147 Practical Tips for Teaching Online Groups : Essentials of Web-Based Education

by Hanna, Donald E.; Glowacki-Dudka, Michelle; Conceicao-Runlee, Simone

• ISBN13: 9781891859342
• ISBN10: 189185934X
• Format: Paperback
• Copyright: 2000-08-01
• Publisher: Atwood Pub

Author Biography

Donald E. Hanna is Professor of Educational Communications at the University of Wisconsin-Extension. He received his doctorate in adult and continuing education from Michigan State University Michelle Glowacki-Dudka holds a doctorate from University of Wisconsin-Madison, and is the coordinator for the Wisconsin Statewide Family Literacy Initiative with the Wisconsin Technical College System Board Simone Conceicao-Runlee is an Instructional Design/Technology Consultant with the University of Wisconsin-Milwaukee, School of Education

Table of Contents

Acknowledgments	ix
Foreword	xi
Parker J. Palmer
Preface	xiii
A Unique Look at the Authors	xiii
Why This Book?	xvi
The Web-based Environment	xvii
Synchronous and Asynchronous Learning	xvii
The Addition of Technology to the Teacher, Learner, and Content of the Classroom	xviii
The Context of This Book	xix
Before You Begin	1	(22)
Know yourself	1	(1)
Determine your philosophy of teaching and learning	2	(2)
Teacher-centered	2	(1)
Learner-centered	2	(1)
Learning community-centered	3	(1)
Technology-driven	3	(1)
Be a team player	4	(2)
Instructor	4	(1)
Coordinator	4	(1)
Learner liaison	5	(1)
Instructional designer	5	(1)
Graphic designer	5	(1)
Technology personnel	5	(1)
Resource personnel	5	(1)
Administrative personnel	6	(1)
Learn new skills for teaching online	6	(1)
Understand your audience	6	(1)
Understand the online environment	7	(1)
Learn about the technology	7	(1)
Learn about your resources	7	(1)
Recognize the absence of physical presence	8	(1)
Create multiple spaces for work, interaction, and socializing	9	(1)
Include multiple types of interactions	9	(1)
Consider which interactions to include	10	(1)
Consider learner-to-teacher interaction	10	(1)
Consider learner-to-learner interaction	10	(1)
Learner-to-expert interaction	10	(2)
Learner-to-content interaction	12	(1)
Learner-to-technology interaction	12	(1)
Establish the preferred class size	12	(1)
Consider team-based learning	13	(1)
Form personal relationships online	13	(1)
Develop learning communities	14	(1)
Learn through dialogue	14	(1)
Be prepared and flexible	15	(1)
Define your role in the online classroom	15	(1)
Clarify your expectations of learners' roles	16	(1)
Expect learners to be present online and to avoid passively observing	16	(1)
Expect learners to create, share, and hold knowledge and experiences	17	(1)
Expect learners to be self-motivated and self-directed	17	(1)
Expect learners to manage their time effectively	18	(1)
Expect learners to be ready to learn	18	(1)
Expect learners to troubleshoot problems	19	(1)
Expect learners to contribute to the class discussions	19	(1)
Expect learners to teach others and facilitate the experience	20	(1)
Expect learners to act as collegial members of the class	20	(1)
Expect learners to review readings and materials thoughtfully and reflectively	20	(1)
Expect learners to provide timely, meaningful feedback to you and their fellow learners	20	(1)
Expect learners to be leaders	21	(1)
Expect learners to ``listen'' to others	21	(1)
Expect learners to communicate by addressing each other, not just you	21	(1)
Expect learners to be proactive	22	(1)
Expect learners to observe the process	22	(1)
Establish a contingency plan	22	(1)
Myths and Constraints of Online Teaching and Learning	23	(8)
Myths of Online Teaching and Learning	23	(1)
Myth: Learners are unable to adapt to the online environment	23	(1)
Myth: The instructor has to know how to do everything	24	(1)
Myth: Time requirements for teachers are lower in an online environment	24	(1)
Myth: Online classrooms aren't conducive to group interaction and activities	24	(1)
Myth: Online classrooms aren't as social as face-to-face classrooms	25	(1)
Myth: The number of learners in online classrooms can be unlimited	25	(1)
Myth: Technology will always work	26	(1)
Myth: The course will market itself; post it on the web and they will come	26	(1)
Myth: Learners will always understand your intended expectations for them from your clearly written syllabus	27	(1)
Constraints for Interactive Online Teaching and Learning	27	(1)
Constraint: Fear of technology	27	(1)
Constraint: Different levels of technology skills	28	(1)
Constraint: Literacy levels	28	(1)
