The rapid growth in online and virtual learning opportunities has created culturally diverse classes and corporate training sessions. Instruction for these learning opportunities must adjust to meet participant needs. "Online Course Management: Concepts, Methodologies, Tools, and Applications" is a comprehensive reference source for the latest scholarly material on the trends, techniques, and management of online and distance-learning environments and examines the benefits and challenges of these developments. Highlighting a range of pertinent topics, such as blended learning, social presence, and educational online games, this multi-volume book is ideally designed for administrators, developers, instructors, staff, technical support, and students actively involved in teaching in online learning environments. Chapters in the book include: Volume I: (1) Emergence of Successful Online Courses: A Student and Faculty Shift (Amy L. Sedivy-Benton, Andrew L. Hunt, Teri L. Hunt, James M. Fetterly, and Betty K. Wood); (2) Introducing a Teaching Innovation to Enhance Students' Analytical and Research Skills: A Blended Learning Initiative (Hela Miniaoui and Avneet Kaur); (3) Blended Learning and Distance Education: Enablers and Barriers (Amir Manzoor); (4) Trends of Blended Learning in K-12 Schools: Challenges and Possibilities (Alex Kumi-Yeboah and Patriann); (5) Blended and Online Learning in Virtual K-12 Schools (Alex Kumi-Yeboah); (6) Implementation of Online Education for K-12 School Children (Charlene Marie Jones); (7) Preparing for Online and Distance Learning Courses: Factors Affecting Student Learning and Retention (Paul A. Asunda, Jennifer Calvin, and Rosalie Johanson); (8) Cultural Orientation Differences and Their Implications for Online Learning Satisfaction (Moussa Tankari); (9) Active Learning Application of Technology Tools and Services and Increased Student Achievement: Online and Blended Learning Environments in Higher Education Institutions (Nwachukwu Prince Ololube); (10) A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes (Diogo Casanova and António Moreira); (11) Evaluating Learning Experience Through Educational Social Network Support in Blended Learning (Marva Mirabolghasemi and Noorminshah A. Iahad); (12) The Role of Social Constructivist Instructional Approaches in Facilitating Cross-Cultural Online Learning in Higher Education (Janella Melius); (13) Building Learning Spaces: Creating Online Learning Environments (David Starr-Glass); (14) Tracing Online Lecturer Orchestration of Multiple Roles and Scaffolds Over Time (Bronwen Cowie and Elaine Khoo); (15) MOOC and Blended Learning Models: Analysis from a Stakeholders' Perspective (Teresa Torres-Coronas, and María-Arántzazu Vidal-Blasco); (16) Program Administration and Implementation of an Online Learning Initiative at a Historically Black College University (S. Suzan J. Harkness); (17) Communication and Collaboration Strategies for an Effective Online Professor (Heather Miller, Tom Cavanagh, and Annissa Furr); (18) Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context (Syed Raza Ali Bokhari and Iqbal Ahmed Panhwar); (19) A Skype-Buddy Model for Blended Learning (Carmen E. Macharaschwili and Linda Skidmore Coggin); (20) Self-Management Strategies in a Student-Driven Learning Environment (Teoh Sian Hoon, Kor Liew Kee, and Nur Shaminah Mustafa Kamalu); (21) Creating Online Community: Challenges and Solutions (Mats Deutschmann); (22) Creating Dialogical Spaces in Blended Environments: A Case Study of Classroom Design in Two English Literature Courses (Kristin C. Ross); (23) Designing an Online Interactive Learning Program to Improve Chinese Migrant Children's Internet Skills: A Case Study at Hangzhou Minzhu Experimental School (Yan Li, Niki Y. Guo, and Maria Ranieri); (24) The Community of Inquiry Framework, Blended Learning, and the i[superscript 2]Flex