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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 | |