Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education

Preface
Contents
Editors and Contributors
Part IInnovations and Advances in Online Education
1 Online Education by Design: Using Evidence and Course Analytics to Achieve Best Online Teaching and Learning Practice
1.1 Introduction
1.2 Design for Learning
1.3 Evidence-Informed Design for Learning
1.4 Integrating Evidence and Analytics into Online Instruction
1.5 Future Directions
1.6 Reflections and Recommendations
References
2 Am I Just Another Number? Using Online Education Innovations to Personalise and Improve the Student Experience in Online Learning
2.1 Introduction
2.2 Automated Emails to Connect with Students
2.3 Audio Feedback with Feedforward Feedback
2.4 Live Chat
2.5 Conclusion
References
3 Enhancing the Online Student Experience Through Creating Learning Communities—The Benefits of Chatbots in Higher Education
3.1 Introduction
3.2 The Benefits of Chatbots for Online Education
3.3 An Easy Fix: Reducing Feelings of Isolation
3.4 About Differ
3.5 The Planned Pilot
3.6 Reflections and Recommendations
3.7 Recommendations Specific to Online Education
3.8 Conclusions
References
4 Enhancing the Online Education Experience Using Virtual Reality
4.1 Introduction
4.2 Definition
4.3 Development of VR
4.4 Rationale for the Use of VR in Education
4.5 Educational Drivers
4.6 VR and Online Learning
4.7 Emerging VR Education Research Outcomes
4.8 Reflections and Recommendations
4.9 Conclusion
References
5 Learning Design Meets Service Design for Innovation in Online Learning at Scale
5.1 Introduction and Context—A Case for Change
5.2 Design in Education and Design Thinking
5.3 Degree Design Thinking: A Case Study
5.4 Beginning an Approach to Student Journey Mapping
5.5 Designing Degrees@FutureLearn
5.5.1 What Degrees?
5.5.2 What Pedagogy?
5.5.3 What Experience?
5.5.4 What Team?
5.6 Towards a Holistic Understanding of CloudFirst Degree Design Thinking
5.7 Recommendations
References
6 An Online Education Toolbox
6.1 Technological Advancement and Innovations in Online Education
6.2 Learning Management Systems (LMS’s)
6.2.1 HTML5 (H5P)
6.2.2 e-Assessments
6.2.3 Student Communications
6.3 Mobile Apps
6.4 eWorkbooks
6.5 Teleconferencing
6.6 Simulation
6.7 Artificial Intelligence
6.8 Reflections and Recommendations
References
7 Developing, Maintaining and Using Active Learning Resources for Online Learning and Teaching
7.1 Introduction
7.2 Background
7.3 Resources
7.3.1 The Micrograph Library
7.3.2 The Video Library
7.3.3 Teaching and Learning Packages (TLPs)
7.4 Resource Development and Usage
7.4.1 Development
7.4.2 Overall Usage
7.4.3 Use in Active Learning
7.5 Reflections and Recommendations
7.5.1 Technology
7.5.2 Funding
7.5.3 Resources and Users
References
8 From Virtual to Reality—A Practical Guide to Creating Educational Virtual Reality Content
8.1 Introduction
8.2 Defining Virtual Technologies
8.2.1 Virtual Reality (VR)
8.2.2 Augmented Reality (AR)
8.2.3 Mixed Reality (MR)
8.3 Contemplation Phase: Asking Why?
8.3.1 Gamification
8.3.2 Realism and Immersion
8.3.3 Active Learning
8.3.4 Enjoyment and Motivation
8.4 Challenges to Using Virtual Technologies
8.5 Production Phase: Assessing the Technology Landscape
8.5.1 VR HMDs
8.5.2 AR and MR
8.5.3 Developing Content for VTs
8.6 Dissemination Phase: Presenting Your Content
8.6.1 Ethics
8.6.2 Preparing Students for VTs
8.7 Reflections and Recommendations
References
9 An Online Research Portal—An Integrated and Transferable Fully Online Research System
9.1 Introduction
9.2 Research Portal Features
9.3 Research Portal Reach, Use, and Effectiveness
9.4 Research Portal Educational Implications
9.5 Research Portal—The Next Generation
9.6 Reflections and Recommendations
References
Part IIStudent-Centred Online Education
10 Back to the Education Future—Evidence-based Student-Centred Approaches to Online Curriculum Design and Delivery
10.1 Context and Frameworks
10.2 Case Study 1: Design and Delivery of an Online Unit on the Psychological Science of Well-being
10.3 Case Study 2: Graduate Diploma in Psychology
10.4 Reflections and Recommendations
10.5 Conclusion
References
11 “Same Same or Different?” Predictors of Student Success in Online Courses
11.1 Introduction
11.2 What is Student Success?
11.3 General Student Predictors of Online Student Success
11.3.1 Engagement with Learning Content
11.3.2 Students’ Past Experiences/Use of Online Chat Rooms
11.3.3 Self-regulated Learning
11.3.4 Self-efficacy
11.4 Predictors of Success that Are Unique to Online Psychology Courses
11.5 Reflections and Recommendations
References
12 Transcending “Distance” in Distance Education
12.1 Introduction
12.2 Psychological Distance and How It Applies to Online Education
12.3 Psychological Distance and Engagement
12.4 Reflections and Recommendations for Contextualising Learning in an Already Decontextualized Context
12.5 Conclusion
References
13 Sticks and Stones? Recognising and Optimally Responding to ‘eRage’—A Growing Educational Challenge
13.1 Online Education: The Challenges
13.2 Instructional Dissent in Online Education: ‘eRage’
13.3 eRage: Why Does It Occur?
13.4 eRage: Classroom Justice?
