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| Figures, Table, and Exhibits | |
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| Preface to the Second Edition: The Face of Online Learning Today | |
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| The Authors | |
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| Acknowledgments | |
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| Rethinking Education for an Online World | |
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| Online Learning in the Twenty-First Century | |
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| Online Learning Today | |
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| Current and Emerging Technologies | |
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| Emerging Issues for Both Faculty and Administrators | |
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| Technology for Online Teaching Is Chosen Without Faculty Input | |
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| Governance Issues Have Emerged | |
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| Intellectual Property, Course Design, and Course Ownership Issues | |
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| Just Like Faculty, Students Need to Be Trained to Learn Online | |
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| Instructor Workload | |
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| Recent Developments in K-12 Online Learning | |
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| The Effectiveness of Distance Delivery | |
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| The Art of Online Teaching | |
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| Lack of Preparation | |
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| Who Should Teach Online? | |
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| Training, Training, and More Training | |
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| Using Mobile Technology in Faculty Training | |
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| New Processes, New Relationships | |
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| Online Pedagogy | |
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| Keys to Success | |
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| Ensuring Access to and Familiarity with Technology | |
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| Establishing Guidelines and Procedures | |
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| Achieving Maximum Participation | |
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| Promoting Collaboration | |
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| Promoting Reflection | |
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| The Final Transition: Assessing and Evaluating Students and Ourselves | |
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| Supporting Instructors to Make the Transition | |
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| Administrative Issues and Concerns | |
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| Faculty Time, Compensation, and Questions of Tenure | |
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| Program Planning and Development | |
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| Another Look at Faculty and Student Support, Training, and Development | |
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| Governance and Intellectual Property | |
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| Student Retention | |
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| Some Last Thoughts on Administrative Issues and Concerns | |
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| The Tools of Online Teaching | |
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| Technology in the Twenty-First Century | |
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| Matching the Technology to the Course | |
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| What Are Web 2.0 Technologies? | |
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| Common Forms of Web 2.0 Technologies | |
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| Using Web 2.0 Tools in Online Courses Choosing Technology Wisely | |
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| When the Technology Is a Problem | |
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| Evaluating Technology | |
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| Use of Technology | |
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| Infrastructure | |
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| Instructional Strategy | |
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| When Money Is an Issue | |
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| Accessibility Is a Major Concern | |
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| Teaching and Learning Online | |
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| Transforming Courses for the Online Classroom | |
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| Starting Over: Considerations in the Development of an Online Course | |
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| Who Are My Students? | |
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| Is This a Course That Will Successfully Transfer to the Online Environment? | |
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| How Do I Define Learning in This Content Area, and What Do I Want to See as the Learning Outcomes? | |
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| What Do I Want to Accomplish Through This Course? | |
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| What Guidelines, Rules, Roles, and Norms Need to Be Established for Course Completion? | |
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| How Do I Plan to Deliver Course Material? | |
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| How Comfortable Am I in Releasing Control to the Learners? | |
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| How Do I Want to Organize the Course Site? | |
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| How Will I Assess Student Performance in This Course? | |
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| How Will I Address Attendance Requirements? | |
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| The Process of the Course | |
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| Beginnings | |
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| Once the Course Has Started | |
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| Endings | |
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| Teaching Courses Developed by Others | |
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| A Focus on Content | |
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| Ability to Adjust the Course | |
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| Examples of Customization | |
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| When Customizing Is Not Possible | |
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| Building Community into the Process | |
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| Evaluating a Course Developed by Another | |
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| Issues of Intellectual Property | |
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| Courses with Rolling Admission | |
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| Final Thoughts on Teaching a Course Developed by Another | |
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| Working with the Virtual Student | |
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| If We Build It, They Will Come | |
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| The Successful Learner in the Online Classroom | |
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| Addressing Different Learning Styles | |
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| Recognizing and Working with Those Who Do Not Succeed | |
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| The Role of the Learner in the Online Learning Process | |
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| Knowledge Generation | |
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| Collaboration | |
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| Process Management | |
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| Maximizing the Potential of the Virtual Student | |
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| Use Best Practices from the Face-to-Face Classroom to Promote Participation Online | |
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| If a Student Is Absent for a Week, Contact Him or Her to Determine the Reason | |
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| If Students Have Technical Difficulties, Offer Support or Connect Them with Tech Support | |
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| If Conflict Hurts Participation, Intercede with the Students Involved | |
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| If Security Breaches Cause Nonparticipation, Report Them Quickly to Reestablish a Sense of Privacy | |
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| Log On to the Online Classroom Three or More Times a Week (Daily If Possible!) to Keep the Discussion Moving | |
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| Learn How to Ask Broad Questions That Stimulate Thinking to Promote Participation | |
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| Include Humor in Your Posts to Help Students Feel Welcome and Safe | |
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| Post a Welcoming Response to Student Introductions to Help All Join More Successfully | |
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| Teaching Students to Learn in the Online Environment | |
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| Respecting Student Intellectual Property | |
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| Online Classroom Dynamics | |
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| Group Dynamics and Online Classroom Dynamics | |
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| Applying What We Understand About Croups to Online Classes | |
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| Preforming | |
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| Unity | |
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| Disunity | |
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| Conflict-Confrontation | |
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| Disharmony | |
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| Harmony | |
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| Performing | |
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| Concluding Thoughts About the | |
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| Soul and Spirit Group | |
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| Other Ways of Looking at Online Groups | |
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| The Student | |
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| The Group | |
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| The Instructor/Facilitator | |
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| The Task | |
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| The Technology | |
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| Conflict Revisited | |
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| Working with Difficult Students | |
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| When It Simply Isn't Working | |
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| Lessons Learned in the Virtual Classroom | |
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| A Look Back | |
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| The Myths | |
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| Lessons for Faculty | |
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| Instructors Need Not Fear Online Learning | |
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| Course Development Needs to Focus on Interactivity, Not Content | |
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| Instructor and Student Roles Need to Change | |
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| Lessons for Instructional Designers and Faculty Developers | |
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| Both Faculty and Students Need Training | |
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| Faculty Who Teach Online Need to Feel Supported | |
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| Lessons for Administrators | |
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| Support Online Faculty Through Fair Compensation | |
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| Institutions Should Develop a Strategic Plan | |
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| Institutions Should Develop an Infrastructure First | |
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| Technology Should Be Chosen by an Inclusive Committee | |
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| Pay Attention to the New Regulatory Environment | |
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| A Look into the Near Future | |
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| Technology | |
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| Course and Program Quality and Design | |
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| Professional Development | |
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| How Faculty and Students Interact | |
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| Research into Online Education | |
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| Sample Training for Faculty | |
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| Introduction to and Best Practices in Online Teaching | |
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| Learning Units | |
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| Week 1 | |
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| Week 2 | |
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| Week 3 | |
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| Week 4 | |
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| Intensive Training Focused on Collaboration and Building Online Learning Communities | |
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| Day 1: Defining and Recontextualizing Community | |
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| Day 2: Human and Practical Considerations in Online Learning | |
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| Day 3: Moving Teaching and Learning Online | |
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| Day 4: Promoting Collaborative Learning | |
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| Day 5: Transformative Learning | |
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| Additional Resources | |
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| Communities of Practice | |
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| Mobile Applications and Web 2.0 Applications | |
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| Certificate Programs in Online Teaching | |
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| Online Conferences | |
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| Online Journals About Online Teaching | |
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| Professional Organizations | |
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| Course Evaluation Rubrics | |
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| References | |
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| Index | |