Rena M Palloff, Keith Pratt

Lessons from the Virtual Classroom

The Realities of Online Teaching, 2nd Edition

• Broschiertes Buch

Produktbeschreibung

Rena Palloff and Keith Pratt, the most trusted online teaching experts, have completely updated and revised this classic to reflect changes in technology and advances in online teaching made in the last decade, in order to meet today's online learning challenges. The book continues to offer helpful suggestions for dealing with such critical issues as evaluating effective tools, working with online classroom dynamics, addressing the special needs of online students, making the transition to online teaching, and promoting the development of the learning community. Filled with numerous examples from actual online courses and insights from teachers and students, new topics include the open source movement, Web 2.0, Google groups, and topics for the K-12 sector.

Produktdetails

• Verlag: John Wiley & Sons / Wiley
• 2nd edition
• Seitenzahl: 272
• Erscheinungstermin: 17. Juni 2013
• Englisch
• Abmessung: 235mm x 191mm x 15mm
• Gewicht: 514g
• ISBN-13: 9781118123737
• ISBN-10: 1118123735
• Artikelnr.: 37047880

Autorenporträt

Rena M. Palloff and Keith Pratt have consulted to universities in the development and delivery of online learning since 1994. In conjunction with Fielding Graduate University, they developed the Online Teaching and Learning academic certificate program. They are the authors of Lessons from the Cyberspace Classroom, The Virtual Student, Collaborating Online, Building Online Learning Communities, Assessing Online Learning, and The Excellent Online Instructor all from Jossey-Bass.

