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
