New tools and technologies are being developed to cater to the e-learning triangle of content, technology, and services. These developments (in technology, needs of students, emergence of new modes of education like MOOCs or flipped classrooms, etc.) have resulted in a change in the approach to teaching. "Innovative Applications of Online Pedagogy and Course Design" is a critical publication that explores e-learning as a tool for instructional delivery across various kinds of educational institutions and at all levels. Featuring coverage on a wide range of topics such as distance education, cumulative sentence analysis, and primary teacher training, this book is geared toward educators, professionals, school administrators, researchers, and practitioners seeking current and relevant research on instructional design and delivery in online and technology-based courses. This book contains the following chapters: (1) Emergent Technologies Shaping Instructional Design (Pascal Roubides); (2) Values and Purposes in Digital Pedagogies: A Meta-Analysis on Finnish and Greek Teachers' Metaphorical Thinking (Marianna Vivitsou); (3) Using Web 2.0 Tools to Engage Content, Promote Self-Efficacy, and Implications for Intentional Student Learning (Paul Parkison and Jeff A. Thomas); (4) A Methodology to Design and Evaluate Agents: The Study Language Agent Case (Silvia Tamayo-Moreno and Diana Pérez-Marín); (5) Still Forgotten Teachers in K-12 Online Learning: Examining the Perceptions of Teachers Who Develop K-12 Online Courses (Michael K. Barbour, David Adelstein, and Jonathan Morrison); (6) The Politics of E-Learning: A Theoretical Model (Mahesh S. Raisinghani, Celia Romm Livermore, and Pierluigi Rippa); (7) Affect in Online Learning: Outcomes, Emotions, and Affective States (Wendy Fasso and Bruce Allen Knight); (8) Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education (Li Hsien Ooi, Lay Huah Goh, Arathai Din Eak, and Cheng Teik Ong); (9) Student and Instructors Perceptions of Helpful Feedback for Asynchronous Online Learning: What Students Want From Instructor Feedback (Susan Shedd Conrad and Nada Dabbagh); (10) Fostering EFL Learners' Reading Comprehension Through a Web-Based Cumulative Sentence Analysis (CSA) System (Yea-Ru Tsai); (11) The Impact of Instructor Twitter Use on Course Performance Indicators: A Quasi-Experiment Within Higher Education Communications Courses (Eric M. Fife, C. Leigh Nelson, and Theresa B. Clarke); (12) Use of Facebook in Primary Teacher Training: Experimental Analysis (Inmaculada Gómez-Hurtado); (13) Use of Facebook in Primary Teacher Training: Experimental Analysis (Inmaculada Gómez-Hurtado); (14) Virtual Laboratory Work for Discovering Gas Solubility in Water: Effects of Altered Guiding Structures (Göran Karlsson); (15) Case Study of HyFlex Course Design: Benefits and Challenges for Graduate Students (Mariam Mousa Matta Abdelmalak and Julia Lynn Parra); (16) Collaboration-Driven Management Education (Owen P. Hall, Jr. and Kenneth D. Ko); (17) A Phenomenological Interpretation of Students' Online Technology Experiences With Other Students in Blended Tertiary Environments (Kimberley Tuapawa); and (18) Creating a Global and Innovative Higher Education Environment: A Case Study (Paula Peres and Anabela Mesquita). A section about the contributors and an index are included.