Shirley BachIs Head of division of graduate studies in the Institute of Nursing and Midwifery at the University of Brighton. Her academic studies have focused on psychology applied to health She has extensive teaching experience in HE and has explored the potential of online learning since the mid 1990s.Philip HaynesFrom 2000-2002 he was seconded to the Learning Technology Support Unit, University of Brighton. Since 2002 he has worked in various school management roles. His previous publications include Managing Complexity in the Public Services and he has contributed to a number of journals, including Active Learning in Higher Education.Jennifer Lewis SmithIs head of rehabilitation and health science within the Institute of health and community studies at Bournemouth University She has a strongly established background as a clinical practitioner and educator in occupational therapy prior to leading project developments in online learning from the mid 1990s and undertaking practice based research in this area.

• Chapter One: Drivers to online learning I. Social and political changeII.Technical and intellectual challengesIII.Technological and institutional changeIV.Influence of USA and Australia + Northern EuropeV.Mass Higher EducationVI.IT SkillsVII.Students’ lifestylesVIII.Part time to full time workIX.International HE MarketX.Web / Internet growthXI.Dearing Report/ Harris Lifelong LearningXII.JISCChapter Two: Where to begin with online learning I.What technology is available and desirableII.Orientating to online learning – staff preparationIII.Identifying student suitability for online learningIV.Pre-assessment of selfV.Learning styles and online learningVI.Role of personal tutorVII.Androgogy VIII.Modes and levelsIX.Learning philosophiesX.Attitudes towards ITXI.PossibilitiesXII.Deep and surface learningChapter Three: Institutional and regulatory issues I.Assessment/ examinationII.AttendanceIII.BoundariesIV.Online submissionV.External examinationVI.PlagiarismVII.Quality assuranceVIII.Online information Sources – e.g electronic journalsIX.RegulationsX.Intellectual propertyXI.Institutional checklist for learning projectsChapter Four: Design of Online Learning Environments I.Influence of SENDA on practice and learningII.Technical designIII.Structuring the environmentIV.Special interest/ Subject/ professional interestV.NavigationVI.Time managementVII.Replicating environments classroom activity VIII.Structuring the environmentIX.Learning spacesX.Learning communitiesXI.MLE/VLEXII.Consistency of DesignXIII.Managing large groupsChapter Five: Learning Methods I.Distance versus blended approachesII.Asynchronous conferencesIII.Synchronous conferencesIV.PowerPointV.Video and audioVI.SimulationsVII.Virtual classroomsVIII.Factors restricting choice e.g. bandwidthIX.Conclusion the challenge of meshing technology with teachingChapter Six: Applying online learning in Higher education I.LecturesII.Seminars/small groupsIII.Dissertations and projectsIV.Action learningV.Problem based learningVI.Workbased based learningVII.Tutorial supportVIII.Assessment methodsFormative summary essays, exams and multiple-choice questionsIndex.

Shirley BachIs Head of division of graduate studies in the Institute of Nursing and Midwifery at the University of Brighton. Her academic studies have focused on psychology applied to health She has extensive teaching experience in HE and has explored the potential of online learning since the mid 1990s.Philip HaynesFrom 2000-2002 he was seconded to the Learning Technology Support Unit, University of Brighton. Since 2002 he has worked in various school management roles. His previous publications include Managing Complexity in the Public Services and he has contributed to a number of journals, including Active Learning in Higher Education.Jennifer Lewis SmithIs head of rehabilitation and health science within the Institute of health and community studies at Bournemouth University She has a strongly established background as a clinical practitioner and educator in occupational therapy prior to leading project developments in online learning from the mid 1990s and undertaking practice based research in this area.

