Designing and Teaching Online Courses During Uncertain Times : A Special Issue of Distance Learning Ends and Means Columns, Distance Learning - Volume 17 #4.

Format:

Book

Author/Creator:

Milman, Natalie B.

Series:

Distance Learning Journal

Language:

English

Subjects (All):

Distance education.

Internet in education.

Physical Description:

1 online resource (122 pages)

Edition:

1st ed.

Other Title:

Designing and Teaching Online Courses During Uncertain Times

Place of Publication:

Charlotte, NC : Information Age Publishing, Incorporated, 2020.

Summary:

This book explores the application of the Community of Inquiry (CoI) framework to online education, particularly during uncertain times such as the COVID-19 pandemic. It discusses the importance of social, cognitive, and teaching presence in creating effective online learning environments. The book provides practical strategies and resources for online educators to support student well-being, engage learners, and design quality online courses. It also includes contributions from other researchers on the implementation of the CoI framework. The intended audience includes educators, instructional designers, and administrators involved in online education. Generated by AI.

Contents:

Front Cover

Table of Contents

Introduction to the Special Issue-Designing and Teaching Online Courses During Uncertain Times: Applying the Community of Inquiry Framework in Online Education

Section 1: Social Presence-Supporting Students

5

Introduction to Section 1: Social Presence-Supporting Students

7

Tuckwiller, B., &amp

Milman, N. B. (2019). What is student well-being? A definition for those who teach students in blended and online higher education settings. Distance Learning, 16(3), 54-56.

11

Milman, N. B., &amp

Tuckwiller, B. (2020). Fostering blended and online students' well-being. Distance Learning, 17(1), 48-52.

15

Milman, N. B. (2018). Teaching online postsecondary students with a disability, chronic health condition, or mental or emotional illness: Resources for instructors. Distance Learning, 15(3), 75-77.

19

Milman, N. B. (2017). How can online instructors better support their students. Distance Learning, 14(1), 51-53.

Section 2: Cognitive Presence-Engaging Students

23

Introduction to Section 2: Cognitive Presence-Engaging Students

25

Milman, N. B. (2016). What is engagement? Distance Learning, 13(3), 61-64.

29

Milman, N. B. (2019). Designing active learning experiences in online courses. Distance Learning, 16(2), 85-87.

33

Wessmiller, J. (2016). Motivating the online learner using Keller's ARCS Model. Distance Learning, 13(2), 67-71.

39

Milman, N. B. (2008). Scaffolding student facilitation of online discussions. Distance Learning, 5(4), 25-27.

43

Milman, N. B. (2008). Strategies for participating in online conferences and discussions. Distance Learning, 5(2), 92-95.

Section 3: Teaching Presence-Designing Online Education

47

Introduction to Section 3: Teaching Presence-Designing Online Education

49.

Milman, N. B. (2016). Resources and factors to consider when designing new online programs. Distance Learning, 13(1), 45-48.

53

Bazluki, M., &amp

Milman, N. B. (2019). Transforming traditional, face-to-face courses to online or blended learning environments: Advice for faculty and instructional designers. Distance Learning, 16(1), 49-51.

57

Milman, N. B. (2018). Tips for success: The online instructor's (short) guide to making assignment descriptions more transparent. Distance Learning, 15(4), 65-67.

59

Milman, N. B. (2017). Designing asynchronous online discussions for quality interaction in asynchronous online courses. Distance Learning, 14(3), 61-63.

63

Milman, N. B. (2009). Crafting the "right" online discussion questions using the revised Bloom's Taxonomy as a framework. Distance Learning, 6(4), 61-64.

67

Milman, N. B. (2015). Navigating online virtual group work: Tips for instructors and students. Distance Learning, 12(4), 51-54.

71

Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9(3), 85-87.

73

Milman, N. B. (2009). Differentiating instruction in online environments. Distance Learning, 6(3), 87-89.

77

Milman, N. B. (2014). Snow days: Is distance eduction a solution in K-12 schools? Distance Learning, 11(2), 45-48.

Section 4: Community of Inquiry Articles by Other Distance Learning Authors

81

Introduction to Section 4: Teaching Presence-Designing Online Education

83

Bolduc-Simpson, S., &amp

Simpson, M. (2012). Social places in virtual spaces: Creating A social learning community in online courses. Distance Learning, 9(3), 33-42.

93

Griffiths, M. E., &amp

Graham, C. R. (2009). The potential of asynchronous video in online education. Distance Learning, 6(2), 13-22.

