TY  - BOOK
AU  - Bender,Tisha
TI  - Discussion-based online teaching to enhance student learning: theory, practice, and assessment 
SN  - 1579227465
AV  - LB1044.87 .B43 2012
U1  - 378.17344678 23
PY  - 2012///]
CY  - Sterling, Va.
PB  - Stylys
KW  - Internet in higher education
KW  - Social aspects
N1  - 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
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