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Faculty's Examination of Virtual Learning Strategies to Communicate With Students

Faculty's Examination of Virtual Learning Strategies to Communicate With Students
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Author(s): Cassandra Louise Sligh Conway (South Carolina State University, USA), Yvonne Sims (South Carolina State University, USA), Audrey McCrary Quarles (South Carolina State University, USA), Diane M. Burnette (South Carolina State University, USA), Stanley Melton Harris (South Carolina State University, USA), Maria A. James (South Carolina State University, USA), Christopher Mathis (South Carolina State University, USA), Ellen Naomi Zisholtz (Center for Creative Partnerships, USA), Gloria Hayes (Miles College, USA), Bridget Hollis Staten (South Carolina State University, USA), William H. Whitaker Jr. (South Carolina State University, USA), Valerie S. Fields (Valiant Achieving Leaders, USA)and Michelle L. Maultsby (South Carolina State University, USA)
Copyright: 2018
Pages: 19
Source title: Fostering Effective Student Communication in Online Graduate Courses
Source Author(s)/Editor(s): Abigail G. Scheg (Western Governors University, USA)and Melanie Shaw (Northcentral University, USA)
DOI: 10.4018/978-1-5225-2682-7.ch003

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Abstract

Faculty's examination of virtual learning strategies to communicate with students is essential. Virtual learning is an innovative way to work with student s in higher education. The purpose of this effort is as follows: a) note strategies that can enhance the communication process with students and faculty during the virtual learning process; b) provide a review of contemporary research on virtual learning and activities; c) provide narratives from faculty in higher education that provide virtual learning environments and effective communication strategies to students. Authors from multiple disciplines provide their perceptions of virtual learning and some challenges or experiences in implementing activities to communicate with students in higher education. Their perception of using this type of learning with students is shared and common themes are discussed. In all efforts, there is a discussion of the benefits, purpose, and implications of this type of learning. Recommendations, strategies and future directions are presented.

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