MARC details
| 000 -LEADER |
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| fixed length control field |
09648cam a2200469 i 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20211104023940.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
111209s2012 vaua b 001 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2011049304 |
| 011 ## - LINKING LIBRARY OF CONGRESS CONTROL NUMBER [OBSOLETE] |
|---|
| Local cataloguing issues note |
BIB MATCHES WORLDCAT |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
1579227465 |
| Qualifying information |
cloth (alk. paper) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781579227463 |
| Qualifying information |
cloth (alk. paper) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
1579227473 |
| Qualifying information |
pbk. (alk. paper) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781579227470 |
| Qualifying information |
pbk. (alk. paper) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
157922699X |
| Qualifying information |
library networkable e-edition |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781579226992 |
| Qualifying information |
library networkable e-edition |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
1579227007 |
| Qualifying information |
consumer e-edition |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781579227005 |
| Qualifying information |
consumer e-edition |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(ATU)b12605980 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)768417922 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| Modifying agency |
YDXCP |
| -- |
BWX |
| -- |
CDX |
| -- |
OCLCO |
| -- |
ATU |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB1044.87 |
| Item number |
.B43 2012 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
378.17344678 |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Bender, Tisha, |
| Dates associated with a name |
1953- |
| Relator term |
author. |
| 9 (RLIN) |
275656 |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Discussion-based online teaching to enhance student learning : |
| Remainder of title |
theory, practice, and assessment / |
| Statement of responsibility, etc. |
Tisha Bender. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
Second edition. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Sterling, Va. : |
| Name of producer, publisher, distributor, manufacturer |
Stylys, |
| Date of production, publication, distribution, manufacture, or copyright notice |
[2012] |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Date of production, publication, distribution, manufacture, or copyright notice |
©2012 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxi, 256 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
24 cm |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (pages 243-252) and index. |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Title |
Acknowledgments -- |
| -- |
Preface -- |
| -- |
Introduction -- |
| Miscellaneous information |
Part 1. |
| Title |
Theoretical Implications: Building a Body of Online Pedagogy -- |
| Miscellaneous information |
1. |
| Title |
The Distance Factor -- |
| -- |
Can the Mind Exist Independently from the Body? -- |
| -- |
Differentiating between Space and Place -- |
| -- |
Distinguishing between Physical Distance and Transactional Distance -- |
| -- |
How the Social Dimension Impacts on Transactional Distance -- |
| Miscellaneous information |
2. |
| Title |
The Optimal Role of the Online Teacher -- |
| -- |
Who Do We Teach? -- |
| -- |
The Importance of Personalizing Education -- |
| -- |
Student Characteristics -- |
| Miscellaneous information |
3. |
| Title |
Rethinking Learning Theory within the Online Class -- |
| -- |
Hierarchy of Thoughts and Acquisition of Knowledge -- |
| -- |
Benjamin Bloom's Taxonomy -- |
| -- |
Paying Attention -- |
| -- |
The Role of Long-Term Memory and Prior Knowledge -- |
| -- |
Self-Regulating and Reinforcing Long-Term Memory -- |
| -- |
Application of Learning Theories to the Online Environment -- |
| -- |
Can Technology Give Access to Previously Inaccessible Information? -- |
| -- |
Learning How to Use the Technology -- |
| -- |
Translating Concepts from the Real World to the Virtual World -- |
| -- |
The Significance of Active Learning on Knowledge Acquisition -- |
| -- |
The Importance of Awareness of Student Needs and Differing Abilities -- |
| -- |
Factors That Work against Knowledge Acquisition and Feeling of Community -- |
