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Ricardo Mendoza-González - User-Centered Design Strategies for Massive Open Online Courses

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Ricardo Mendoza-González User-Centered Design Strategies for Massive Open Online Courses
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User-Centered Design Strategies for Massive Open Online Courses: summary, description and annotation

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In todays society, educational opportunities have evolved beyond the traditional classroom setting. Most universities have implemented virtual learning environments in an effort to provide more opportunities for potential or current students seeking alternative and more affordable learning solutions.

User-Centered Design Strategies for Massive Open Online Courses (MOOCs) focuses on the best practices and effective design of student interaction within virtual learning environments. Highlighting strategies from human-computer interaction experiences and user-centered models, as well as emergent approaches and implementation techniques, this reference publication is designed for computer science students, academics, researchers, instructional designers, IT professionals, software developers, and educators interested in mobile technologies, social learning, and educational inclusion.

Ricardo Mendoza-González: author's other books


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User-Centered Design Strategies for Massive Open Online Courses MOOCs - photo 1
User-Centered Design Strategies for Massive Open Online Courses (MOOCs)
  • Ricardo Mendoza-Gonzalez
    Instituto Tecnologico de Aguascalientes, Mexico

A volume in the Advances in Educational Technologies and Instructional Design (AETID) Book Series Book Series

Managing Director Lindsay Johnston Managing Editor Keith Greenberg - photo 2Managing Director Lindsay Johnston Managing Editor Keith Greenberg - photo 3
Managing Director:Lindsay Johnston
Managing Editor:Keith Greenberg
Director of Intellectual Property & Contracts:Jan Travers
Acquisitions Editor:Kayla Wolfe
Production Editor:Christina Henning
Development Editor:
Cover Design:Samantha Barnhart

Published in the United States of America by (an imprint of IGI Global) 701 E. Chocolate Avenue Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: cust@igi-global.com Web site: http://www.igi-global.com/reference

Copyright 2016 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher.

Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.

Library of Congress Cataloging-in-Publication Data

CIP Data Pending
ISBN: 978-1-4666-9743-0
eISBN: 978-1-4666-9744-7

This book is published under the IGI Global book series Advances in Educational Technologies and Instructional Design (AETID) (ISSN: 2326-8905 eISSN: 2326-8913)

British Cataloguing in Publication Data

A Cataloguing in Publication record for this book is available from the British Library.

All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher.

Advances in Educational Technologies and Instructional Design AETID Book - photo 4
Advances in Educational Technologies and Instructional Design (AETID) Book Series

Lawrence A. Tomei (Robert Morris University, USA)

ISSN: 2326-8905

Mission

Education has undergone, and continues to undergo, immense changes in the way it is enacted and distributed to both child and adult learners. From distance education, Massive-Open-Online-Courses (MOOCs), and electronic tablets in the classroom, technology is now an integral part of the educational experience and is also affecting the way educators communicate information to students.

The Advances in Educational Technologies & Instructional Design (AETID) Book Series is a resource where researchers, students, administrators, and educators alike can find the most updated research and theories regarding technologys integration within education and its effect on teaching as a practice.

Coverage
  • Digital Divide in Education
  • Social Media Effects on Education
  • K-12 Educational Technologies
  • Hybrid Learning
  • Virtual School Environments
  • Bring-Your-Own-Device
  • Online Media in Classrooms
  • E-Learning
  • Educational Telecommunications
  • Higher Education Technologies

IGI Global is currently accepting manuscripts for publications within this series. To submit a proposal for a volume in this series please contact our Acquisition Editors at .

The Advances in Educational Technologies and Instructional Design (AETID) Book Series(ISSN 2326-8905) is published by IGI Global, 701 E. Chocolate Avenue, Hershey, PA 17033-1240, USA, www.igi-global.com. This series is composed of titlesavailable for purchase individually; each title is edited to be contextually exclusive from any other title within the series. For pricing and ordering information please visit http://www.igi-global.com/book-series/advances-educational-technologies-instructional-design/73678. Postmaster: send all address changes to above address. Copyright 2016 IGI Global. All rights, including translation in other languages reserved by the pulisher. No part of this series may be reproduced or used in any form or by any means - graphics, electronic, or mechanical, including photocopying, recoreding, taping, or information and retrieval systems - without written permission from the publisher, except for non commercial, educational use, including classroom teaching purposes. The views expressed in this series are those of the authors, but not necessarily of IGI Global

Titles in this Series

Handbook of Research on Estimation and Control Techniques in E-Learning Systems
Vardan Mkrttchian (HHH University, Australia) Alexander Bershadsky (Penza State University, Russia) Alexander Bozhday (Penza State University, Russia) Mikhail Kataev (Tomsk State University of Control System and Radio Electronics, Russia) and Sergey Kataev (Tomsk State Pedagogical University, Russia)
Information Science Reference copyright 2016 554pp H/C (ISBN: 9781466694897) US $235.00 (our price)

Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age
Jared Keengwe (University of North Dakota, USA) and Grace Onchwari (University of North Dakota, USA)
Information Science Reference copyright 2016 450pp H/C (ISBN: 9781466696808) US $300.00 (our price)

Handbook of Research on Applied Learning Theory and Design in Modern Education
Elena Railean (European University of Moldova, Moldova) Gabriela Walker (University of South Dakota, USA) Atilla Eli (Aksaray University, Turkey) and Liz Jackson (University of Hong Kong, Hong Kong)
Information Science Reference copyright 2016 866pp H/C (ISBN: 9781466696341) US $400.00 (our price)

Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses
Lydia Kyei-Blankson (Illinois State University, USA) Joseph Blankson (Ohio Northern University, USA) Esther Ntuli (Idaho State University, USA) and Cynthia Agyeman (Ohio University, USA)
Information Science Reference copyright 2016 611pp H/C (ISBN: 9781466695825) US $235.00 (our price)

Intelligent Design of Interactive Multimedia Listening Software
Vehbi Turel (Bingol University, Turkey)
Information Science Reference copyright 2015 448pp H/C (ISBN: 9781466684997) US $215.00 (our price)

Utilizing Virtual and Personal Learning Environments for Optimal Learning
Krista Terry (Appalachian State University, USA) and Amy Cheney (Appalachian State University, USA)
Information Science Reference copyright 2016 375pp H/C (ISBN: 9781466688476) US $185.00 (our price)

Handbook of Research on Individual Differences in Computer-Assisted Language Learning
Mehrak Rahimi (Shahid Rajaee Teacher Training University, Iran)
Information Science Reference copyright 2015 571pp H/C (ISBN: 9781466685192) US $325.00 (our price)

Fuzzy Logic-Based Modeling in Collaborative and Blended Learning
Sofia J. Hadjileontiadou (Hellenic Open University, Greece) Sofia B. Dias (Universidade de Lisboa, Portugal) Jos A. Diniz (Universidade de Lisboa, Portugal) and Leontios J. Hadjileontiadis (Aristotle University of Thessaloniki, Greece)

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