The online teaching survival guide : simple and practical pedagogical tips / Judith V. Boettcher, Rita-Marie Conrad.

Format:

Book

Author/Creator:

Boettcher, Judith V., author.

Conrad, Rita-Marie, author.

Language:

English

Subjects (All):

Web-based instruction.

Computer-assisted instruction.

Distance education.

Education, Higher--Computer-assisted instruction.

Education, Higher.

Physical Description:

1 online resource (xxx, 376 pages)

Edition:

Second edition / foreword by Pam McQuesten.

Place of Publication:

2016.

San Francisco, CA : Jossey-Bass, [2016]

Summary:

Essential reading for online instructors, updated to cover new and emerging issues and technologies The Online Teaching Survival Guide provides a robust overview of theory-based techniques for teaching online or technology-enhanced courses. Covering all aspects of online teaching, this book reviews the latest research in cognitive processing and related learning outcomes while retaining a focus on the practical. A simple framework of instructional strategies mapped across a four-phase timeline provides a concrete starting point for both new online teachers and experienced teachers designing or revamping an online course. Essential technologies are explored in their basic and expanded forms, and traditional pedagogy serves as the foundation for tips and practices customized for online learning. The tips cover course management, social presence, community building, integration of new technologies, discussion and questioning techniques, assessment, and debriefing, along with new coverage of intensive or accelerated courses, customizing learning strategies, developing expertise, advanced course design, and assessment techniques exclusive to this new second edition. The theory and techniques of successful online teaching can be significantly different from those used face-to-face. With more and more classes being offered online, this book provides a valuable resource for taking your course to the next level. Understand the technology used in online teaching Learn specialized pedagogical tips and practices Examine new research on cognition and learning Adopt a clear framework of instructional strategies The explosion of online learning has created a demand for great online teachers. Increasingly, faculty who normally teach face-to-face are being asked to cover online courses—yet comprehensive pedagogical resources are scarce. The learning curve is huge, and faculty need a practical approach to course design and management that can be quickly and easily implemented. The Online Teaching Survival Guide provides that essential resource, with a customizable framework and deeper exploration of effective online teaching.

Contents:

Cover

Title Page

Copyright

Contents

List of Tables, Figures, and Exhibits

Foreword

Preface

Acknowledgments

About the Authors

Introduction

Intended Audiences and Uses for This Book

Book Overview

How to Use This Guide

Part One: Core Principles and Best Practices of Online Teaching and Learning

Chapter 1: Teaching Online: The Big Picture

Preparing to Teach in the Online and Blended Environments

Uh‐Oh. What Did I Say I Would Do?

Is This You?

The Definition of a Course

How Do Online and Blended Courses Differ from Traditional Courses?

Types of Online and Blended Courses

The Four Stages of a Course

Learning Theories and Theorists

Lev Vygotsky (1896-1934): Theory of Social Development

John Dewey (1859-1952): Experiential Learning

Jean Piaget (1896-1980): Theory of Genetic Epistemology or Origins of Thinking

Jerome Bruner (1915-): Constructivism

John Seely Brown (1940-): Cognitive Apprenticeship

Roger Schank (1946-): Schema Theory

Albert Bandura (1925-): Social Learning Theory

Jean Lave (1939-): Situated Learning Theory

K. Anders Ericsson (1946-): Expert Performance Theory

Ellen Langer (1947-): Theory of Mindful Learning

Daniel Goleman (1947-): Theory of Emotional Intelligence

Other Theorists and Influencers

Summary-and What's Next

Self‐Directed Exercise-Application

Chapter 2: Pedagogical Principles for Effective Teaching and Learning: Ten Core Learning Principles

Background of the Ten Core Learning Principles

Ten Core Learning Principles

Principle 1: Every Structured Learning Experience Has Four Elements, with the Learner at the Center

Principle 2: Learners Bring Their Own Personalized and Customized Knowledge, Skills, and Attitudes to the Learning Experience.

Principle 3: Faculty Mentors Are the Directors of the Learning Experience

Principle 4: All Learners Do Not Need to Learn All Course Content

All Learners Do Need to Learn the Core Concepts

Principle 5: Every Learning Experience Includes the Environment or Context in Which the Learner Interacts

Principle 6: Every Learner Has a Zone of Proximal Development That Defines the Space That a Learner Is Ready to Develop into Useful Knowledge

Principle 7: Concepts Are Not Words But Organized and Interconnected Knowledge Clusters

Principle 8: Different Instruction Is Required for Different Learning Outcomes

Principle 9: Everything Else Being Equal, More Time on Task Equals More Learning

Principle 10: We Shape Our Tools, and Our Tools Shape Us

Summary-and What's Next?

Exercise-Stop, Reflect, Integrate

Chapter 3: Best Practices for Teaching Online: Ten Plus Four

Best Practices for Online and Blended Teaching and Learning

Best Practice 1: Be Present at Your Course

Three Types of Presence

Best Practice 2: Create a Supportive Online Course Community

Best Practice 3: Develop a Set of Explicit Workload and Communication Expectations for Your Learners and for Yourself

Best Practice 4: Use a Variety of Large Group, Small Group, and Individual Work Experiences

Best Practice 5: Use Synchronous and Asynchronous Activities

Best Practice 6: Ask for Informal Feedback Early in the Term

Best Practice 7: Prepare Discussion Posts That Invite Responses, Questions, Discussions, and Reflections

Best Practice 8: Think Digital for All Course Content

Best Practice 9: Combine Core Concept Learning with Customized and Personalized Learning

Best Practice 10: Plan a Good Closing and Wrap Activity for the Course

Four More Best Practices for Online and Blended Teaching and Learning.