13.5 Reflections and Recommendations
References
14 The Authentic Online Teacher—Practical Insights from Rogers’ Person-Centred Approach
14.1 Introduction
14.2 What Is Authenticity?
14.3 Benefits of Authenticity
14.4 Reflections and Recommendations
References
15 Accessibility and Inclusivity in Online Teaching
15.1 Introduction
15.2 Definition
15.3 Delivering Lectures
15.4 Provision of Learning Materials
15.5 Reflections and Recommendations
References
16 Creatively Flexible, Technology Fluent—Developing an Optimal Online Teaching and Design Mindset
16.1 Introduction
16.2 Emerging Contexts Pushing us Forward
16.3 The Foundations of Creativity and Technology Fluency in Mindset
16.4 Creativity as a Component of Mindset
16.5 Technology Fluency as a Component of Mindset
16.6 Redesigning an ASU Doctoral Course to Move Online
16.7 Example 1: Harnessing Openness for Systems Change and Leadership
16.8 Example 2: Technology Fluency and the Multi-Modal Innovation
16.9 Reflections and Recommendations
References
17 Ready or not, Here I Come—Preparing Online Students for the Real Working World
17.1 Introduction
17.2 Operationalisation of Work Readiness
17.3 Online Learning and Work Readiness
17.4 Reflections and Recommendations
17.5 Conclusion
References
18 No Student is an Island—Students’ Perspectives of Sense of Community in Online Higher Education
18.1 Is There a Lack of Community in Online Education?
18.2 Students’ Perspectives of Sense of Community in a Fully Online, Intensive-Mode Program
18.3 Reflections and Recommendations
References
19 Is It Time to Create a Hierarchy of Online Student Needs?
19.1 Introduction
19.2 Well-Being in the Online World
19.3 Case Studies of Well-Being and Other Resources for Online Students
19.4 Building Communities Within the Online World
19.5 Reflections and Recommendations
References
Part IIIOnline Education Examples
20 Back to the Education Future—Deep Online Learning Opportunities
20.1 Introduction
20.2 Interview with Prof. James Flynn
20.2.1 Deep Learning Challenges and Opportunities
20.2.2 Deep Research Challenges and Opportunities
20.3 Conclusion
References
21 A Student’s Perspective—What Makes a Good Online Student?
21.1 Introduction
21.2 Organisation
21.3 Engagement
21.3.1 Asynchronous Study
21.3.2 Synchronous Study
21.4 Support
21.5 Recommendations and Reflections
22 Online Education in the Time of COVID—a Political Science Student's Perspective
22.1 Introduction
22.2 Online Learning Challenges and Opportunities
22.3 Online Political Science Learning Challenges and Opportunities
22.4 Online Education in the Time of COVID Challenges and Opportunities
22.5 Reflections and Recommendations
23 New Frontiers: The ‘E-Academic’ in Higher Education
23.1 Introduction
23.2 The E-Academic as an Educator
23.3 The E-Academic as an Administrator
23.4 The E-Academic as a Faculty Member
23.5 Reflections and Recommendations
References
24 Lies, Damn Lies and Logistics: Teaching and Studying Research and Statistics Online
24.1 Overview
24.2 Guidelines and Approaches
24.3 Some Important *Landmarks
24.4 *Landmark Scenarios
24.5 Reflections
24.6 Recommendations
Appendix A
References
25 The Mindful Massive Open Online Course (MOOC)—Mindfulness at Scale
25.1 Introduction
25.2 Background
25.2.1 What Is Mindfulness?
25.2.2 Mindfulness in Education
25.2.3 Mindfulness at Monash University
25.3 Challenges of Teaching Mindfulness in an Online Format
25.3.1 Online Versus Face-to-Face Delivery
25.3.2 Fostering Learner Engagement
25.3.3 Practice is More Important Than Theory
25.3.4 It’s Hard Not to be Distracted (Even When Studying Mindfulness)
25.3.5 Continual Improvement
25.3.6 How to Contextualise Generic Skills for a Wide Audience
25.4 Developing and Running the Course
25.5 Outcomes and Evaluation
25.5.1 Who Does the Course?
