An Administrator’s Guide to Online Education is an essential resource for the higher education administrator. Unlike most books regarding online education, this book is not about teaching; it is about effectively administrating an online education program. Grounded in existing distance education theory, and drawing from best practices, current research, and an extensive review of current literature, An Administrator’s Guide to Online Education systematically identifies and discusses seven key issues that affect the practice of online education today: leadership and strategic planning, policy and operation, faculty, online student services, online student success, technology and the courseware management system, and finally marketing. Throughout the text, the authors provide case studies, examples, policies, and resources from actual institutions, which further enhance the value of this text. An Administrator’s Guide to Online Education, encompasses the issues and provides information on how to accomplish one specific task: successful online education administration.

Unlike most books regarding online education, this book is not about teaching; it is about effectively administering an online education program. Throughout the text, we provide case studies, examples, policies, and resources from actual institutions, which further enhance the value of this text. This book encompasses the issues and provides information on how to accomplish one specific task: successful online educational administration.

A Guide to Administering Online Learning provides an overview of tasks to be accomplished in order to direct dynamic online initiatives. Experienced distance learning teachers and administrators share their insights regarding what must be done to administer effective online learning.

An essential handbook for educating students in the 21st century, since its initial publication A Principal's Guide to Special Education has provided guidance to school administrators seeking to meet the needs of students with disabilities. The third edition of this invaluable reference, updated in collaboration with and endorsed by the National Association of Elementary School Principals and the National Association of Secondary School Principals and incorporating the perspectives of both teachers and principals, addresses such current issues as teacher accountability and evaluation, instructional leadership, collaborative teaching and learning communities, discipline procedures for students with disabilities, and responding to students' special education needs within a standards-based environment.

Joanne Jung's Character Formation in Online Education provides both sound guidance and helpful, proven tools for developing online learning communities that bring about genuine student learning and change.

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.

This handbook presents a snapshot view of the use of telecommunications technologies to deliver instruction to distant audiences of K-12 students in the United States. The information is intended specifically for people who work in and with small, rural, or remote schools. Available technologies and programming vary widely in offerings and quality. Before selecting a particular program or distant learning system, administrators must consider the issues of the system's purpose, who controls the system, costs, course offerings, scheduling, class size, level of teacher-student interaction, qualifications and evaluation of teleteachers, qualifications and duties of classroom facilitators, and grading and routing class materials. Thirteen types of interactive distance learning technologies are described, and typical costs are outlined. Details are provided on specific programs and projects that use audio conferencing, audiographics teleteaching, fiber optics or microwave, instructional television fixed services, and direct satellite broadcasts. Only limited research on the effectiveness of K-12 distance learning has been completed. This handbook reports available evidence on student achievement, instructional effectiveness, administrator and student satisfaction, teaching methods, teacher-student relationship, and cost effectiveness. Advantages and disadvantages are outlined for satellite, audiographics, and two-way full-motion TV delivery. The final chapter discusses the opportunities that distance education is providing to rural areas and the ways in which it changes the ongoing debate about small rural schools. This book contains 30 references and an annotated bibliography of 35 documents about distance education that are in the ERIC database. (SV)