necessarily conducive to the kinds of community and frequency of reflection needed to foster high-octane and meaningful high-impact practices. Online students often are older than face-to-face students, and are often parents, working full-time, and stretched in too many directions. A typical online class may have students from all over the country, multiple time zones, and even around the world. To be successful with the transition to online – whether that transition is temporary or more permanent and pervasive, universities must foster a culture that values and supports intentional and ongoing faculty development. Faculty and instructional design staff must consider best practices rather than primarily modalities. We can do this.

  2. 5 out of 5

    Tara Brabazon

    Online learning - like learning more generally - can be boring, flat and banal. Screens can filter, block, degrade and deflect. But a few strategies can create space, organization, a vista and a learning trajectory. This book - as an edited collection - is a bit fragmented. It lacks the integrated and crunchy agenda that would help educators stuck in an online portal in the middle of a semester with students that do not want to be there. While discussions of learning motivation are lacking, strat Online learning - like learning more generally - can be boring, flat and banal. Screens can filter, block, degrade and deflect. But a few strategies can create space, organization, a vista and a learning trajectory. This book - as an edited collection - is a bit fragmented. It lacks the integrated and crunchy agenda that would help educators stuck in an online portal in the middle of a semester with students that do not want to be there. While discussions of learning motivation are lacking, strategies for engagement are strongly presented. Fragmented - but interesting. And no - that is not the description from an online dating site.

  3. 5 out of 5

    Merie

    Not exactly a pleasure read but good info to think about and use

  4. 5 out of 5

    Meghan Brannon-Reese

    I appreciated that this book covers a lot of ground. It’s based on George Kuh’s 11 components of high-impact educational practices (HIPs). Each chapter is devoted to a different high-impact practice as it relates to online education. Not all chapters applied to me, but most did. As one might expect with a research book, there’s not a lot of pedagogy and real-world examples , though the subhead is titled: Research and Best Practices. Though I will say every chapter I read to at least allude to wa I appreciated that this book covers a lot of ground. It’s based on George Kuh’s 11 components of high-impact educational practices (HIPs). Each chapter is devoted to a different high-impact practice as it relates to online education. Not all chapters applied to me, but most did. As one might expect with a research book, there’s not a lot of pedagogy and real-world examples , though the subhead is titled: Research and Best Practices. Though I will say every chapter I read to at least allude to ways to implement some things in a classroom setting. Some of their research and suggestions I was at least familiar with, so if nothing else this served as a confirmation of what I thought about how to design online courses well. And I appreciate that there are so many sources referenced (as you’d expect) that give me other places to go. I’d recommend this especially if you’ve not taught online or you’re rusty. Just know if you want more in-depth practical application of these ideas you’ll need to supplement this book with other texts.

  5. 4 out of 5

    Xin

    This review has been hidden because it contains spoilers. To view it, click here. This book was discussed at work as a learning community. Not really what I was expecting. The book felt disjointed with multiple authors explaining the background research for each practice, not really providing any concrete ideas to implement for transitioning online. This could be useful for someone who is totally unfamiliar with HIPs, but then why advertise as online? However discussions are usually useful, but then we got cut short because of COVID-19.

  6. 4 out of 5

    Betsy Eudey

  7. 4 out of 5

    Mary

  8. 5 out of 5

    E. Stauffer

  9. 4 out of 5

    Mimi Benjamin

  10. 5 out of 5

    Pau

  11. 5 out of 5

    Sebastian Sclofsky

  12. 5 out of 5

    TEELOCK Mithilesh

  13. 4 out of 5

    Travis Grandy

  14. 4 out of 5

    Becca

  15. 4 out of 5

    Jamie

  16. 4 out of 5

    Jen

  17. 4 out of 5

    Dan Emery

  18. 5 out of 5

    Kim

  19. 5 out of 5

    Michelle Miller

  20. 4 out of 5

    Kadiri Saliu

  21. 5 out of 5

    Lauralea

  22. 4 out of 5

    Cynthia P. Cadieux

  23. 5 out of 5

    Kadiri Saliu

  24. 5 out of 5

    Doug Holton

  25. 5 out of 5

    Kadiri Saliu

  26. 4 out of 5

    Dave Ghidiu

  27. 5 out of 5

    CARLOS FELIPE ESCOBAR

  28. 5 out of 5

    Meg

  29. 4 out of 5

    Robert Daniel

  30. 5 out of 5

    A

  31. 4 out of 5

    Adam

  32. 4 out of 5

    Chantel Ovitt

  33. 5 out of 5

    Paul Martin

  34. 4 out of 5

    Angie

  35. 5 out of 5

    Kylie McGraw

  36. 5 out of 5

    Toni

  37. 5 out of 5

    Ann

  38. 4 out of 5

    Shala

  39. 4 out of 5

    Deborah Kay Riemer

  40. 4 out of 5

    Susan

  41. 4 out of 5

    MJ

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