000			02286cam a22003378i 4500
008			210421s2021 njua 001 0 eng
020			_a9781119765011 _qpaperback _cRM156.70 (PTSL)
040			_aDLC _beng _erda _cDLC _dUKM _erda
042			_apcc
090			_aLB1044.87 _b.N538 2021
100	1		_aNilson, Linda Burzotta, _eauthor.
245	1	0	_aOnline teaching at its best : _bmerging instructional design with teaching and learning research / _cLinda B. Nilson, Ludwika A. Goodson.
250			_aSecond edition.
264		1	_aNew Jersey : _bJossey-Bass, _c2021.
264		4	_c©2021.
300			_axxi, 279 pages : _billustrations ; _c28 cm.
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
500			_aIncludes index.
520			_a'According to recent research, over 30 states offer fully online school and 26 states offer state online high schools. The number of online course offerings is expected to rise as a result of COVID-19. Even before COVID-19 entered the North American lexicon, a survey of 398 school administrators and 1,500 students conducted by BestColleges found that online programs continued to be high demand. As online teaching stands now, faculty often fail to apply teaching research and theory in designing their online courses. One obstacle is the cognitive load of dealing with online technologies. Another is the absence of pedagogy in most online course design standards. The most important one may lie in the books and articles about how to teach online. Many of them are written for technologists and instructional designers and pay little or no attention to online teaching and learning. Unfortunately, these do not equip faculty with a coherent picture of high-quality online teaching'-- _cProvided by publisher.
650		0	_aWeb-based instruction.
700	1		_aGoodson, Ludwika A., _d1947- _eauthor.
907			_a.b16914909 _b2022-04-28 _c2022-03-25
942			_c01 _n0 _kLB1044.87 .N538 2021
949			_o101010896
990			_aros
991			_aFakulti Pendidikan
998			_at _b2022-03-25 _cm _da _feng _gnju _y0 _z.b16914909
999			_c658597 _d658597