Classroom Model (Karen Swan); (25) The Design and Implementation of English Instruction in Four High Schools with CSIEC System (Jiyou Jia); (26) Content and Language Integrated Learning in Higher Education: A Technology-Enhanced Model (Giovanna Carloni); (27) Familiar or Unfamiliar Context? Application of M-Games in the Blended Module of L2 Learning (Amir Mashhadi and Saeed Khazaie); (28) The Psychological Domain: Enhancing Traditional Practice in K-12 Education (Adrian O'Connor, Niall Seery, and Donal Canty); (29) A Model for Teacher Training to Improve Students' 21st Century Skills in Online and Blended Learning: An Approach from Film Education (Julia Breddermann, Juan-Francisco Martínez-Cerdá, and Joan Torrent-Sellens); Volume II: (30) Inclusion and Universal Design for Learning in Italian Schools (Paola Aiello, Diana Carmela Di Gennaro, Carmen Palumbo, Iolanda Zollo, and Maurizio Sibilio); (31) Arranging and Rearranging Practice in Digital Spaces: Professional Learning Amongst Teacher Educators (Laurette S. M. Bristol and Merilyn Childs); (32) The Adaptation of a Residential Course to Web-Based Environment for Increasing Productivity (Hakan Tüzün, Hatice Çirali Sarica, Nihal Menzi Çetin, Mehmet Kokoç, Gülsen Sert, and Arman Alir); (33) Designing Learning in Social Online Learning Environments: A Process-Oriented Approach (Philip Bonanno); (34) Placing Technology in Learner-Centered Design Through Blended Learning in Post-Secondary Education (Doug Reid and John Ewing); (35) Cross-Analysis of the Activity Systems of Higher Education International Students in Online Learning (Elizabeth Murphy and María A. Rodríguez-Manzanares); (36) Portraits of the Activity Systems of International Higher Education Students in Online Learning (Elizabeth Murphy and María A. Rodríguez-Manzanares); (37) Redefining the Classroom: Integration of Open and Classroom Learning in Higher Education (Shikha Gupta, Sheetal Taneja, and Naveen Kumar); (38) Considerations for Online English Language Learning: The Use of Facebook in Formal and Informal Settings in Higher Education (Evriklea Dogoriti and Jenny Pange); (39) The i2Flex Instructional Methodology Implemented in Middle School Classes for Young EFL and Foreign Language Learners (Jenny Eugenia Grigoropoulos and Heike Arnold); (40) iPad Usage and Appropriate Applications: K-12 Classroom With a 1-to-1 iPad Initiative (Julia Bennett and Fan-Yu Lin); (41) Design of Blended Mobile Learning in an Urban Environment (Adam K. L. Wong and Artie Ng); (42) Minecraft Server Project: Designing Synchronous Blended Learning Environments to Support Distributed Mentorship (Ugochi Acholonu, Jessa Dickinson, Dominic Amato, and Nichole Pinkard); (43) Microblogging as an Assisted Learning Tool in Problem-Based Learning (PBL) in Bahrain: The Edmodo Case (Vasileios Paliktzoglou and Jarkko Suhonen); (44) Making Sense of Building Online Learning Communities Justina Kwapy); (45) A Case Study of Online MBA Courses: Online Facilitation, Case-Based Learning, and Virtual Team (Rich Magjuka and Xiaojing Liu); (46) Teachers Conceptions and Approaches to Blended Learning: A Literature Review (Vicki Caravias); (47) Motivational Active Learning in Blended and Virtual Learning Scenarios: Engaging Students in Digital Learning (Johanna Pirker, Maria Riffnaller-Schiefer, Lisa Maria Tomes, and Christian Gütl); (48) Exploring the Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Faculty of Education (Maurice Taylor, Sait Atas, and Shehzad Ghani); (49) Teacher Conceptions and Approaches to Blended Learning Environments (Vicki Caravias); (50) What Are Tutors' Experiences with Online Teaching? A Phenomenographic Study (Cvetanka Walter); (51) Using Blended Learning Approach to Deliver Courses in an Engineering Programme (Richie Moalosi, Jacek Uziak, and Moses Tunde Oladiran); (52) QR Codes and Mobile Technology Used in the Blended Learning Approach (Ghizlene Soulimane, Belkacem Kouninef, Mohamed Senouci, and Mohamed Djelti); (53) Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning (Minoru Nakayama, Kouichi Mutsuura, and Hiroh Yamamoto); (54) Culturally Responsive Online Learning for Asian/Pacific Islanders in a Pacific Island University (Catherine E. Stoicovy); (55) Constructivist Internet-Blended Learning and Resiliency in Higher Education (Jennifer L. Penland); Volume III: (56) Applying the Seven Principles for Good Practice in Undergraduate Education to Blended Learning Environments (Stephanie Babb, Cindy Stewart, and Ruth Johnson); (57) A Blended Chinese-as-a-Foreign-Language Short Course: Design and Perceptions (Shenglan Zhang); (58) Faculty Participation in Online Higher Education: What Factors Motivate or Inhibit Their Participation? (Michael S. Hoffman); (59) Perceptions and Viability of Launching LIS E-Learning Programs in Developing Countries: A Vietnam Case Study (Sandra Hirsh, Debbie Faires, Alice Hines); (60) Taking Advantage of MOOCs in K-12 Education: A Blended Approach (Samantha Briggs and Helen Crompton); (61) Gamified - Blended Learning Professional Development: A Descriptive Case Study (Phu Vu, Christopher Michael Knoell, Amy Nebesniak, and Jane Strawhecker); (62) Laying the Ground for Online English as a Second or Foreign Language (ESL/EFL) Composition Courses and University Internationalization: The Case of a U.S.-China Partnership (Estela Ene); (63) Critical Success Factors in the Adoption of Technologies in Education in Higher Education: The Case of ISCAP (Polytechnic of Porto) (Anabela Mesquita and Paula Peres); (64) Hard-Learned Lessons: Online Course Development in the Years Following Hurricane Katrina (Sandra E. Weissinger and Ashraf Esmail); (65) Challenges Faced by Key Stakeholders Using Educational Online Technologies in Blended Tertiary Environments (Kimberley Tuapawa); (66) Influencing Factors for Adopting Technology Enhanced Learning in the Medical Schools of Punjab, Pakistan (Shazia Iqbal, Shahzad Ahmad, Ian Willis); (67) Integration of Web 2 Technologies for ODL (Rajshree Satish Vaishnav); (68) Supporting Student Self-Regulation: In a Blended, Flipped Learning Format (Jane Kenney and Ellen Newcombe); (69) Blended Instruction: Helping Meet Some Academic Challenges for Nontraditional Higher Education Students (Sue C. Evans); (70) Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills (Ling-Yi Huang and Yu-Chu Yeh); (71) Social Presence and Student Engagement in Online Learning (Luka Ngoyi and L. J. Sandy Malapile); (72) Contradictions and Expansive Transformation in the Activity Systems of Higher Education International Students in Online Learning (Elizabeth Murphy and María A. Rodríguez-Manzanares); (73) Blended Learning in China: At the Crossroads (Hanrong Wang and Harry Nuttall); (74) Students Support Services: A Case of Blended Learning in Higher Learning Institutions in Tanzania (Christina Raphael); (75) Blended Learning in Higher Education: A Developing Country Perspective (Amir Manzoor); (76) "We Had a Blast!": An Empirical Affirmation of Blended Learning as the Preferred Learning Mode for Adult Learners (Stephen Asunka); (77) Characterizing Online Learners' Time Regulation: Comparative Case Studies of Virtual Campuses in France and Spain (Margarida Romero and Christophe Gentil); (78) Social Presence in Online Dissertation Classes (Libi Shen and Irene Linlin Chen); (79) Connecting Communication to Curriculum and Pedagogy in Online Environments (Marius Boboc); (80) Factors That Contribute to Students' Course Satisfaction While Attending Online or Distance Learning Courses (Dinah A. Esquivel); (81) Experiences of an Online Doctoral Course in Teacher Education (Despina Varnava-Marouchou and Mark A. Minott); (82) Factors Influencing International Student Success in a K-12 Blended Learning Program (Annette Levesque and Doug