Aaron S. Richmond, Regan A. R. Gurung, Guy Boysen
A Pocket Guide to Online Teaching (eBook, PDF)
Translating the Evidence-Based Model Teaching Criteria
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Aaron S. Richmond, Regan A. R. Gurung, Guy Boysen
A Pocket Guide to Online Teaching (eBook, PDF)
Translating the Evidence-Based Model Teaching Criteria
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This pithy yet thorough book provides an evidence-based guide on how to prepare for online teaching, especially for those who are making a swift transition from face-to-face to online instruction.
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This pithy yet thorough book provides an evidence-based guide on how to prepare for online teaching, especially for those who are making a swift transition from face-to-face to online instruction.
Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 84
- Erscheinungstermin: 8. März 2021
- Englisch
- ISBN-13: 9781000369823
- Artikelnr.: 60934426
- Verlag: Taylor & Francis
- Seitenzahl: 84
- Erscheinungstermin: 8. März 2021
- Englisch
- ISBN-13: 9781000369823
- Artikelnr.: 60934426
Aaron S. Richmond is a Professor of Educational Psychology at Metropolitan State University of Denver, USA. He studies how humans learn and develop and the application of this knowledge to classroom instruction and assessment.
Regan A. R. Gurung is Professor of Psychological Science and Director of the General Psychology Program at Oregon State University, USA. His research focuses on reducing prejudice, racism, and sexism, and the factors influencing learning.
Guy A. Boysen is a Professor of Psychology at McKendree University, USA. His scholarship emphasizes the teaching of psychology, professional development of teachers, and stigma toward mental illness.
Regan A. R. Gurung is Professor of Psychological Science and Director of the General Psychology Program at Oregon State University, USA. His research focuses on reducing prejudice, racism, and sexism, and the factors influencing learning.
Guy A. Boysen is a Professor of Psychology at McKendree University, USA. His scholarship emphasizes the teaching of psychology, professional development of teachers, and stigma toward mental illness.
Dedication
Preface
1. Apples and Oranges, But Still Fruit: Model Teaching Universals and
Differences
1.1. Confessions of Three Skeptical Teachers
1. The Background of Model Teaching
2. What is Model Teaching?
3. How is Teaching Different Online?
4. Becoming a Model Online Teacher
1.2. Stop, Think, Reflect: The Model Online Teaching Checklist for Training
1.3. Tips For Continued Learning About Model Online Teaching
2. Students Interaction with Content
2.1. Adapting Student Interaction with Content in Online CourseInteraction
with Content Through Student Learning Objectives
1. The Syllabus and Your LMS is a Vehicle for Course Content
2. Interaction with Content Depends on Course Design, Structure, and
Clarity
3. Model Online Teachers use Course Templates to Organize Content
4. Special Considerations for Online Interactions with Content
5. Broadening Instructional Methods
2.2. Stop, Think, Reflect: The Model Online Teaching Checklist for Student
Interaction with Content
2.3. Tips For Continued Learning About Students Interacting with Content
3. Student to Student Interaction
3.1. Adapting Student-to-Student Interaction: How to Build a Community of
Online Learners
1. Establishing Student-to-Student Interaction Through Discussions
Forums
Fostering Student Community with Online Discussion
Communicating Discussion Expectations
Fostering Student Learning with Online Discussion
2. Create Collaborative and Cooperative Online Learning Opportunities
3. Establishing a Community of Learners Necessitates Mitigation of
Student-to-Student Conflict
3.2. Stop, Think, Reflect: The Model Online Teaching Checklist for
Student-to-Student Contact
3.3. Tips For Continued Learning About Student-to-Student Interactions
4. Instructor-to-Student Interaction
4.1. Adapting to Online Instruction to Promote Instructor to Student
Interaction
1. Use the Syllabus to Interact with Students
2. Use Various Instructional Methods and Skills to Interact with Students
3. Practice Effective Online Teaching Skills
4. The Great Debate: Do Model Online Teachers use Synchronous or Asynchronous
Learning?
