Enhanced descriptions from Syndetics:

The mission of higher education in the 21st century must focus on optimizing learning for all students. In a shift from prioritizing effective teaching to active learning, it is understood that computer-enhanced environments provide a variety of ways to reach a wide range of learners who have differing backgrounds, ages, learning needs, and expectations. Integrating technology into teaching assumes greater importance to improve the learning experience. Optimizing Higher Education Learning Through Activities and Assessments is a collection of innovative research that explores the link between effective course design and student engagement and optimizes learning and assessments in technology-enhanced environments and among diverse student populations. Its focus is on providing an understanding of the essential link between practices for effective "activities" and strategies for effective "assessments," as well as providing examples of course designs aligned with assessments, positioning college educators both as leaders and followers in the cycle of lifelong learning. While highlighting a broad range of topics including collaborative teaching, active learning, and flipped classroom methods, this book is ideally designed for educators, curriculum developers, instructional designers, administrators, researchers, academicians, and students.

Table of contents provided by Syndetics

• 1 Active Learning Strategies for Online College Classrooms (p. 1)
• 2 Contemporary Theories of Learning and Pedagogical Approaches for All Students to Achieve Success (p. 20)
• 3 Implications of Cognitive Theories for Optimizing Higher Education Learning (p. 38)
• 4 A Comparative Study on New Generation Learning and Awareness (p. 59)
• 5 Learner-Centred Pedagogy Framing Authentic Identity and Positionality in Higher Education (p. 77)
• 6 Beyond Onboarding: Building a Culture of Continuous Professional Development for Effective Online Instruction (p. 97)
• 7 Using Universal Design for Learning to Optimize Flexibility in Assessment and Class Activities While Maximizing Alignment With Course Objectives (p. 115)
• 8 A Design Framework for Guiding Integration of Instruction and Assessment (p. 139)
• 9 Beaches, Temples, and Flying Proas: Reflections on Five Years of Efforts to Foster Learner-Centered Pedagogies at the University of Guam (p. 165)
• 10 The High Stakes Use of Language Proficiency Tests as Illusio and Pyramid Scheme: An Evaluation of Their Social Aspects, Validity, and Reliability (p. 188)
• 11 Intentionality in Blended Learning Design: Applying the Principles of Meaningful Learning, U-Learning, UDL, and CRT (p. 204)
• 12 Technology-Based Activities as Formative Assessments in the Higher Education Classroom (p. 233)
• 13 Formative Assessment and Classroom Activities of New Era Microwave Engineering Curriculum (p. 254)
• 14 Regionalism: Assessing Students' Academic Resilience Through Reading and Response Activities (p. 290)
• 15 Increasing Participation of International Students in the Higher Education Classrooms Through Technology-Enhanced Instruction (p. 307)
• 16 How to Help Students Excel in Reviews of the Literature (p. 328)