Constraint: Ability to type and use the keyboard	28	(1)
Constraint: Access to a computer and an internet connection	28	(1)
Constraint: The comfort of physical work space	29	(1)
Constraint: Having a disability	29	(1)
Constraint: Not being able to correspond in the language of the course	30	(1)
Constraint: Reaching across multiple time zones	30	(1)
Organizing the Online Course	31	(20)
Identify the course design	31	(1)
Consider course goals and objectives	31	(1)
Consider content	32	(1)
Consider readings	32	(1)
Consider resources	32	(1)
Copyright issues	32	(1)
Determine methods of delivery	33	(1)
Consider interactive applications	33	(1)
Consider non-interactive applications	34	(1)
Give learners appropriate advance information	34	(1)
Tell learners about the computer hardware and software they'll need	34	(1)
Tell learners about the level of computing proficiency	35	(1)
Tell learners about the level of course content and the course's time expectations	35	(1)
Decide and communicate what's private and what's public	35	(1)
Develop course details	36	(1)
Establish discussion guidelines	36	(1)
Develop a flexible syllabus	36	(1)
Organize content into modules or units	36	(1)
Create a timeline	37	(1)
Develop assignments	37	(1)
Decide about evaluation techniques to use	38	(1)
Evaluate your learners	38	(1)
Assess course effectiveness	39	(1)
Strategies for Evaluating Learning	39	(1)
Use quizzes	40	(1)
Use essays	40	(1)
Use portfolios	40	(1)
Use performance evaluation	41	(1)
Use interviews	41	(1)
Use journals	42	(1)
Use reflective papers	42	(1)
Use web site development	43	(1)
Use learner participation figures	43	(1)
Use peer assessment	43	(1)
Use learner self-assessment	44	(1)
Consider how you'll grade assignments	44	(1)
Develop a way to evaluate group projects	44	(1)
Develop a way to grade portfolios	45	(1)
Develop a way to grade reflective papers	46	(1)
Consider strategies for course improvement	46	(1)
Use the one-minute assessment	46	(1)
Use a pretest/post-test approach	47	(1)
Use a learner tryout	47	(1)
Use direct observation	47	(1)
Ask learners for their reflections	48	(1)
Conduct peer reviews	48	(1)
Do a teacher preview	48	(1)
Reflect on your experiences	48	(3)
Beginning Instruction in the Online Course: Implementing the Course Design	51	(16)
Create a space for learning	51	(1)
Design strategies for assessing learners' characteristics and building learners' self-knowledge	51	(1)
Design strategies to introduce learners to each other	52	(1)
Use effective teaching strategies	53	(1)
Gain agreement with the learners about rules, norms, and procedures for discussion --- and do so from the start	53	(1)
Use a freeflowing and interactive content and structure	53	(1)
Develop team-building activities	54	(1)
Share biographical information or stories	54	(1)
Share course assignments	55	(1)
Create a social space	55	(1)
Involve learners in team projects	55	(1)
Develop asynchronous group discussions	56	(1)
Develop challenging problems	56	(1)
Promote critical thinking	56	(1)
Encourage students to evaluate information	57	(1)
Encourage students to analyze information	57	(1)
Encourage students to connect information	57	(1)
Promote self-regulating learning	57	(1)
Build collaborative skills	58	(1)
Create a loose framework for exploring topics	58	(1)
Create opportunities for learners to teach and to facilitate discussions	58	(1)
Add games and fun activities into the learning mix	59	(1)
Use existing software applications creatively	59	(1)
Use case studies	60	(1)
Use simulations as opportunities for learning by doing	60	(1)
Use external communities, people, and resources to build content knowledge	61	(1)
Create opportunities for reflection on the course, technology, content, and process	61	(1)
Help your learners manage information	61	(1)
Encourage substantive feedback from learners---including yourself	61	(1)
Motivate your learners to participate	62	(1)
Give learners roles during discussions	62	(1)
Make students facilitators	62	(1)
Make students process observers	63	(1)
Make students information networkers/summarizers	63	(1)
Consider online office hours	63	(1)
Take advantage of opportunities for continuous learning	63	(1)
Read all you can about online learning	64	(1)
Understand that you're not the only one who feels overwhelmed once in a while	64	(1)
Know that sometime, someday you'll struggle with the technology	64	(1)
Enjoy yourself!	65	(2)
Postscript: Some Final Words	67	(1)
Appendix A: Online Classroom Software	68	(2)
Appendix B. Online Resources	70	(1)
Bibliography	71