In this article, Dr. Anthony Piña and Dr. Larry Bohn encourage the reader to expand views on the "learning, instruction and interaction of a course beyond the time and space limitations of a regular classroom" with instructional techniques inclusive of proper implementation of a Learning Management System.

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In this article, Dr. Joel Ginsburg points out that having the leadership ability to engage all stakeholders is critical within the context of virtual work-groups. He reports that successful virtual team members "stimulate others to engage their intellectual curiosity, resulting in innovation and questioning of the status quo."

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Patrick Frank is a proponent of accommodating diversity in learning styles. He believes that the acceptance of technology, specifically, the use of video presentation methods in hybrid courses, may effectively address differences in learning styles among students.

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In this article, Lacy E. Boyd asks us to determine if the technologies that make the world more convenient and inclusive might also make it less private. What tradeoffs are we willing to incur?

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In order for a classroom to be inclusive, the instructor must first acknowledge and then accommodate the diversity among learners. In this article, Edward Marchewka reports that students in mathematics classes experience anxiety when the same work is assigned to all, when problem-solving is approached in only one way, and when instructional delivery is limited to a one-to-many format.

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In this article, Dr. May Lowery and Dr. Samuel Helms review nine technologies that have the potential to positively impact education and the student experience.

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The research presented by Dr. Gordon Haley and Dr. Phyllis Parise posits that faculty who are able to engage their students may have a positive impact on persistence.

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