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The Online Teaching Survival Guide, 2nd Edition

Book Description

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.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. List of Tables, Figures, and Exhibits
  5. Foreword
  6. Preface
  7. Acknowledgments
  8. About the Authors
  9. Introduction
    1. Intended Audiences and Uses for This Book
    2. Book Overview
    3. How to Use This Guide
  10. Part One: Core Principles and Best Practices of Online Teaching and Learning
    1. Chapter 1: Teaching Online: The Big Picture
      1. Preparing to Teach in the Online and Blended Environments
      2. Uh-Oh. What Did I Say I Would Do?
      3. Is This You?
      4. The Definition of a Course
      5. How Do Online and Blended Courses Differ from Traditional Courses?
      6. Types of Online and Blended Courses
      7. The Four Stages of a Course
      8. Learning Theories and Theorists
      9. Summary—and What's Next
    2. Chapter 2: Pedagogical Principles for Effective Teaching and Learning: Ten Core Learning Principles
      1. Background of the Ten Core Learning Principles
      2. Ten Core Learning Principles
      3. Summary—and What's Next?
    3. Chapter 3: Best Practices for Teaching Online: Ten Plus Four
      1. Best Practices for Online and Blended Teaching and Learning
      2. Four More Best Practices for Online and Blended Teaching and Learning
      3. Summary—and What's Next
    4. Chapter 4: Technology Tools to Support Teaching and Learning
      1. Guidelines for Choosing and Using Technology Tools
      2. Basic Set of Technology Tools for Online and Blended Teaching and Learning
      3. Basic Set of Digital Technology Tools: Their Teaching and Learning Purposes
      4. More Thoughts on the Basic Tools
      5. Tools for Practicing Contextual Knowledge and Exploring Possibilities
      6. Staying in Sync with Tools
    5. Chapter 5: Four Phases of a Course: Themes and Happenings
      1. Phase 1 Course Beginnings: Starting Off on the Right Foot
      2. Phase 2 Early Middle: Keeping the Ball Rolling
      3. Phase 3 Late Middle: Letting Go of the Power
      4. Phase 4 Closing Weeks: Pruning, Reflecting, and Wrapping Up
      5. Summary—and What's Next
  11. Part Two: Simple, Practical, and Pedagogically Based Tips
    1. Chapter 6: Phase 1: Course Beginnings: Starting off on the Right Foot
      1. Tips for the Course Beginnings
      2. Getting Started—Preparing Your Syllabus and Course Site
      3. CB Tip 1: Essential Elements of an Online or Blended Course Syllabus and Course Site
      4. CB Tip 2: More on the Significant Elements of an Online or Blended Syllabus
      5. CB Tip 3: Creating a Syllabus That Jump-starts Learning
      6. CB Tip 4: Using “Bookending” to Add Structure and Meaning to Your Course
      7. CB Tip 5: Generating Energy and Purpose with Specific Learning Goals
      8. Getting Started—Launching Your Course
      9. CB Tip 6: Hitting the Ground Running: Maximizing the First Week
      10. CB Tip 7: Launching Your Social and Cognitive Presence
      11. CB Tip 8: Getting to Know Students' Minds: The Vygotsky Zone of Proximal Development
      12. CB Tip 9: Getting into the Swing of a Course: Is There an Ideal Weekly Rhythm?
      13. Creating and Managing Discussion Posts
      14. CB Tip 10: The Why and How of Discussion Boards: Their Role in the Online Course
      15. CB Tip 11: Characteristics of Good Discussion Questions
      16. CB Tip 12: Power Questioning for Meaningful Discussions
      17. CB Tip 13: Response Posts—A Three-Part Structure
      18. CB Tip 14: Discussion Wraps: A Useful Cognitive Pattern or a Collection of Discrete Thoughts?
      19. CB Tip 15: Using Discussion Forums to Gather Evidence of Learning
      20. CB Tip 16: Feedback in Discussion Posts—How Soon, How Much, and Wrapping Up
      21. CB Tip 17: The Faculty Role in Blended and Online Courses
      22. Summary—and What's Next
    2. Chapter 7: Phase 2: Keeping the Ball Rolling in the Early Middle
      1. Tips for the Early Middle
      2. EM Tip 1: Tools for Teaching Presence: E-mails, Announcements, and Discussion Forums
      3. EM Tip 2: Monitoring Student Progress Using Learning Management Systems
      4. EM Tip 3: Early Feedback Loop from Learners to You