25.5.2 Starters/Completers/Repeaters
25.5.3 Outcomes
25.5.4 Qualitative Feedback
25.6 Reflections and Recommendations
References
26 A Combined Students’ and Teachers’ Online Education Perspective—You May Ask Yourself: Some Key Questions to Consider Before Beginning an Online Course or Program
26.1 Introduction
26.2 As a Student
26.2.1 What Is Your Purpose?
26.2.2 How Many Highlighters Do You Own?
26.2.3 Are You Willing to Seek Helpful Resources?
26.2.4 Have You Assessed and Planned for How to Deal with Distractions?
26.2.5 Finally, Are You Taking Care of Yourself?
26.3 As a Teacher
26.3.1 What Is the Purpose of the Course?
26.3.2 Who Created This Course?
26.3.3 How Long Can You Pay Attention?
26.3.4 Is the Answer in the Syllabus?
26.3.5 What Are the Deadlines—For My Students and Myself?
26.3.6 Finally, Am I Putting People First?
26.4 Recommendations and Reflections
27 Research Supervision for Online Students—What Makes a Good Online Research Relationship?
27.1 What Is the Supervision Relationship, and Why Is It Important?
27.2 A ‘Good’ Supervision Relationship
27.3 On-Campus Versus Online: The Key Challenges of Online Supervision
27.4 Reflections and Recommendations
27.4.1 Positive Supervisor–Student Relationships
27.4.2 Supportive Peer Relationships
27.4.3 Using Technology in Education and Supervision
27.5 Conclusion
References
28 Climbing Aboard the Online Research MO-PED—Fuelling Good Online Education Outcomes with Good Online Research Programmes
28.1 Introduction
28.2 MO-PED Research Projects
28.2.1 Applying Best Practice Online Learning, Teaching and Support to Intensive Online Environments
28.2.2 Monash University—King’s College, London Online Education Research Programme
28.3 Reflections and Recommendations
References
29 Online Teaching as an Act of Design
29.1 Introduction
29.2 Design for Learning Goals
29.3 Engaging or Design-Based Projects
29.4 Feedback and Assessment
29.5 Building Community and Personal Connection
29.6 Reflections and Recommendations
References
30 The Application of Design Thinking to Convert an On-Campus Course for Online Students
30.1 Design Thinking
30.2 The Context
30.3 What We Did
30.3.1 Theme 1: Easy to Navigate Self-Guiding Online Content
30.3.2 Theme 2: Improved Sense of Belonging
30.3.3 Theme 3: Increased Teacher Presence and Guidance Throughout the Course
30.4 Reflections and Recommendations
References
31 The Experience of Designing, Mentoring and Participating in the Mindfulness for Well-Being and Peak Performance MOOC
31.1 The Design Context for the Course
31.2 Our Experience of Designing, Building, Administering and Overseeing an Online Mindfulness Course—Adrian Devey
31.2.1 Design Principles
31.2.2 Course Design, Development and Build
31.2.3 Learning Outcomes (6-Week MWPP Course)
31.3 Mentoring an Online Mindfulness Course—Dr. Sherelle Connaughton
31.3.1 Initial Impressions
31.3.2 The Mentor Role
31.3.3 Mentoring Challenges
31.3.4 Other Key Lessons Learned
31.3.5 Reflections and Recommendations
31.4 Participating in an Online Mindfulness Course—Alexandra Nance
32 Reflections on the Design and Delivery of Online Corporate Training
32.1 Description of Context
32.2 Challenges and Opportunities
32.3 Recommendations and Reflections
32.4 Conclusion
33 Advancing Online Education Through a Community of Practice
33.1 Introduction
33.2 Engagement and Community Building
33.3 Launch of the Monash Online Education Community of Practice
33.4 Monash Online Learning Hub: A Tangible Example of CoP Collaboration
33.5 Conclusion, Reflections and Recommendations
References
Epilogue: How Can We Best Prepare for Our Brave New Education World? New Directions and Vehicles
Online Education Directions
Online Education Vehicles
Random Growth (Weed) Versus Cultivated Growth (Rose) Models
Spartan Versus Athenian Models
What Next?
References