103.

Jones-Roberts, C. (2018). Increasing social presence online: Five strategies for instructors. Distance Learning, 15(2), 47-50.

107

Stein, D. S., &amp

Wanstreet, C. E. (2008). Chats and shared understanding: How instructors can help learners use academic chat rooms. Distance Learning, 5(1), 49-54.

113

Wanstreet, C. E. (2013). e-Coaching success strategies for synchronous discussions. Distance Learning, 10(2), 19-24.

Introduction to the Special Issue

Designing and Teaching Online Courses During Uncertain Times: Applying the Community of Inquiry Framework in Online Education

Natalie B. Milman

1. Section 1: Social Presence-Supporting Students: this section includes articles about how faculty and those who work in institutions of higher education might best support online students, as well as nurture students' social presence.

2. Section 2: Cognitive Presence-Engaging Students: this section provides resources and information about how to engage online students, which is critical to fostering cognitive presence.

3. Section 3: Teaching Presence-Designing for Online Education: this section offers online educators with various tips and resources for designing effective online education and cultivating teaching presence.

4. Section 4: Distance Learning CoI Articles: this section has five articles authored by other researchers that incorporated the CoI and that were published in Distance Learning. These were selected to show how others have conceptualized the CoI fram...

References

Section 1

Social Presence-Supporting Students

1. Tuckwiller, B., &amp

2. Milman, N. B., &amp.

Tuckwiller, B. (2020). Fostering blended and online students' well-being. Distance Learning, 17(1), 48- 52.

3. Milman, N. B. (2018). Teaching online postsecondary students with a disability, chronic health condition, or mental or emotional illness: Resources for instructors. Distance Learning, 15(3), 75-77.

What Is Student Well-Being?

A Definition for Those Who Teach Students in Blended and Online Higher Education Settings

Beth Tuckwiller and Natalie B. Milman

What Does Student Well-Being" Mean?

Resources to Support Students' Well-Being

Fostering Blended and Online Students' Well-Being

Natalie B. Milman and Beth Tuckwiller

How Can Online Instructors Cultivate Student Well-Being?

Teaching Online Postsecondary Students With a Disability, Chronic Health Condition, or Mental or Emotional Illness

Resources for Instructors

Online Resources

Print Resources

How Can Online Instructors Better Support Their Students?

1. Help students recognize and address conflict and disagreements. In most of my courses, I require some type of collaborative work. Yet, I am not always made aware when group members have disagreements or simply do not get along. Although I am not a...

2. Seek ways to connect with and motivate students. it can be challenging to connect with and motivate students one never meets or sees. However, there are many ways to connect with and motivate students, ranging from direct e-mail communications and...

3. Provide specific, constructive, yet critical feedback for improvement. We know that providing feedback is very important to the learning process. However, broad comments, even positive ones such as "Great job!," do not help students understand.

4. Show students you care. There are many ways in which an instructor can demonstrate that s/he cares. One can contact students who are ill (or who have an ill family member) to inquire how they are doing. If a student experiences a loss or has/adopt...

5. Ask students to communicate. Asking students to communicate with you if/ when anything impedes their ability to complete work is very important. I always emphasize the importance of communicating before something happens (if feasible) rather than ...

6. Spell out and model your expectations. This is a recommendation you will find in nearly any resource for online instructors. However, it cannot be emphasized enough. Not only does providing clear expectations help ensure students know what to expe...

7. Ask for students' feedback to improve instructions/assignments/etc. Occasionally my instructions need further explanation and assignments need revision (or to be eliminated). There are both formal and informal ways to solicit feedback from stude...

8. Put yourself in their shoes. As instructors, it is easy to forget what it was like to be a new learner years after completing a program, participating in a course with people one has never met, using technology tools one has never used before, and...

Section 2

Cognitive Presence-Engaging Students

1. Milman, N. B. (2016). What is engagement? Distance Learning, 13(3), 61-64.

2. Milman, N. B. (2019). Designing active learning experiences in online courses. Distance Learning, 16(2), 85-87.

3. Milman, N. B., &amp

4. Milman, N. B. (2008a). Scaffolding student facilitation of online discussions. Distance Learning, 5(4), 25-27.

5. Milman, N. B. (2008b). Strategies for participating in online conferences and discussions. Distance Learning, 5(2), 92-95.

Notes:

Description based on publisher supplied metadata and other sources.

Part of the metadata in this record was created by AI, based on the text of the resource.

ISBN:

9781648024429

1648024424

OCLC:

1257667597