Lessons from the Virtual Classroom: The Realities of Online Teaching, 2nd Edition

ISBN-13: 9781118123737 / Angielski / Miękka / 2013 / 272 str.

Rena M Palloff

Opis

Lessons from the Virtual Classroom, Second Edition The second edition of the classic resource Lessons from the Cyberspace Classroom offers a comprehensive reference for faculty to hone their skills in becoming more effective online instructors. Thoroughly revised and updated to reflect recent changes and challenges that face online teachers, Lessons from the Virtual Classroom is filled with illustrative examples from actual online courses as well as helpful insights from teachers and students. This essential guide offers targeted suggestions for dealing with such critical issues as evaluating effective courseware, working with online classroom dynamics, addressing the needs of the online student, making the transition to online teaching, and promoting the development of the learning community. Praise for Lessons from the Virtual Classroom, Second Edition -Palloff and Pratt demonstrate their exceptional practical experience and insight into the online classroom. This is an invaluable resource for those tasked with creating an online course.- -- D. Randy Garrison, professor, University of Calgary, and author, Blended Learning in Higher Education: Framework, Principles, and Guidelines -Faculty will deeply appreciate and make use of the many explicit examples of how to design, prepare, and teach both blended and fully online courses.- -- Judith V. Boettcher, faculty coach and author, The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips -Lessons from the Virtual Classroom is filled with insightful caveats and recommendations, pointed examples to enhance your practice, succinct summaries of the research, and engaging visual overviews. Each page brings the reader a renewed sense of confidence to teach online as well as personal joy that there is finally a resource to find the answers one is seeking.- -- Curtis J. Bonk, professor of education, Indiana University-Bloomington, and author, Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, and Doing

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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

O autorze

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.