| -- |
The Impact of Nonlinear Learning -- |
| Miscellaneous information |
4. |
| Title |
Paradigm Lost -- |
| -- |
The New Digital Media and Its Impact on Contemporary Education -- |
| -- |
Alteration of Interpersonal Relationships within Online Settings -- |
| -- |
The Influence of Connectivity on One's Frame of Mind -- |
| -- |
Changes in the Style of Reading and the Pursuit of Knowledge -- |
| -- |
Can Digital Media Change the Way We Think? -- |
| -- |
Changes in the Style of Writing and the Expression of Knowledge -- |
| -- |
Multitasking -- |
| -- |
Increase in the Playing of Video Games -- |
| -- |
A Look Back and a Speculative Look Ahead -- |
| -- |
The Evolution of Reading and Writing, and Its Impact on Learning -- |
| -- |
Some Current Applications of Digital Technologies in Education -- |
| -- |
Speculations on the Future Value of the New Digital Media in Education -- |
| Miscellaneous information |
Part 2. |
| Title |
Practical Applications -- |
| Miscellaneous information |
5. |
| Title |
Course Design -- |
| -- |
Customizing the Class -- |
| -- |
Biographical Statement and Syllabus -- |
| -- |
Posting an Introductory Lecture -- |
| -- |
Posting a First Discussion Forum -- |
| -- |
Setting up Twitter Accounts and Google Docs -- |
| -- |
Posting an Announcement -- |
| -- |
Signposts -- |
| -- |
Arrangement of Lecture Material -- |
| -- |
The Online Lecture Format -- |
| Miscellaneous information |
6. |
| Title |
Starting to Teach the Online Class -- |
| -- |
Anxiety -- |
| -- |
Means of Engagement -- |
| -- |
The Benefits of Contacting Each Student Individually at the Start of the Semester -- |
| -- |
Designing an Informal First Discussion Topic -- |
| -- |
Asking Students to Discuss Relevant Experiences in Their Personal Introductions -- |
| -- |
Completing a Sentence -- |
| -- |
Students Interview and Introduce Each Other -- |
| -- |
Providing a Hook -- |
| -- |
Visualization Techniques -- |
| -- |
Playing a Game -- |
| -- |
Asking Students What They Hope to Learn from the Course -- |
| -- |
Asking Students to Write Short Descriptive Stories about Themselves -- |
| -- |
Moving Beyond the Online Lounge: Getting to Know Your Students in a Hybrid -- |
| -- |
Establishing the Right Tone -- |
| Miscellaneous information |
7. |
| Title |
Aspects of Online Communication -- |
| -- |
How to Facilitate and Stimulate Online Discussion -- |
| -- |
Clearly Define Your Expectations for Discussion -- |
| -- |
Employ the Socratic Method -- |
| -- |
Some Obstacles to Participation in Online Discussion -- |
| -- |
Suggestions for Overcoming Lack of Participation -- |
| -- |
Circumvent Problems before They Occur -- |
| -- |
Ask the Right Questions -- |
| -- |
Consider the Layout of Responses -- |
| -- |
Be Encouraging to Students Who Remain Quiet -- |
| -- |
Using Social Media Such as Twitter, Facebook, Blogs, or Skype to Stimulate Online Discussion -- |
| -- |
How Do We Speak Online? -- |
| -- |
Style of Online Writing -- |
| -- |
Scope for Misinterpretation -- |
| -- |
Gender Differences -- |
| -- |
Racial Differences -- |
| -- |
How We Show We Are Listening and Caring Online -- |
| -- |
Who Cares? Listening and Caring -- |
| -- |
September 11, 2001 -- |
| -- |
Pedagogical Loneliness -- |
| -- |
Overcoming Problematic Situations -- |
| -- |
Heated Online Discussions -- |
| -- |
The Late Student -- |
| -- |
Academic Integrity -- |
| -- |
Suggestions for How to Avoid Feeling Overwhelmed -- |
| Miscellaneous information |
8. |
| Title |
Innovative Online Teaching Techniques -- |
| -- |
Group Work -- |
| -- |
Group Hopping -- |
| -- |
Optimal Group Size -- |
| -- |
Implications of the Instructor Seeing Each Group Discussion -- |
| -- |
Group Work in Large Classes: Case Studies and Collaborative Problem Solving -- |
| -- |
Assigning Groups -- |
| -- |
Individual Student Roles within Their Group -- |
| -- |
The Instructor's Contribution to Group Discussion -- |
| -- |
The Nonparticipating Student -- |
| -- |
Group Presentations -- |
| -- |
Other Forms of Group Work -- |
| -- |
Role-Playing -- |
| -- |
A Writing Game -- |
| -- |
Holding a Debate -- |
| -- |
Synchronous Online Tools -- |
| -- |
Suggested Uses of Synchronous Online Tools -- |
| -- |
Faculty Reactions to Synchronous Online Conversations -- |
| -- |
Student Reactions to Synchronous Online Conversations -- |
| -- |
Ground Rules Concerning Conversation Patterns and Flows -- |
| -- |
Should Attendance in the Online Chat Be Mandatory? -- |
| -- |
