research based best practices
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Author(s):  
Elizabeth A. Anderson

Student engagement has been shown to be essential to improving academic achievement, increasing high school graduation rates, lower dropout rates, and in the development of research-based best practices for K-12 education. It has been defined and measured in numerous ways. This chapter explores student engagement in the K-12 online learning environment and examines how student engagement is similar to but also very different from student engagement in a traditional K-12 brick-and-mortar environment.


Author(s):  
Kimberly Morse

The purpose of this chapter is to explore the student services that are available in institutions of higher education and the efficacy in the student experience. This chapter provides a background of the student services that are required per the United States Department of Education and guidelines, legislation, regulations, and other policies containing specific supports that must be provided. A comprehensive qualitative analysis is presented to provide the perspectives of availability of student services among adult online learners and student services representatives. Recommendations are provided based on the findings from the qualitative analysis.


Author(s):  
Elizabeth A. Anderson

Student engagement has been shown to be essential to improving academic achievement, increasing high school graduation rates, lower dropout rates, and in the development of research-based best practices for K-12 education. It has been defined and measured in numerous ways. This chapter explores student engagement in the K-12 online learning environment and examines how student engagement is similar to but also very different from student engagement in a traditional K-12 brick-and-mortar environment.


2017 ◽  
Author(s):  
Kimberly A. Hannula ◽  
◽  
Katrien J. van der Hoeven Kraft ◽  
Veronica Evans

Author(s):  
Nicholas W. Farha

This manuscript outlines a dual approach to online best practices that includes both the administrative side and the instructional (faculty) side of distance education. The majority of best practice documents focuses almost exclusively upon instructional best practices and ignores, or only mention in passing, the needed administrative best practices. The author of this research-based best practices manuscript believes that both, working concurrently, are required for a successful and sustainable distance education program. These guidelines are intended to be not only a set of recommendations, but also a policy document that can be readily implemented.


2010 ◽  
pp. 16-32 ◽  
Author(s):  
Sarah E. Battersby ◽  
Kirk P. Goldsberry

Maps provide a means for visual communication of spatial information. The success of this communication process largely rests on the design and symbolization choices made by the cartographer. For static mapmaking we have seen substantial research in how our design decisions can influence the legibility of the map’s message, however, we have limited knowledge about how dynamic maps communicate most effectively. Commonly, dynamic maps communicate spatiotemporal information by 1) displaying known data at discrete points in time and 2) employing cartographic transitions that depict changes that occur between these points. Since these transitions are a part of the communication process, we investigate how three common principles of static map design (visual variables, level of measurement, and classed vs. unclassed data representations) relate to cartographic transitions and their abilities to congruently and coherently represent temporal change in dynamic phenomena. In this review we find that many principles for static map design are less than reliable in a dynamic environment; the principles of static map symbolization and design do not always appear to be effective or congruent graphical representations of change. Through the review it becomes apparent that we are in need of additional research in the communication effectiveness of dynamic thematic maps. We conclude by identifying several research areas that we believe are key to developing research-based best practices for communicating about dynamic geographic processes.


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