Inhaltsangabe

Figures, Table, and Exhibits xi Preface to the Second Edition: The Face of
Online Learning Today xiii The Authors xix Acknowledgments xxi Part One:
Rethinking Education for an Online World 1 1 Online Learning in the
Twenty-First Century 3 Online Learning Today 6 Current and Emerging
Technologies 8 Emerging Issues for Both Faculty and Administrators 9
Technology for Online Teaching Is Chosen Without Faculty Input * Governance
Issues Have Emerged * Intellectual Property, Course Design, and Course
Ownership Issues * Just Like Faculty, Students Need to Be Trained to Learn
Online * Instructor Workload Recent Developments in K-12 Online Learning 16
The Effectiveness of Distance Delivery 18 2 The Art of Online Teaching 21
Lack of Preparation 22 Who Should Teach Online? 23 Training, Training, and
More Training 24 Using Mobile Technology in Faculty Training 27 New
Processes, New Relationships 28 Online Pedagogy 30 Keys to Success 30
Ensuring Access to and Familiarity with Technology * Establishing
Guidelines and Procedures * Achieving Maximum Participation * Promoting
Collaboration * Promoting Reflection The Final Transition: Assessing and
Evaluating Students and Ourselves 41 Supporting Instructors to Make the
Transition 43 3 Administrative Issues and Concerns 45 Faculty Time,
Compensation, and Questions of Tenure 47 Program Planning and Development
49 Another Look at Faculty and Student Support, Training, and Development
52 Governance and Intellectual Property 54 Student Retention 56 Some Last
Thoughts on Administrative Issues and Concerns 58 4 The Tools of Online
Teaching 61 Technology in the Twenty?]First Century 62 Matching the
Technology to the Course 64 What Are Web 2.0 Technologies? 70 Common Forms
of Web 2.0 Technologies * Using Web 2.0 Tools in Online Courses Choosing
Technology Wisely 75 When the Technology Is a Problem * Evaluating
Technology * Use of Technology * Infrastructure * Instructional Strategy
When Money Is an Issue 81 Accessibility Is a Major Concern 82 Part Two:
Teaching and Learning Online 85 5 Transforming Courses for the Online
Classroom 87 Starting Over: Considerations in the Development of an Online
Course 89 Who Are My Students? * Is This a Course That Will Successfully
Transfer to the Online Environment? * How Do I Define Learning in This
Content Area, and What Do I Want to See as the Learning Outcomes? * What Do
I Want to Accomplish Through This Course? * What Guidelines, Rules, Roles,
and Norms Need to Be Established for Course Completion? * How Do I Plan to
Deliver Course Material? * How Comfortable Am I in Releasing Control to the
Learners? * How Do I Want to Organize the Course Site? * How Will I Assess
Student Performance in This Course? * How Will I Address Attendance
Requirements? The Process of the Course 106 Beginnings * Once the Course
Has Started * Endings 6 Teaching Courses Developed by Others 119 A Focus on
Content 121 Ability to Adjust the Course 122 Examples of Customization 123
When Customizing Is Not Possible 124 Building Community into the Process
125 Evaluating a Course Developed by Another 126 Issues of Intellectual
Property 129 Courses with Rolling Admission 130 Final Thoughts on Teaching
a Course Developed by Another 132 7 Working with the Virtual Student 135 If
We Build It, They Will Come 136 The Successful Learner in the Online
Classroom 137 Addressing Different Learning Styles 140 Recognizing and
Working with Those Who Do Not Succeed 141 The Role of the Learner in the
Online Learning Process 142 Knowledge Generation * Collaboration * Process
Management Maximizing the Potential of the Virtual Student 148 Use Best
Practices from the Face?]to?]Face Classroom to Promote Participation Online
* If a Student Is Absent for a Week, Contact Him or Her to Determine the
Reason * If Students Have Technical Difficulties, Offer Support or Connect
Them with Tech Support * If Conflict Hurts Participation, Intercede with
the Students Involved * If Security Breaches Cause Nonparticipation, Report
Them Quickly to Reestablish a Sense of Privacy * Log On to the Online
Classroom Three or More Times a Week (Daily If Possible!) to Keep the
Discussion Moving * Learn How to Ask Broad Questions That Stimulate
Thinking to Promote Participation * Include Humor in Your Posts to Help
Students Feel Welcome and Safe * Post a Welcoming Response to Student
Introductions to Help All Join More Successfully Teaching Students to Learn
in the Online Environment 154 Respecting Student Intellectual Property 156
8 Online Classroom Dynamics 159 Group Dynamics and Online Classroom
Dynamics 160 Applying What We Understand About Groups to Online Classes 163
Preforming * Unity * Disunity * Conflict?]Confrontation * Disharmony *
Harmony * Performing * Concluding Thoughts About the Soul and Spirit Group
Other Ways of Looking at Online Groups 171 The Student * The Group * The
Instructor/Facilitator * The Task * The Technology Conflict Revisited 175
Working with Difficult Students 179 When It Simply Isn't Working 181 9
Lessons Learned in the Virtual Classroom 187 A Look Back 187 The Myths 188
Lessons for Faculty 189 Instructors Need Not Fear Online Learning * Course
Development Needs to Focus on Interactivity, Not Content * Instructor and
Student Roles Need to Change Lessons for Instructional Designers and
Faculty Developers 191 Both Faculty and Students Need Training * Faculty
Who Teach Online Need to Feel Supported Lessons for Administrators 192
Support Online Faculty Through Fair Compensation * Institutions Should
Develop a Strategic Plan * Institutions Should Develop an Infrastructure
First * Technology Should Be Chosen by an Inclusive Committee * Pay
Attention to the New Regulatory Environment A Look into the Near Future 195
Technology * Course and Program Quality and Design * Professional
Development * How Faculty and Students Interact * Research into Online
Education Appendix A: Sample Training for Faculty 203 Introduction to and
Best Practices in Online Teaching 203 LEARNING UNITS * Week 1 * Week 2 *
Week 3 * Week 4 Intensive Training Focused on Collaboration and Building
Online Learning Communities 212 Day 1: Defining and Recontextualizing
Community * Day 2: Human and Practical Considerations in Online Learning *
Day 3: Moving Teaching and Learning Online * Day 4: Promoting Collaborative
Learning * Day 5: Transformative Learning Appendix B: Additional Resources
219 Communities of Practice 219 Mobile Applications and Web 2.0
Applications 220 Certificate Programs in Online Teaching 221 Online
Conferences 222 Online Journals About Online Teaching 223 Professional
Organizations 223 Course Evaluation Rubrics 224 References 225 Index 235