5. Interact with Students via Student Evaluations of Teaching
6. Interact with Students Through Student Feedback
4.2. Stop, Think, Reflect: The Model Online Teaching Checklist for
Instructor-to-Student Interaction
4.3. Tips For Continued Learning About Online Instructor-to-Student
Interaction
5. Online Assessment
5.1. How to Adapt Assessment to Online Instruction
a. The Process of Assessing Student Learning Online
Communicating Learning Objectives
Alignment of Learning Objectives, Assignments, and Activities
Providing Constructive Feedback Online
Making Assessment-based Changes
b. Teaching Effectiveness Assessment Process
5.2. Stop, Think, Reflect: The Model Online Teaching Checklist for
Assessment
5.3. Tips for Continued Learning About Online Assessment
References
Index
Preface
1. Apples and Oranges, But Still Fruit: Model Teaching Universals and
Differences
1.1. Confessions of Three Skeptical Teachers
1. The Background of Model Teaching
2. What is Model Teaching?
3. How is Teaching Different Online?
4. Becoming a Model Online Teacher
1.2. Stop, Think, Reflect: The Model Online Teaching Checklist for Training
1.3. Tips For Continued Learning About Model Online Teaching
2. Students Interaction with Content
2.1. Adapting Student Interaction with Content in Online CourseInteraction
with Content Through Student Learning Objectives
1. The Syllabus and Your LMS is a Vehicle for Course Content
2. Interaction with Content Depends on Course Design, Structure, and
Clarity
3. Model Online Teachers use Course Templates to Organize Content
4. Special Considerations for Online Interactions with Content
5. Broadening Instructional Methods
2.2. Stop, Think, Reflect: The Model Online Teaching Checklist for Student
Interaction with Content
2.3. Tips For Continued Learning About Students Interacting with Content
3. Student to Student Interaction
3.1. Adapting Student-to-Student Interaction: How to Build a Community of
Online Learners
1. Establishing Student-to-Student Interaction Through Discussions
Forums
Fostering Student Community with Online Discussion
Communicating Discussion Expectations
Fostering Student Learning with Online Discussion
2. Create Collaborative and Cooperative Online Learning Opportunities
3. Establishing a Community of Learners Necessitates Mitigation of
Student-to-Student Conflict
3.2. Stop, Think, Reflect: The Model Online Teaching Checklist for
Student-to-Student Contact
3.3. Tips For Continued Learning About Student-to-Student Interactions
4. Instructor-to-Student Interaction
4.1. Adapting to Online Instruction to Promote Instructor to Student
Interaction
1. Use the Syllabus to Interact with Students
2. Use Various Instructional Methods and Skills to Interact with Students
3. Practice Effective Online Teaching Skills
4. The Great Debate: Do Model Online Teachers use Synchronous or Asynchronous
Learning?
5. Interact with Students via Student Evaluations of Teaching
6. Interact with Students Through Student Feedback
4.2. Stop, Think, Reflect: The Model Online Teaching Checklist for
Instructor-to-Student Interaction
4.3. Tips For Continued Learning About Online Instructor-to-Student
Interaction
5. Online Assessment
5.1. How to Adapt Assessment to Online Instruction
a. The Process of Assessing Student Learning Online
Communicating Learning Objectives
Alignment of Learning Objectives, Assignments, and Activities
Providing Constructive Feedback Online
Making Assessment-based Changes
b. Teaching Effectiveness Assessment Process
5.2. Stop, Think, Reflect: The Model Online Teaching Checklist for
Assessment
5.3. Tips for Continued Learning About Online Assessment
References
Index
Dedication
Preface
1. Apples and Oranges, But Still Fruit: Model Teaching Universals and
Differences
1.1. Confessions of Three Skeptical Teachers
1. The Background of Model Teaching
2. What is Model Teaching?
3. How is Teaching Different Online?
4. Becoming a Model Online Teacher
1.2. Stop, Think, Reflect: The Model Online Teaching Checklist for Training
1.3. Tips For Continued Learning About Model Online Teaching
2. Students Interaction with Content
2.1. Adapting Student Interaction with Content in Online CourseInteraction
with Content Through Student Learning Objectives
1. The Syllabus and Your LMS is a Vehicle for Course Content
2. Interaction with Content Depends on Course Design, Structure, and
Clarity
3. Model Online Teachers use Course Templates to Organize Content
4. Special Considerations for Online Interactions with Content
5. Broadening Instructional Methods
2.2. Stop, Think, Reflect: The Model Online Teaching Checklist for Student
Interaction with Content
2.3. Tips For Continued Learning About Students Interacting with Content
3. Student to Student Interaction
3.1. Adapting Student-to-Student Interaction: How to Build a Community of
Online Learners
1. Establishing Student-to-Student Interaction Through Discussions
Forums
Fostering Student Community with Online Discussion
Communicating Discussion Expectations
Fostering Student Learning with Online Discussion
2. Create Collaborative and Cooperative Online Learning Opportunities
3. Establishing a Community of Learners Necessitates Mitigation of
Student-to-Student Conflict
3.2. Stop, Think, Reflect: The Model Online Teaching Checklist for
Student-to-Student Contact
3.3. Tips For Continued Learning About Student-to-Student Interactions
4. Instructor-to-Student Interaction
4.1. Adapting to Online Instruction to Promote Instructor to Student
Interaction
1. Use the Syllabus to Interact with Students
2. Use Various Instructional Methods and Skills to Interact with Students
3. Practice Effective Online Teaching Skills
4. The Great Debate: Do Model Online Teachers use Synchronous or Asynchronous
Learning?
