The new edition of what is now considered a classic on online learning has been expanded by about a third to reflect new opportunities offered by social media, new insights and ideas derived from the author’s teaching in the eight years since she wrote the first edition, as well as from extensive research in the latest literature. In particular, Tisha Bender investigates whether the existing paradigm of teaching and learning has been changed, not so much because of the advent of the Internet, but because of the potential divide between the expectations and practices of students who are “digital natives” of the digital revolution, and those of their teachers who are mostly “digital immigrants”. She addresses the question: do we need to change the way we teach in order to reach and engage digital natives fruitfully and enjoyably in their education.This accessible and comprehensive book offers an engaging and practical approach to online teaching that is rooted in the author's experience and enthusiasm for creating a virtual environment that engages students and fosters their deep learning. This is a book for all educators and administrators in higher education, in any discipline, engaged in, or contemplating offering, online classes that involve discussion or collaborative learning. It is relevant both to faculty teaching a hybrid and face-to-face classes, and courses conducted entirely online.
Author(s): Tisha Bender
Edition: 2
Publisher: Routledge
Year: 2012
Language: English
Pages: 278
City: New York
Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
Acknowledgments
Preface
Introduction
Part One: Theoretical Implications: Building A Body of Online Pedagogy
1: The Distance Factor
Can the Mind Exist Independently from the Body?
Differentiating Between Space and Place
Distinguishing Between Physical Distance and Transactional Distance
How the Social Dimension Impacts on Transactional Distance
2: The Optimal Role of the Online Teacher
Who Do We Teach?
The Importance of Personalizing Education
Student Characteristics
3: Rethinking Learning Theory Within The Online Class
Hierarchy of Thoughts and Acquisition of Knowledge
Benjamin Bloom’s Taxonomy
Paying Attention
The Role of Long-Term Memory and Prior Knowledge
Self-Regulating and Reinforcing Long-Term Memory
Application of Learning Theories to the Online Environment
Can Technology Give Access to Previously Inaccessible Information?
Learning How to Use the Technology
Translating Concepts from the Real World to the Virtual World
The Significance of Active Learning on Knowledge Acquisition
The Importance of Awareness of Student Needs and Differing Abilities
Factors That Work against Knowledge Acquisition and Feeling of Community
The Impact of Nonlinear Learning
4: Paradigm Lost
The New Digital Media and Its Impact on Contemporary Education
Alteration of Interpersonal Relationships within Online Settings
The Influence of Connectivity on One’s Frame of Mind
Changes in the Style of Reading and the Pursuit of Knowledge
Can Digital Media Change the Way We Think?
Changes in the Style of Writing and the Expression of Knowledge
Multitasking
Increase in the Playing of Video Games
A Look Back and a Speculative Look Ahead
The Evolution of Reading and Writing, and Its Impact on Learning
Some Current Applications of Digital Technologies in Education
Speculations on the Future Value of the New Digital Media in Education
Part Two: Practical Applications
5: Course Design
Customizing the Class
Biographical Statement and Syllabus
Posting an Introductory Lecture
Posting a First Discussion Forum
Setting up Twitter Accounts and Google Docs
Posting an Announcement
Signposts
Arrangement of Lecture Material
The Online Lecture Format
6: Starting to Teach The Online Class
Anxiety
Means of Engagement
The Benefits of Contacting Each Student Individually at the Start of the Semester
Designing an Informal First Discussion Topic
Asking Students to Discuss Relevant Experiences in Their Personal Introductions
Completing a Sentence
Students Interview and Introduce Each Other
Providing a Hook
Visualization Techniques
Playing a Game
Asking Students What They Hope to Learn from the Course
Asking Students to Write Short Descriptive Stories about Themselves
Moving Beyond the Online Lounge: Getting to Know Your Students in a Hybrid
Establishing the Right Tone
7: Aspects of Online Communication
How to Facilitate and Stimulate Online Discussion
Clearly Define Your Expectations for Discussion
Employ the Socratic Method
Some Obstacles to Participation in Online Discussion
Suggestions for Overcoming Lack of Participation
Circumvent Problems before They Occur
Ask the Right Questions
Consider the Layout of Responses
Be Encouraging to Students Who Remain Quiet
Using Social Media Such as Twitter, Facebook, Blogs, or Skype to Stimulate Online Discussion
How Do We Speak Online?
