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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 | |