Reid); (83) Assistive Technology and Distance Learning: Making Content Accessible (Kathleen Bastedo and Jessica Vargas); (84) Teaching English for Academic Purposes Through the Use of Digital Tools (Tal Levy and Leslie J. Cohen); (85) From "Sage on the Stage" to Facilitator of Learning: A Transformative Learning Experience for New Online Nursing Faculty (Denise Passmore); Volume IV: (86) Profiling and Supporting Adult Learners (Chi Zhang and Guangzhi Zheng); (87) The Teacher's Role in the Blended Classroom ... Or When 1 + 1 > 2 (Morten Fahlvik); (88) Interactive Online Learning: Solution to Learn Entrepreneurship in Sparsely Populated Areas? (Rauno Rusko); (89) Generation of Authentic Learning and Learners: The Conditions of Learning Underpinning Blended Learning and Online Forums (Phil Fitzsimmons and Peter Kilgour); (90) EMxC3 = e&mLearning Cultivating Connected Communities: Sustainable Workforce Talent Development (Dominic Mentor); (91) Materials Design and Pedagogy for Technology-Enhanced Language Learning (Hazel L. W. Chiu); (92) Information Superhighway and Continuous Professional Development for the Networked Teachers: Online Communities of Practice (Asli Lidice Gokturk Saglam); (93) The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education: A Literature Review (Emily Chapman-Waterhouse, Ayona Silva-Fletcher, and Kim Whittlestone); (94) Best Practices of Teaching Cross-Cultural Adults in Online Format (Barbara Hagler); (95) Teachers' Experience as Foreign Language Online Learners: Developing Teachers' Linguistic, Cultural, and Technological Awareness (Congcong Wang); (96) The Activity System of Higher Education Students Using Technology (Elizabeth Murphy and María A. Rodríguez-Manzanares); (97) Differences in Generational Characteristics and Their Implications for Cross-Cultural Online Learning and Knowledge Management (Doo Hun Lim, Seung Won Yoon, and Ji Hoon Song); (98) A Review of Activity Theory Studies of Domestic and International Students Using Technology in Higher Education (Elizabeth Murphy, María A. Rodríguez-Manzanares); (99) Adult Millennials: Conceptualizing a Student Subpopulation with Implications for Online Teaching and Learning (Brian Bourke); (100) The Cost-Effect Analysis of Integration of CSIEC System into English Instruction (Jiyou Jia); (101) A Blended Approach to Canadian First Nations Education: The SCcyber E-Learning Community (Norman Vaughan, Neepin Auger, Martin Sacher, and Mavis Sacher); (102) A Distributed Community of Practice to Facilitate Communication, Collaboration, and Learning Among Faculty (Mayela Coto); (103) A Design Theory for Vigilant Online Learning Systems (M. Keith Wright); (104) Human Systems Engineering and Educational Technology (Rod D. Roscoe, Russell J. Branaghan, Nancy J. Cooke, and Scotty D. Craig); (105) Adaptation of Descriptive Metadata for Managing Educational Resources in the GREDOS Repository (Erla M. Morales Morgado, Rosalynn A. Campos Ortuño, Ling Ling Yang, and Tránsito Ferreras-Fernández); (106) Adult Learners Online: Cultural Capacity Assessment and Application (Adam A. Morris and Michael T. Miller); (107) Adoptability of E-Textbooks Featuring Educational Online Games (Do Kyun Kim, Lucian F. Dinu, and Chang Geun Kim); (108) Reflections on Distance Higher Education in Africa: Challenges and Opportunities (Luka Mathayo Mkonongwa and Sotco Claudius Komba); (109) Using Blended Learning and Emerging Technologies to Transform the Adult Learning Experience (Leslie Cordie, Maria Martinez Witte, and James Witte); (110) Blending Digital Content in Teacher Education Programs (Patricia Dickenson and Cynthia Sistek-Chandler); (111) Affordances in Digital Textbook Use and Development (Elena Railean); and (112) Leadership in Global Open, Online, and Distance Learning (Ebba Ossiannilsson). [Edited by the Information Resources Management Association. This book is a 4 volume set.]