      5. EM Tip 4: Early Feedback Tools: Rubrics, Quizzes, and Peer Review
      6. EM Tip 5: Steps in Memory-Making: What Teaching Behaviors Make a Difference
      7. EM Tip 6: Tips for Making Your Grading Time Efficient and Formative for Learners
      8. EM Tip 7: Dealing with Difficult Students—What Do You Do?
      9. Building the Cognitive Presence
      10. EM Tip 9: Core Concepts of a Course—Do You Know Yours?
      11. EM Tip 10: Designing Assessment Plans for Online and Blended Courses
      12. EM Tip 11: Three Best Assessment Practices
      13. EM Tip 12: Assignments for the Evaluating and Creating Levels of Bloom's Taxonomy
      14. Strategies and Tools for Building Community
      15. EM Tip 13: Collaborating with Groups of Two or Three—Casual Grouping
      16. EM Tip 14: Group Projects in Online Courses: Setting Up and Structuring Groups
      17. EM Tip 15: Using Synchronous Collaboration Tools
      18. EM Tip 16: Using Audio and Video Resources to Create a More Engaging Course
      19. Summary—and What's Next
    3. Chapter 8: Phase 3: Letting Go of Power in the Late Middle
      1. Overview of Late Middle Tips
      2. Going Deeper: Leveraging the Power of Questions
      3. LM Tip 1: Questions and Answers: Upside Down and Inside Out
      4. LM Tip 2: Three Techniques for Making Your Students' Knowledge Visible
      5. LM Tip 3: Developing Rigor in Our Questioning: Eight Intellectual Standards
      6. LM Tip 4: Moving Beyond Knowledge Integration to Defining Problems and Finding Solutions
      7. Feedback for Cognitive Growth
      8. LM Tip 5: “Are You Reading My Postings? Do You Know Who I Am?” Simple Rules for Feedback in Online Learning
      9. LM Tip 6: Feedback on Assignments: Being Timely and Efficient
      10. LM TIP 7: Substantive Feedback: Doing It Wisely and Well
      11. LM Tip 8: Rubrics for Analyzing Critical Thinking
      12. Assessing Learning as You Go with Projects
      13. LM Tip 9: Customizing and Personalizing Learning Projects
      14. LM Tip 10: Managing and Facilitating Group Projects
      15. LM Tip 11: Assessing Group Projects
      16. LM Tip 12: Four Effective Practices During Project Time
      17. Community Empowerment and Social Networking
      18. LM Tip 13: Course Middles and Muddles: Souped-Up Conversations That Help Build Community
      19. LM Tip 14: Using Social Networking Techniques to Build a Learning Community
      20. LM Tip 15: Experts: A Touch of Spice
      21. Summary—and What's Next
    4. Chapter 9: Phase 4: Pruning, Reflecting, and Wrapping Up
      1. Tips for the Closing Weeks
      2. Meaningful Projects and Presentations
      3. CW Tip 1: Using What-If Scenarios: Flexing Our Minds with Possibilities
      4. CW Tip 2: Stage 3 of a Learning Community: Stimulating and Comfortable Camaraderie
      5. CW Tip 3: Learners as Leaders
      6. CW Tip 4: Course Wrapping with Concept Mapping: Capturing Course Content Meaningfully
      7. CW Tip 5: Using Case Studies in Online Courses: Making Content Real
      8. Preparing for the Course Wrap
      9. CW Tip 6: Pausing, Reflecting, and Pruning Strategies
      10. CW Tip 7: Closing Experiences: Wrapping Up a Course with Style
      11. CW Tip 8: Real-Time Closing Gatherings: Stories and Suggestions
      12. CW Tip 9: Debriefing Techniques: What One Change Would Students Recommend?
      13. Conclusion—and What's Next
    5. Chapter 10: Teaching Accelerated Intensive Courses
      1. Tips for Intensive Courses (IC)
      2. IC Tip 1: Designing for Intensive Courses Using Content Framing and Case Studies
      3. IC Tip 2: High-Impact Practices for Short Courses: Reflections, Patterns, and Relationships
      4. IC Tip 3: Developing Expertise in Short Courses: Can It Be Done?
      5. Conclusion—and What's Next
  12. Part Three: Continuing Your Journey to Expertise
    1. Chapter 11: What's Next: Reflecting and Looking Forward
      1. Reflecting and Looking Forward Using the Four Course Phases
      2. Reflecting and Looking Forward with the Learning Experiences Framework
      3. Advice from Fellow Online Instructors
      4. Conclusion: Innovation as a Three-Phase Process
  13. Appendix A: Resources for Learning More about the Research and Theory of  Teaching Online
    1. Books
  14. References
  15. Index
  16. Subject Index
  17. End User License Agreement