Best Practice 11: Assess as You Go by Gathering Evidences of Learning

Best Practice 12: Rigorously Connect Content to Core Concepts and Learning Outcomes

Best Practice 13: Develop and Use a Content Frame for the Course

Best Practice 14: Design Experiences to Help Learners Make Progress on Their Novice‐to‐Expert Journey

Conclusion

Exercise and Reflection

Chapter 4: Technology Tools to Support Teaching and Learning

Guidelines for Choosing and Using Technology Tools

Guideline 1: Pedagogy First, Technology Second

Guideline 2: Keep It Simple

Guideline 3: Involve Your Learners in Choices and Use of Digital Tools and Resources

Guideline 4: Have Choices and Backups for When the Cloud Disappears

Guideline 5: Review Your Technology Tool Set Every Two to Three Terms

Basic Set of Technology Tools for Online and Blended Teaching and Learning

Basic Set of Digital Technology Tools with Their General Teaching and Learning Purposes

Basic Set of Digital Technology Tools: Their Teaching and Learning Purposes

Communication Tools in the Learning Management System

More Thoughts on the Basic Tools

Tools for Practicing Contextual Knowledge and Exploring Possibilities

Staying in Sync with Tools

Self‐Directed Exercise/Application

Chapter 5: Four Phases of a Course: Themes and Happenings

Phase 1 Course Beginnings: Starting Off on the Right Foot

Course Beginnings: Themes

What's Happening in Course Beginnings

Phase 2 Early Middle: Keeping the Ball Rolling

Early Middle: Themes, Best Practices, and Principles

What's Happening in the Early Middle

Phase 3 Late Middle: Letting Go of the Power

Late Middle: Themes, Best Practices, and Principles

Cognitive Presence

What's Happening in the Late Middle

Phase 4 Closing Weeks: Pruning, Reflecting, and Wrapping Up.

Closing Weeks: Themes, Best Practices, and Principles

What's Happening in the Closing Weeks

Part Two: Simple, Practical, and Pedagogically Based Tips

Chapter 6: Phase 1: Course Beginnings: Starting off on the Right Foot

Tips for the Course Beginnings

Course Beginnings Tips Overview

Getting Started-Preparing Your Syllabus and Course Site

Getting Started-Launching Your Course

Creating and Managing Discussion Posts

CB Tip 1: Essential Elements of an Online or Blended Course Syllabus and Course Site

Essential Course Pieces

Course Site

Checklist for Preparing for an Online Course

Aligning Outcomes, Experiences and Assessment

Quality Matters Standards for an Online Course

CB Tip 2: More on the Significant Elements of an Online or Blended Syllabus

Syllabus Sections

CB Tip 3: Creating a Syllabus That Jump‐starts Learning

Graphic Overview: Building a Framework and Setting Boundaries

Choices for Graphical Overviews

CB Tip 4: Using "Bookending" to Add Structure and Meaning to Your Course

Imagining Your Course

What Is Bookending?

Examples of Bookending Your Course

CB Tip 5: Generating Energy and Purpose with Specific Learning Goals

Three Ways to Focus a Discussion Forum on Learning Goals

The Power of Specificity: Why It Works!

The Benefits of Specific Personal Goals

CB Tip 6: Hitting the Ground Running: Maximizing the First Week

CB Tip 7: Launching Your Social and Cognitive Presence

Interaction and Presence as a Key Point of Satisfaction for Learners

A Getting‐Acquainted Social Post

A Getting‐Acquainted Cognitive Post.

The Announcements Tool and Just Being on the Course Site

Presence on the Discussion Forum

Live Synchronous Collaborative Gatherings

CB Tip 8: Getting to Know Students' Minds: The Vygotsky Zone of Proximal Development

Keeping the Students Straight in Your Mind

Summary

CB Tip 9: Getting into the Swing of a Course: Is There an Ideal Weekly Rhythm?

CB Tip 10: The Why and How of Discussion Boards: Their Role in the Online Course

Best Learning Goals for Discussion Boards

The Number of Discussion Questions Each Week

Requirements for Student Responses to Discussion Questions

A Rule of Thumb for the Length of Discussions

CB Tip 11: Characteristics of Good Discussion Questions

Getting Started on Developing Great Questions

Developing Questions Using Bloom's Cognitive Taxonomy

Discussion Questions on Core Concepts in a Course

More Resources for Discussion Questions

Core Assumption of Constructivism

CB Tip 12: Power Questioning for Meaningful Discussions

Power Questioning Strategies

Facilitation Strategies for Expansive Discussion Forums

Discussion Forum Research and Questions for Reflection

Criteria for Rubrics

CB Tip 13: Response Posts-A Three‐Part Structure

Discussion Boards Is Where Community Happens

Shift from Turn‐Taking to Reflective and Developed Conversation

Three‐Part Post-What, Why, and What I Wish I Knew

CB Tip 14: Discussion Wraps: A Useful Cognitive Pattern or a Collection of Discrete Thoughts?

Closing or Wrapping Up Discussions

1. Summarize the Key Ideas from the Discussion Forum

2. Involve the Students in Wrapping Up Discussions

Wrap Up

CB Tip 15: Using Discussion Forums to Gather Evidence of Learning

Purpose of Discussion Postings

Monitoring Discussion Boards.

How to Ensure Lively Participation.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on print version record.

ISBN:

9781119147695

1119147697

OCLC:

957700667