Style of Online Writing
Scope for Misinterpretation
Gender Differences
Racial Differences
How We Show We Are Listening and Caring Online
Who Cares? Listening and Caring
September 11, 2001
Pedagogical Loneliness
Overcoming Problematic Situations
Heated Online Discussions
The Late Student
Academic Integrity
Suggestions for How to Avoid Feeling Overwhelmed
8: Innovative Online Teaching Techniques
Group Work
Group Hopping
Optimal Group Size
Implications of the Instructor Seeing Each Group Discussion
Group Work in Large Classes: Case Studies and Collaborative Problem Solving
Assigning Groups
Individual Student Roles within Their Group
The Instructor’s Contribution to Group Discussion
The Nonparticipating Student
Group Presentations
Other Forms of Group Work
Role-Playing
A Writing Game
Holding a Debate
Synchronous Online Tools
Suggested Uses of Synchronous Online Tools
Faculty Reactions to Synchronous Online Conversations
Student Reactions to Synchronous Online Conversations
Ground Rules Concerning Conversation Patterns and Flows
Should Attendance in the Online Chat Be Mandatory?
Using Skype as a Synchronous Online Educational Tool
Online Guest Lecturers
The Online Guest Makes a Scheduled Synchronous Appearance
The Online Guest Spends a Week in the Class, Responding Asynchronously
Virtual Field Trips
Integration of Web Sites
Guidelines for Students Doing Web Research
Student Presentations of Their Discovered Web Sites
Other Types of Student Online Presentations
Student Portfolios
Academic Writing for Students in the Age of the Internet
Use of Portfolios in Online Workshops
Comparison of a Master Class with an Online Workshop
Journals
Online Team Teaching
Advantages of Team Teaching
Potential Problems of Team Teaching
Intriguing Uses of the Team Teaching Concept
Handling an Interruption or Unexpected Change of Direction
Team-Teaching the Hybrid Class
Grading
Online Testing and Grading
Knowing a Student’s Real Identity
Grading the Electronic Essay or Take-Home Exam
Grading for Quality of Responses in Online Discussion
Grading Group Work
Grading Synchronous Online Conversations
Grading Online Multiple-Choice Quizzes
Part Three: Assessment
9: Opinions About Online Teaching and Learning
Online Education Versus Correspondence Courses
Caring about Students You Never Meet
Exerting Quality Control Online
Overwhelming Aspects of Incorporating Technology
Learning to Meaningfully Apply Technology in Education
One Size Does Not Fit All
Hidden Costs
Online Teaching Is Time-Consuming
The Value of Being Physically Present
Advantages of Freedom and Flexibility
Richer, More Reflective Discussion
Informality as an Online Asset
High Satisfaction Levels of Online Students and Faculty
10: Building A Model Of Assessment Of Online Education
Factors to Be Considered When Performing Assessments
Emotional Reactions
Are All Students Suited to Online Learning?
Can Meaningful Comparisons Be Made Between Campus and Online Classes?
Impact of the Technology
Other Possible Frustrations of Online Students
Is Online Education Suitable for All Instructors?
Pragmatic Considerations of Accurately Performing Assessments
Transference of Knowledge and Skills
A Criteria-Referenced Study: Assessment as a Measure of Achievement of Course Goals and Learning Outcomes
Technological Stability
Concluding Comments about Assessment of Online Education
Learning as a Social Process, Impacted by Long-Term Memory
The Assessment Triangle
The Value of Small-Scale Assessments
The Impact on Analytical Skills and Knowledge Acquisition
Preconceived Ideas about Innate Ability
Transference of Acquired Knowledge
Additional Skills Acquired as an Online Learner
The Need for Frequent Formative Assessments and Student Feedback
Feedback from Peers
Afterword
References
Index
