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| Acknowledgments | |
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| Foreword | |
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| Preface | |
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| A Unique Look at the Authors | |
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| Why This Book? | |
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| The Web-based Environment | |
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| Synchronous and Asynchronous Learning | |
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| The Addition of Technology to the Teacher, Learner, and Content of the Classroom | |
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| The Context of This Book | |
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| Before You Begin | |
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| Know yourself | |
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| Determine your philosophy of teaching and learning | |
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| Teacher-centered | |
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| Learner-centered | |
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| Learning community-centered | |
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| Technology-driven | |
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| Be a team player | |
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| Instructor | |
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| Coordinator | |
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| Learner liaison | |
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| Instructional designer | |
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| Graphic designer | |
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| Technology personnel | |
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| Resource personnel | |
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| Administrative personnel | |
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| Learn new skills for teaching online | |
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| Understand your audience | |
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| Understand the online environment | |
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| Learn about the technology | |
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| Learn about your resources | |
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| Recognize the absence of physical presence | |
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| Create multiple spaces for work, interaction, and socializing | |
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| Include multiple types of interactions | |
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| Consider which interactions to include | |
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| Consider learner-to-teacher interaction | |
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| Consider learner-to-learner interaction | |
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| Learner-to-expert interaction | |
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| Learner-to-content interaction | |
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| Learner-to-technology interaction | |
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| Establish the preferred class size | |
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| Consider team-based learning | |
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| Form personal relationships online | |
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| Develop learning communities | |
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| Learn through dialogue | |
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| Be prepared and flexible | |
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| Define your role in the online classroom | |
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| Clarify your expectations of learners' roles | |
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| Expect learners to be present online and to avoid passively observing | |
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| Expect learners to create, share, and hold knowledge and experiences | |
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| Expect learners to be self-motivated and self-directed | |
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| Expect learners to manage their time effectively | |
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| Expect learners to be ready to learn | |
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| Expect learners to troubleshoot problems | |
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| Expect learners to contribute to the class discussions | |
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| Expect learners to teach others and facilitate the experience | |
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| Expect learners to act as collegial members of the class | |
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| Expect learners to review readings and materials thoughtfully and reflectively | |
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| Expect learners to provide timely, meaningful feedback to you and their fellow learners | |
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| Expect learners to be leaders | |
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| Expect learners to "listen" to others | |
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| Expect learners to communicate by addressing each other, not just you | |
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| Expect learners to be proactive | |
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| Expect learners to observe the process | |
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| Establish a contingency plan | |
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| Myths and Constraints of Online Teaching and Learning | |
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| Myths of Online Teaching and Learning | |
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| Myth: Learners are unable to adapt to the online environment | |
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| Myth: The instructor has to know how to do everything | |
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| Myth: Time requirements for teachers are lower in an online environment | |
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| Myth: Online classrooms aren't conducive to group interaction and activities | |
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| Myth: Online classrooms aren't as social as face-to-face classrooms | |
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| Myth: The number of learners in online classrooms can be unlimited | |
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| Myth: Technology will always work | |
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| Myth: The course will market itself; post it on the web and they will come | |
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| Myth: Learners will always understand your intended expectations for them from your clearly written syllabus | |
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| Constraints for Interactive Online Teaching and Learning | |
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| Constraint: Fear of technology | |
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| Constraint: Different levels of technology skills | |
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| Constraint: Literacy levels | |
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| Constraint: Ability to type and use the keyboard | |
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| Constraint: Access to a computer and an internet connection | |
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| Constraint: The comfort of physical work space | |
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| Constraint: Having a disability | |
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| Constraint: Not being able to correspond in the language of the course | |
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| Constraint: Reaching across multiple time zones | |
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| Organizing the Online Course | |
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| Identify the course design | |
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| Consider course goals and objectives | |
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| Consider content | |
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| Consider readings | |
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| Consider resources | |
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| Copyright issues | |
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| Determine methods of delivery | |
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| Consider interactive applications | |
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| Consider non-interactive applications | |
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| Give learners appropriate advance information | |
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| Tell learners about the computer hardware and software they'll need | |
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| Tell learners about the level of computing proficiency | |
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| Tell learners about the level of course content and the course's time expectations | |
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| Decide and communicate what's private and what's public | |
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| Develop course details | |
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| Establish discussion guidelines | |
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| Develop a flexible syllabus | |
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| Organize content into modules or units | |
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| Create a timeline | |
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| Develop assignments | |
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| Decide about evaluation techniques to use | |
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| Evaluate your learners | |
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| Assess course effectiveness | |
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| Strategies for Evaluating Learning | |
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| Use quizzes | |
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| Use essays | |
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| Use portfolios | |
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| Use performance evaluation | |
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| Use interviews | |
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| Use journals | |
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| Use reflective papers | |
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| Use web site development | |
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| Use learner participation figures | |
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| Use peer assessment | |
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| Use learner self-assessment | |
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| Consider how you'll grade assignments | |
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| Develop a way to evaluate group projects | |
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| Develop a way to grade portfolios | |
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| Develop a way to grade reflective papers | |
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| Consider strategies for course improvement | |
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| Use the one-minute assessment | |
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| Use a pretest/post-test approach | |
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| Use a learner tryout | |
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| Use direct observation | |
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| Ask learners for their reflections | |
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| Conduct peer reviews | |
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| Do a teacher preview | |
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| Reflect on your experiences | |
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| Beginning Instruction in the Online Course: Implementing the Course Design | |
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| Create a space for learning | |
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| Design strategies for assessing learners' characteristics and building learners' self-knowledge | |
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| Design strategies to introduce learners to each other | |
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| Use effective teaching strategies | |
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| Gain agreement with the learners about rules, norms, and procedures for discussion--and do so from the start | |
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| Use a freeflowing and interactive content and structure | |
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| Develop team-building activities | |
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| Share biographical information or stories | |
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| Share course assignments | |
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| Create a social space | |
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| Involve learners in team projects | |
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| Develop asynchronous group discussions | |
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| Develop challenging problems | |
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| Promote critical thinking | |
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| Encourage learners to evaluate information | |
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| Encourage learners to analyze information | |
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| Encourage learners to connect information | |
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| Promote self-regulating learning | |
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| Build collaborative skills | |
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| Create a loose framework for exploring topics | |
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| Create opportunities for learners to teach and to facilitate discussions | |
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| Add games and fun activities into the learning mix | |
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| Use existing software applications creatively | |
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| Use case studies | |
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| Use simulations as opportunities for learning by doing | |
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| Use external communities, people, and resources to build content knowledge | |
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| Create opportunities for reflection on the course, technology, content, and process | |
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| Help your learners manage information | |
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| Encourage substantive feedback from learners--including yourself | |
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| Motivate your learners to participate | |
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| Give learners roles during discussions | |
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| Make learners facilitators | |
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| Make learners process observers | |
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| Make learners information networkers/summarizers | |
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| Consider online office hours | |
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| Take advantage of opportunities for continuous learning | |
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| The Last Word(s) | |
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| Read all you can about online learning | |
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| Understand that you're not the only one who feels overwhelmed once in a while | |
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| Know that sometime, someday you'll struggle with the technology | |
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| Enjoy yourself! | |
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| Postscript: Some Final Words | |
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| Online Classroom Software | |
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| Online Resources | |
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| Bibliography | |