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| List of Exhibits | |
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| Preface to the Second Edition | |
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| Acknowledgments | |
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| The Authors | |
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| The Learning Community in Online Learning | |
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| When Teaching and Learning Leave the Classroom | |
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| Online Issues and Concerns | |
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| Students Online | |
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| Making the Transition and Establishing Presence | |
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| The Search for Knowledge and Meaning in the Online Classroom | |
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| Putting the Pieces Together | |
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| New Approaches, New Skills | |
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| Implications | |
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| Recontextualizing Community | |
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| The Importance of Community | |
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| Community Online | |
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| The Element of Social Presence | |
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| Coalescence and Belonging Online | |
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| Recontextualizing Community | |
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| Community in the Virtual Classroom | |
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| Participation and Desired Outcomes in the Online Classroom | |
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| The Human Side of Online Learning | |
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| The Need for Human Contact | |
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| Connectedness and Coalescence | |
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| Shared Responsibility, Rules, and Norms | |
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| Roles and Participation | |
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| Shadow Issues: The Issues We Simply Don't Want to Face | |
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| Other Psychological Issues | |
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| Ritual as the Psychological Expression of Community | |
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| Spiritual Issues | |
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| Culture and Language Issues | |
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| Vulnerability, Ethics, and Privacy | |
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| Final Thoughts | |
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| Practical Considerations in Online Learning | |
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| About Time | |
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| Group Size | |
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| Cost and Other Administrative Issues | |
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| Online Security | |
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| Managing the Relationship to Technology | |
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| The Relationship of Person to Machine | |
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| Technology as a Facilitative Tool | |
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| Excuse Us, We Are Now Experiencing Technical Difficulties | |
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| Moving Teaching and Learning Online | |
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| Effective Teaching and Learning in the Online Classroom | |
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| Roles and Functions of the Instructor in the Online Classroom | |
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| The Role of the Learner in the Learning Process | |
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| The Hybrid Course and Online Community | |
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| Moving to Specifics | |
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| Part 2 | |
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| Building Foundations | |
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| Creating an Effective Course Design | |
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| Constructing the Online Course Site | |
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| If You Build It, Will They Come? Final Thoughts | |
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| Guiding Questions to Assist in Building an Effective Course Syllabus | |
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| Evaluating an Effective Online Course | |
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| Promoting Collaborative Learning | |
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| Formulating a Shared Goal for Learning | |
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| Problems, Interests, and Experiences as Springboards for Learning | |
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| Dialogue as Inquiry | |
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| Encouraging Expansive Questioning | |
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| Sharing Responsibility for Facilitation | |
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| Promoting Feedback | |
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| Intergroup and Other Forms of Collaboration | |
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| Final Thoughts | |
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| Guiding Questions to Promote Collaborative Learning | |
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| Transformative Learning | |
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| The Process of Transformative Learning in the Online Classroom | |
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| Learning About Learning Through the Use of Technology | |
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| Creating Opportunities to Encourage Reflection on the Differences | |
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| Learning About Technology by Using It | |
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| Encouraging Questions and Comments About the Technology | |
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| Self-Reflection | |
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| Final Thoughts: We Are the Experts When It Comes to Our Own Learning | |
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| Guiding Questions to Promote Transformative Learning | |
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| Student Assessment and Course Evaluation | |
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| Assessment and Evaluation Basics | |
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| Student Performance | |
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| Course Evaluation | |
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| Program Evaluation | |
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| Final Thoughts | |
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| Questions to Consider in Student, Course, and Program Evaluation | |
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| Lessons Learned and a Look Ahead | |
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| The Six Essential Elements | |
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| The Essence of Online Learning: Community | |
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| Unresolved Issues and Unanswered Questions | |
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| Lessons Learned and a Look to the Future | |
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| Extending Community Beyond the Classroom | |
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| Implications for Instructor Training | |
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| Examples of Course Syllabi | |