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| List of Tables, Figures, and Exhibits | |
| Foreword | |
| Preface | |
| The Authors | |
| Introduction | |
| Core Principles and Best Practices of Online Teaching and Learning | |
| Teaching Online-The Big Picture | |
| Chapter Overview | |
| Preparing to Teach in the Online Environment | |
| Oh, Oh. What Did I Say I Would Do? | |
| The Definition of a Course | |
| How Are Online Courses Unique? | |
| Three Types of Online Courses | |
| The Four Stages of a Course | |
| Learning Theories and Theorists | |
| How the Chapters in Part One Fit Together | |
| Summary-and What's Next | |
| Theoretical Foundations: Ten Core Learning Principles | |
| Chapter Overview | |
| Background of the Ten Core Learning Principles | |
| Ten Core Learning Principles | |
| Summary-and What's Next | |
| Ten Best Practices for Teaching Online | |
| Chapter Overview | |
| Ten Best Practices for Beginning Online Teaching | |
| Conclusion | |
| Summary-and What's Next | |
| Simple, Practical, and Pedagogically Based Tips | |
| Phase One: What's Happening, Themes, and Tools: Starting Off on the Right Foot in Course Beginnings | |
| Chapter Overview | |
| What's Happening in Course Beginnings | |
| Course Beginnings Themes | |
| Technology Tools | |
| Phase One: Tips for Course Beginnings | |
| Chapter Overview | |
| Getting Ready and Getting Acquainted | |
| Course Launch Preparations: The Essential Course Elements of an Online Course | |
| Hitting the Road Running: How Not to Lose the First Week! | |
| How an Online Syllabus Is Different | |
| Launching Your Social Presence in Your Course | |
| Getting to Know Students' Minds Individually: The Vygotsky Zone of Proximal Development | |
| Getting into the Swing of a Course: Is There an Ideal Weekly Rhythm? | |
| Creating and Designing Discussions | |
| The Why and How of Discussion Boards: Their Role in the Online Course | |
| Characteristics of Good Discussion Questions | |
| Managing and Evaluating Discussion Postings | |
| The Faculty Role in the First Weeks: Required and Recommended Actions | |
| Summary-and What's Next? | |
| Phase Two: What's Happening, Themes, and Tools: Keeping the Ball Rolling in the Early Middle | |
| Chapter Overview | |
| What's Happening in the Early Middle Weeks | |
| Early Middle: Themes, Best Practices, and Principles | |
| Tips for the Early Middle | |
| Technology Tools | |
| Phase Two: Tips for the Early Middle | |
| Managing Your Course | |
| Tools for Communicating Teaching Presence: E-mails, Announcements, and Discussion Forums | |
| Learning and Course Management Systems: Making Good Use of the Tools | |
| Weekly Rhythm: Challenges to the Plan | |
| Early Feedback Loop from Learners to You | |
| Early Feedback Tools: Rubrics, Quizzes, and Peer Review | |
| The Why and How of Group Projects Within Online Courses: Setting Up and Structuring Groups | |
| Sharing the Teaching and Learning: Working with a Teaching Assistant | |
| Strategies and Tools for Building Community | |
| Promoting Peer Interaction and Community with Learner-to-Learner Dialogue and Teaming | |
| Online Classrooms and Tools for Synchronous Collaboration | |
| Using Audio and Video Resources to Create a More Engaging and Effective Course | |
| Building the Cognitive Presence | |
| A Good Discussion Post Has Three Parts | |
| Discussion Wraps: A Useful Cognitive Pattern or a Collection of Discrete Thought Threads | |
| Getting an Early Start on Cognitive Presence | |
| Launching Learner Projects That Matter to the Learner | |
| Summary-and What's Next | |
| Phase Three: What's Happening, Themes, and Tools: Letting Go of Power in the Late Middle | |
| Chapter Overview | |
| What's Happening in the Late Middle Weeks | |
| Late Middle: Themes, Best Practices, and Principles | |
| Tips for the Late Middle | |
| Technology Tools | |
| Phase Three: Tips for the Late Middle | |
| Chapter Overview | |
| Leveraging the Power of Questions | |
| Questions and Answers: Upside Down and Inside Out | |
| Three Techniques for Making Your Students' Knowledge Visible | |
| Moving Beyond Knowledge Integration to Defining Problems and Finding Solutions | |
| Assessing Learning As You Go | |
| "Are You Reading My Postings? Do You Know Who I Am?". Simple Rules About Feedback in Online Learning | |
| Feedback on Assignments: Being Timely and Efficient | |
| Reshaping Learning Habits of Online Students | |
| Project Work Practices | |
| Customizing and Personalizing Learning | |
| Managing and Facilitating Group Projects | |
| Assessing Group Projects | |
| A Rubric for Analyzing Critical Thinking | |
| Four Effective Practices During Project Time | |
| Community Empowerment and Social Networking | |
| Course Middles and Muddles: Souped-Up Conversations That Help Build Community | |
| Using Social Networking Techniques to Build a Learning Community | |
| Experts: A Touch of Spice | |
| Summary-and What's Next? | |
| Phase Four: What's Happening, Themes, and Tools: Pruning, Reflecting, and Wrapping Up in the Closing Weeks | |
| Chapter Overview | |
| What's Happening in the Closing Weeks | |
| Closing Weeks: Themes, Best Practices, and Principles | |
| Tips for the Closing Weeks | |
| Technology Tools | |
| Phase Four: Tips for the Closing Weeks | |
| Meaningful Projects and Presentations | |
| Reaching the Heights of Learning: Authentic Problem Solving | |
| Using What-If Scenarios: Flexing Our Minds with Possibilities | |
| Stage Three of a Learning Community: Stimulating and Comfortable Camaraderie | |
| Learners as Leaders | |
| Course Wrapping with Concept Mapping: A Strategy for Capturing Course Content Meaningfully | |
| Preparing for the Course Wrap | |
| Pausing, Reflecting, and Pruning Strategies | |
| Creating a Closing Experience: Wrapping Up a Course with Style | |
| Real-Time Gatherings: Stories and Suggestions for Closing Experiences | |
| Debriefing Techniques with Students: What One Change Would They Recommend? | |
| Conclusion-and What's Next? | |
| What's Next | |
| Reflecting and Looking Forward | |
| Chapter Overview | |
| Reflecting and Looking Forward Using the Four Course Phases | |
| Reflecting and Looking Forward with the Learning Experiences. Framework | |
| Advice from Fellow Online Instructors | |
| Rubrics and Best Practices for Quality Online Courses | |
| Conclusion: Innovation as a Three-Phase Process | |
| Appendix: Resources for Learning More About the Research and Theory. of Teaching Online | |
| References | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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