Using Skype as a Synchronous Online Educational Tool -- |
| -- |
Online Guest Lecturers -- |
| -- |
The Online Guest Makes a Scheduled Synchronous Appearance -- |
| -- |
The Online Guest Spends a Week in the Class, Responding Asynchronously -- |
| -- |
Virtual Field Trips -- |
| -- |
Integration of Web Sites -- |
| -- |
Guidelines for Students Doing Web Research -- |
| -- |
Student Presentations of Their Discovered Web Sites -- |
| -- |
Other Types of Student Online Presentations -- |
| -- |
Student Portfolios -- |
| -- |
Academic Writing for Students in the Age of the Internet -- |
| -- |
Use of Portfolios in Online Workshops -- |
| -- |
Comparison of a Master Class with an Online Workshop -- |
| -- |
Journals -- |
| -- |
Online Team Teaching -- |
| -- |
Advantages of Team Teaching -- |
| -- |
Potential Problems of Team Teaching -- |
| -- |
Intriguing Uses of the Team Teaching Concept -- |
| -- |
Handling an Interruption or Unexpected Change of Direction -- |
| -- |
Team-Teaching the Hybrid Class -- |
| -- |
Grading -- |
| -- |
Online Testing and Grading -- |
| -- |
Knowing a Student's Real Identity -- |
| -- |
Grading the Electronic Essay or Take-Home Exam -- |
| -- |
Grading for Quality of Responses in Online Discussion -- |
| -- |
Grading Group Work -- |
| -- |
Grading Synchronous Online Conversations -- |
| -- |
Grading Online Multiple-Choice Quizzes -- |
| Miscellaneous information |
Part 3. |
| Title |
Assessment -- |
| Miscellaneous information |
9. |
| Title |
Opinions About Online Teaching and Learning -- |
| -- |
Online Education Versus Correspondence Courses -- |
| -- |
Caring about Students You Never Meet -- |
| -- |
Exerting Quality Control Online -- |
| -- |
Overwhelming Aspects of Incorporating Technology -- |
| -- |
Learning to Meaningfully Apply Technology in Education -- |
| -- |
One Size Does Not Fit All -- |
| -- |
Hidden Costs -- |
| -- |
Online Teaching Is Time-Consuming -- |
| -- |
The Value of Being Physically Present -- |
| -- |
Advantages of Freedom and Flexibility -- |
| -- |
Richer, More Reflective Discussion -- |
| -- |
Informality as an Online Asset -- |
| -- |
High Satisfaction Levels of Online Students and Faculty -- |
| Miscellaneous information |
10. |
| Title |
Building a Model of Assessment of Online Education -- |
| -- |
Factors to Be Considered When Performing Assessments -- |
| -- |
Emotional Reactions -- |
| -- |
Are All Students Suited to Online Learning? -- |
| -- |
Can Meaningful Comparisons Be Made between Campus and Online Classes? -- |
| -- |
Impact of the Technology -- |
| -- |
Other Possible Frustrations of Online Students -- |
| -- |
Is Online Education Suitable for All Instructors? -- |
| -- |
Pragmatic Considerations of Accurately Performing Assessments -- |
| -- |
Transference of Knowledge and Skills -- |
| -- |
A Criteria-Referenced Study: Assessment as a Measure of Achievement of Course Goals and Learning Outcomes -- |
| -- |
Technological Stability -- |
| -- |
Concluding Comments about Assessment of Online Education -- |
| -- |
Learning as a Social Process, Impacted by Long-Term Memory -- |
| -- |
The Assessment Triangle -- |
| -- |
The Value of Small-Scale Assessments -- |
| -- |
The Impact on Analytical Skills and Knowledge Acquisition -- |
| -- |
Preconceived Ideas about Innate Ability -- |
| -- |
Transference of Acquired Knowledge -- |
| -- |
Additional Skills Acquired as an Online Learner -- |
| -- |
The Need for Frequent Formative Assessments and Student Feedback -- |
| -- |
Feedback from Peers -- |
| -- |
Afterword -- |
| -- |
References -- |
| -- |
Index. |
| 588 ## - SOURCE OF DESCRIPTION NOTE |
|---|
| Source of description note |
Machine converted from AACR2 source record. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Internet in higher education |
| General subdivision |
Social aspects |
| 9 (RLIN) |
637065 |
| 907 ## - LOCAL DATA ELEMENT G, LDG (RLIN) |
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| b |
31-10-17 |
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28-10-15 |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
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b |
| -- |
n |
| -- |
s |
| Operator's initials, OID (RLIN) |
06-04-16 |
| Cataloger's initials, CIN (RLIN) |
m |
| First date, FD (RLIN) |
a |
| -- |
eng |
| -- |
vau |
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0 |
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| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Koha item type |
Book |