5. Interact with Students via Student Evaluations of Teaching
6. Interact with Students Through Student Feedback
4.2. Stop, Think, Reflect: The Model Online Teaching Checklist for
Instructor-to-Student Interaction
4.3. Tips For Continued Learning About Online Instructor-to-Student
Interaction
5. Online Assessment
5.1. How to Adapt Assessment to Online Instruction
a. The Process of Assessing Student Learning Online
Communicating Learning Objectives
Alignment of Learning Objectives, Assignments, and Activities
Providing Constructive Feedback Online
Making Assessment-based Changes
b. Teaching Effectiveness Assessment Process
5.2. Stop, Think, Reflect: The Model Online Teaching Checklist for
Assessment
5.3. Tips for Continued Learning About Online Assessment
References
Index
Preface
1. Apples and Oranges, But Still Fruit: Model Teaching Universals and
Differences
1.1. Confessions of Three Skeptical Teachers
1. The Background of Model Teaching
2. What is Model Teaching?
3. How is Teaching Different Online?
4. Becoming a Model Online Teacher
1.2. Stop, Think, Reflect: The Model Online Teaching Checklist for Training
1.3. Tips For Continued Learning About Model Online Teaching
2. Students Interaction with Content
2.1. Adapting Student Interaction with Content in Online CourseInteraction
with Content Through Student Learning Objectives
1. The Syllabus and Your LMS is a Vehicle for Course Content
2. Interaction with Content Depends on Course Design, Structure, and
Clarity
3. Model Online Teachers use Course Templates to Organize Content
4. Special Considerations for Online Interactions with Content
5. Broadening Instructional Methods
2.2. Stop, Think, Reflect: The Model Online Teaching Checklist for Student
Interaction with Content
2.3. Tips For Continued Learning About Students Interacting with Content
3. Student to Student Interaction
3.1. Adapting Student-to-Student Interaction: How to Build a Community of
Online Learners
1. Establishing Student-to-Student Interaction Through Discussions
Forums
Fostering Student Community with Online Discussion
Communicating Discussion Expectations
Fostering Student Learning with Online Discussion
2. Create Collaborative and Cooperative Online Learning Opportunities
3. Establishing a Community of Learners Necessitates Mitigation of
Student-to-Student Conflict
3.2. Stop, Think, Reflect: The Model Online Teaching Checklist for
Student-to-Student Contact
3.3. Tips For Continued Learning About Student-to-Student Interactions
4. Instructor-to-Student Interaction
4.1. Adapting to Online Instruction to Promote Instructor to Student
Interaction
1. Use the Syllabus to Interact with Students
2. Use Various Instructional Methods and Skills to Interact with Students
3. Practice Effective Online Teaching Skills
4. The Great Debate: Do Model Online Teachers use Synchronous or Asynchronous
Learning?
5. Interact with Students via Student Evaluations of Teaching
6. Interact with Students Through Student Feedback
4.2. Stop, Think, Reflect: The Model Online Teaching Checklist for
Instructor-to-Student Interaction
4.3. Tips For Continued Learning About Online Instructor-to-Student
Interaction
5. Online Assessment
5.1. How to Adapt Assessment to Online Instruction
a. The Process of Assessing Student Learning Online
Communicating Learning Objectives
Alignment of Learning Objectives, Assignments, and Activities
Providing Constructive Feedback Online
Making Assessment-based Changes
b. Teaching Effectiveness Assessment Process
5.2. Stop, Think, Reflect: The Model Online Teaching Checklist for
Assessment
5.3. Tips for Continued Learning About Online Assessment
References
Index