Discussion-based online teaching to enhance student learning : theory, practice, and assessment / Tisha Bender.

Includes bibliographical references (pages 243-252) and index.

Acknowledgments -- Preface -- Introduction -- Part 1. Theoretical Implications: Building a Body of Online Pedagogy -- 1. 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 -- 2. The Optimal Role of the Online Teacher -- Who Do We Teach? -- The Importance of Personalizing Education -- Student Characteristics -- 3. 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 -- 4. 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 -- Part 2. Practical Applications -- 5. 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 -- 6. 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 -- 7. 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 -- 8. 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 -- Part 3. Assessment -- 9. 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 -- 10. 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.

Machine converted from AACR2 source record.