• Chapter One: Drivers to online learning I. Social and political changeII.Technical and intellectual challengesIII.Technological and institutional changeIV.Influence of USA and Australia + Northern EuropeV.Mass Higher EducationVI.IT SkillsVII.Students’ lifestylesVIII.Part time to full time workIX.International HE MarketX.Web / Internet growthXI.Dearing Report/ Harris Lifelong LearningXII.JISCChapter Two: Where to begin with online learning I.What technology is available and desirableII.Orientating to online learning – staff preparationIII.Identifying student suitability for online learningIV.Pre-assessment of selfV.Learning styles and online learningVI.Role of personal tutorVII.Androgogy VIII.Modes and levelsIX.Learning philosophiesX.Attitudes towards ITXI.PossibilitiesXII.Deep and surface learningChapter Three: Institutional and regulatory issues I.Assessment/ examinationII.AttendanceIII.BoundariesIV.Online submissionV.External examinationVI.PlagiarismVII.Quality assuranceVIII.Online information Sources – e.g electronic journalsIX.RegulationsX.Intellectual propertyXI.Institutional checklist for learning projectsChapter Four: Design of Online Learning Environments I.Influence of SENDA on practice and learningII.Technical designIII.Structuring the environmentIV.Special interest/ Subject/ professional interestV.NavigationVI.Time managementVII.Replicating environments classroom activity VIII.Structuring the environmentIX.Learning spacesX.Learning communitiesXI.MLE/VLEXII.Consistency of DesignXIII.Managing large groupsChapter Five: Learning Methods I.Distance versus blended approachesII.Asynchronous conferencesIII.Synchronous conferencesIV.PowerPointV.Video and audioVI.SimulationsVII.Virtual classroomsVIII.Factors restricting choice e.g. bandwidthIX.Conclusion the challenge of meshing technology with teachingChapter Six: Applying online learning in Higher education I.LecturesII.Seminars/small groupsIII.Dissertations and projectsIV.Action learningV.Problem based learningVI.Workbased based learningVII.Tutorial supportVIII.Assessment methodsFormative summary essays, exams and multiple-choice questionsIndex.

Shirley BachIs Head of division of graduate studies in the Institute of Nursing and Midwifery at the University of Brighton. Her academic studies have focused on psychology applied to health She has extensive teaching experience in HE and has explored the potential of online learning since the mid 1990s.Philip HaynesFrom 2000-2002 he was seconded to the Learning Technology Support Unit, University of Brighton. Since 2002 he has worked in various school management roles. His previous publications include Managing Complexity in the Public Services and he has contributed to a number of journals, including Active Learning in Higher Education.Jennifer Lewis SmithIs head of rehabilitation and health science within the Institute of health and community studies at Bournemouth University She has a strongly established background as a clinical practitioner and educator in occupational therapy prior to leading project developments in online learning from the mid 1990s and undertaking practice based research in this area.

• Chapter One: Drivers to online learning I. Social and political changeII.Technical and intellectual challengesIII.Technological and institutional changeIV.Influence of USA and Australia + Northern EuropeV.Mass Higher EducationVI.IT SkillsVII.Students’ lifestylesVIII.Part time to full time workIX.International HE MarketX.Web / Internet growthXI.Dearing Report/ Harris Lifelong LearningXII.JISCChapter Two: Where to begin with online learning I.What technology is available and desirableII.Orientating to online learning – staff preparationIII.Identifying student suitability for online learningIV.Pre-assessment of selfV.Learning styles and online learningVI.Role of personal tutorVII.Androgogy VIII.Modes and levelsIX.Learning philosophiesX.Attitudes towards ITXI.PossibilitiesXII.Deep and surface learningChapter Three: Institutional and regulatory issues I.Assessment/ examinationII.AttendanceIII.BoundariesIV.Online submissionV.External examinationVI.PlagiarismVII.Quality assuranceVIII.Online information Sources – e.g electronic journalsIX.RegulationsX.Intellectual propertyXI.Institutional checklist for learning projectsChapter Four: Design of Online Learning Environments I.Influence of SENDA on practice and learningII.Technical designIII.Structuring the environmentIV.Special interest/ Subject/ professional interestV.NavigationVI.Time managementVII.Replicating environments classroom activity VIII.Structuring the environmentIX.Learning spacesX.Learning communitiesXI.MLE/VLEXII.Consistency of DesignXIII.Managing large groupsChapter Five: Learning Methods I.Distance versus blended approachesII.Asynchronous conferencesIII.Synchronous conferencesIV.PowerPointV.Video and audioVI.SimulationsVII.Virtual classroomsVIII.Factors restricting choice e.g. bandwidthIX.Conclusion the challenge of meshing technology with teachingChapter Six: Applying online learning in Higher education I.LecturesII.Seminars/small groupsIII.Dissertations and projectsIV.Action learningV.Problem based learningVI.Workbased based learningVII.Tutorial supportVIII.Assessment methodsFormative summary essays, exams and multiple-choice questionsIndex.