Lessons from the virtual classroom : the realities of online teaching / Rena M. Paloff, Keith Pratt.

Format:

Book

Author/Creator:

Palloff, Rena M., 1950-

Contributor:

Palloff, Rena M., 1950-

Pratt, Keith, 1947-

Series:

The Jossey-Bass higher and adult education series

Language:

English

Subjects (All):

Distance education.

Web-based instruction.

Physical Description:

1 online resource (224 p.)

Edition:

2nd ed.

Place of Publication:

San Francisco, CA : Jossey-Bass, c2013.

John Wiley and Sons, Inc. [2013]

Language Note:

English

System Details:

text file

Summary:

Rena Palloff and Keith Pratt, the most trusted online teaching experts, have completely updated and revised this classic to reflect changes in technology and advances in online teaching made in the last decade, in order to meet today's online learning challenges. The book continues to offer helpful suggestions for dealing with such critical issues as evaluating effective tools, working with online classroom dynamics, addressing the special needs of online students, making the transition to online teaching, and promoting the development of the learning community. Filled with numerous examples f

Contents:

Intro

Lessons from the Virtual Classroom

Contents

Figures, Table, and Exhibits

Preface to the Second Edition: The Face of Online Learning Today

The Authors

Acknowledgments

Part One Rethinking Education for an Online World

Chapter One Online Learning in theTwenty‐First Century

Online Learning Today

Current and Emerging Technologies

Emerging Issues for Both Faculty and Administrators

Technology for Online Teaching Is Chosen Without Faculty Input

Governance Issues Have Emerged

Intellectual Property, Course Design, and Course Ownership Issues

Just Like Faculty, Students Need to Be Trained to Learn Online

Instructor Workload

Recent Developments in K-12 Online Learning

The Effectiveness of Distance Delivery

Chapter Two The Art of Online Teaching

Lack of Preparation

Who Should Teach Online?

Training, Training, and More Training

Using Mobile Technology in Faculty Training

New Processes, New Relationships

Online Pedagogy

Keys to Success

Ensuring Access to and Familiarity with Technology

Establishing Guidelines and Procedures

Achieving Maximum Participation

Promoting Collaboration

Promoting Reflection

The Final Transition: Assessing and Evaluating Students and Ourselves

Supporting Instructors to Make the Transition

Chapter Three Administrative Issues and Concerns

Faculty Time, Compensation, and Questions of Tenure

Program Planning and Development

Another Look at Faculty and Student Support, Training, and Development

Governance and Intellectual Property

Student Retention

Some Last Thoughts on AdministrativeIssues and Concerns

Chapter Four The Tools of Online Teaching

Technology in the Twenty‐First Century

Matching the Technology to the Course

What Are Web 2.0 Technologies?

Common Forms of Web 2.0 Technologies.

Using Web 2.0 Tools in Online Courses

Choosing Technology Wisely

When the Technology Is a Problem

Evaluating Technology

Use of Technology

Infrastructure

Instructional Strategy

When Money Is an Issue

Accessibility Is a Major Concern

Part Two Teaching and Learning Online

Chapter Five Transforming Courses for the Online Classroom

Starting Over: Considerations in the Development of an Online Course

Who Are My Students?

Is This a Course That Will Successfully Transfer to the Online Environment?

How Do I Define Learning in This Content Area, and What Do I Want to See as the Learning Outcomes?

What Do I Want to Accomplish Through This Course?

What Guidelines, Rules, Roles, and Norms Need to Be Established for Course Completion?

How Do I Plan to Deliver Course Material?

How Comfortable Am I in Releasing Control to the Learners?

How Do I Want to Organize the Course Site?

How Will I Assess Student Performance in This Course?

How Will I Address Attendance Requirements?

The Process of the Course

Beginnings

Once the Course Has Started

Endings

Chapter Six Teaching Courses Developed by Others

A Focus on Content

Ability to Adjust the Course

Examples of Customization

When Customizing Is Not Possible

Building Community into the Process

Evaluating a Course Developed by Another

Issues of Intellectual Property

Courses with Rolling Admission

Final Thoughts on Teaching a Course Developed by Another

Chapter Seven Working with the Virtual Student

If We Build It, They Will Come

The Successful Learner in the Online Classroom

Addressing Different Learning Styles

Recognizing and Working with Those Who Do Not Succeed

The Role of the Learner in the Online Learning Process

Knowledge Generation

Collaboration

Process Management.

Maximizing the Potential of the VirtualStudent

Use Best Practices from the Face‐to‐Face Classroom to Promote Participation Online

If a Student Is Absent for a Week, Contact Him or Her to Determine the Reason

If Students Have Technical Difficulties, Offer Support or Connect Themwith Tech Support

If Conflict Hurts Participation, Intercede with the Students Involved

If Security Breaches Cause Nonparticipation, Report Them Quickly to Reestablish a Sense of Privacy

Log On to the Online Classroom Three or More Times a Week (Daily If Possible!) to Keep the Discussion Moving

Learn How to Ask Broad Questions That Stimulate Thinking to Promote Participation

Include Humor in Your Posts to Help Students Feel Welcome and Safe

Post a Welcoming Response to Student Introductions to Help All Join More Successfully

Teaching Students to Learn in the Online Environment

Respecting Student Intellectual Property

Chapter Eight Online Classroom Dynamics

Group Dynamics and Online Classroom Dynamics

Applying What We Understand AboutGroups to Online Classes

Preforming

Unity

Disunity

Conflict‐Confrontation

Disharmony

Harmony

Performing

Concluding Thoughts About the Soul and Spirit Group

Other Ways of Looking at Online Groups

The Student

The Group

The Instructor/Facilitator

The Task

The Technology

Conflict Revisited

Working with Difficult Students

When It Simply Isn't Working

Chapter Nine Lessons Learned in the Virtual Classroom

A Look Back

The Myths

Lessons for Faculty

Instructors Need Not Fear Online Learning

Course Development Needs to Focus on Interactivity, Not Content

Instructor and Student Roles Need to Change

Lessons for Instructional Designers andFaculty Developers

Both Faculty and Students Need Training.

Faculty Who Teach Online Need to Feel Supported

Lessons for Administrators

Support Online Faculty Through Fair Compensation

Institutions Should Develop a Strategic Plan

Institutions Should Develop an Infrastructure First

Technology Should Be Chosen by an Inclusive Committee

Pay Attention to the New Regulatory Environment

A Look into the Near Future

Technology

Course and Program Quality and Design

Professional Development

How Faculty and Students Interact

Research into Online Education

APPENDIX A Sample Training for Faculty

Introduction to and Best Practices in Online Teaching

LEARNING UNITS

Week 1

Week 2

Week 3

Week 4

Intensive Training Focused on Collaboration and Building Online Learning Communities

Day 1: Defining and Recontextualizing Community

Day 2: Human and Practical Considerations in Online Learning

Day 3: Moving Teaching and Learning Online

Day 4: Promoting Collaborative Learning

Day 5: Transformative Learning

APPENDIX B Additional Resources

Communities of Practice

Mobile Applications and Web 2.0Applications

Certificate Programs in Online Teaching

Online Conferences

Online Journals About Online Teaching

Professional Organizations

Course Evaluation Rubrics

REFERENCES

Index.

Notes:

Rev. ed. of : Lessons from the cyberspace classroom, 2001.

Includes bibliographical references and index.

Description based on print version record and CIP data provided by publisher;.

Related Work:

Palloff, Rena M., 1950- Lessons from the cyberspace classroom.

ISBN:

9781118224755

1118224752

OCLC:

850177590