Front Cover -- Copyright Page -- Dedication -- Contents -- About the Authors -- Preface -- Acknowledgments -- Introduction -- Part I Theoretical Underpinnings -- Chapter 1 Distance Education -- Current Trends in the United States -- Public and For-profit Universities -- Ivy Leagues -- Brown University -- Columbia University -- Cornell University -- Dartmouth College -- Harvard University -- Princeton University -- The University of Pennsylvania -- Yale University -- Development of the Web and Education -- From Web 1.0 to Web 5.0 -- 1990-2000: Web 1.0 -- 2000-2010: Web 2.0 -- 2010-2020: Web 3.0 -- 2020-2030: Web 4.0 and 5.0. Open, Linked, and Intelligent Web - the "Emotional Web" -- From Education 1.0 to Education 5.0 -- Education 1.0 -- Education 2.0 -- Education 3.0 -- Education 4.0 -- Education 5.0 -- Distance Education Outside the United States -- Expected Growth and Trends -- Chapter Synopsis -- Chapter 2 Service-Learning and e-Service-Learning -- Defining Service-Learning -- The Case for e-Service-Learning -- e-Service-Learning Typology -- Digital Access -- Benefits of e-Service-Learning -- Service-Learning and e-Service-Learning to Overcome Online Learning Limitations -- Skills Acquired through e-Service-Learning -- How e-Service-Learning Can Increase Employee Marketability and Social Responsibility -- Chapter Synopsis -- Chapter 3 Service-Learning and Consulting -- Defining Consulting -- Consultant Traits and Skills -- Internal versus External Consulting -- In-person versus Virtual Consulting -- Pro Bono versus Paid Consulting -- Consulting for For-profit versus Not-for-profit Organizations -- Summary of Consulting Stages -- Stages of Consultancy -- Stage 1 - Entry and Contracting -- Stage 2 - Data Collection and Diagnosis -- Stage 3 - Feedback and Design for Action -- Stage 4 - Action -- Stage 5 - Evaluation and Withdrawal. Students as Consultants -- Steps in Integrating Service-Learning in Online Courses -- Chapter Synopsis -- Part II Application: Integration of e-Service-Learning -- Chapter 4 The Consulting Team -- The Team -- Faculty -- Project Manager -- Selecting a Project Manager -- Team Leader -- Consultant -- Student Teams -- Client's and Consultant's Assumptions -- Understanding the Client-consultant Relationship Development -- Establishing Credibility -- Developing Trust -- Swift Trust -- Barriers to the Creation of Swift Trust in Virtual Teams -- Individual Barriers -- Organizational Barriers -- Technological Barriers -- Team Barriers -- Building Relational Bonds in Online Environments -- Emphasizing the Need for Regular, Prompt, and Consistent Communication -- Client Commitment -- Chapter Synopsis -- Chapter 5 The Three-step e-Consulting Model -- Entry and Contracting -- Discovery and Dialogue -- Feedback and Design for Action -- Action -- Evaluation and Withdrawal -- Preparing for the Consultancy -- Step 1 - Call 1: First "Meet and Greet" Call with the Client (Stages 1 and 2 of the Consultancy) -- Preparation for the Call -- Showcasing the Consultant's Skills and Experience -- Understanding the Client's Needs and Expectations -- Organizational Assessment and Audit Form -- During the Consulting Process (Stages 3 and 4 of the Consultancy) -- Addressing Low Client and Student Engagement -- Client's Resistance to Change -- The Compliant Client -- Communication with the Client -- Step 2 - Call 2: Presenting the First Draft of the Consulting Work to the Client -- Dealing with the Client's Demands for Additional Work -- Resetting Goals and Expectations -- Step 3 - Call 3: Presenting the Final Consulting Project Draft (Stage 5 of the Consultancy) -- Post-consulting Implementation and Client-Consultant Relationship Closure -- Ensuring Successful Implementation. Closing the Relationship -- Consultant's Self-reflection -- Chapter Synopsis -- Part III Recommendations for Success -- Chapter 6 Case Study -- e-Consulting Initiative in an Online Degree Program at a Large US University -- Online Students -- Client Organizations -- Chapter 7 Benefits of e-Service-Learning and e-Consulting -- Benefits of e-service-learning to the university and administration, faculty, project manager, team leaders, students, and ... -- University -- University and Administration -- Faculty -- Project Manager -- Team Leaders/Students -- Alumni Students and Business Professionals -- Internship and Student Job Seekers -- Client and Community -- Student, Client, and Faculty Satisfaction -- Plan for Long-term Sustainability -- Cost of the e-Service-Learning Initiative -- Limitations -- Legal Considerations -- Chapter Synopsis -- Chapter 8 Recommendations for a Successful e-Service-Learning Integration -- Courses -- Clear Statement of Competencies -- Key Elements in e-Service-Learning Initiatives -- People -- Roles and Responsibilities -- Communication -- Technology -- Course Design -- Metrics of Success -- Chapter Synopsis -- Conclusion -- References -- Index.
The pressures upon students from employers are greater than ever. Demands for a highly skilled workforce in a digitalized economy mean that higher education institutions need to do more to prepare their student bodies for this new way of working. The geographical boundaries set by traditional on-campus courses prevent most universities from allowing online students to engage in community service. Online service-learning responds to this limitation by initiating the transfer of in-person community service to the online environment. E-service learning addresses the growing demand for flexible online courses and programs. Anchored in research and supported by eight years of successful implantation, this book presents an award-winning e-service-learning model which allows students to enhance their employability with real work experience. Faculty can go beyond theory while building their service requirements, and may use e-service-learning to offer real world applications and hands-on experience. Clients benefit from pro bono services, and universities are able to fulfill their strategic goals, serve the community-at-large, and grow their online programs by offering students a unique online course experience.This book advocates a model and instructions for faculty to successfully integrate a remote service-learning and consulting component in an online course making this an illuminating text for higher education researchers and leaders alike.