000			09648cam a2200469 i 4500
005			20211104023940.0
008			111209s2012 vaua b 001 0 eng d
010			_a 2011049304
011			_aBIB MATCHES WORLDCAT
020			_a1579227465 _qcloth (alk. paper)
020			_a9781579227463 _qcloth (alk. paper)
020			_a1579227473 _qpbk. (alk. paper)
020			_a9781579227470 _qpbk. (alk. paper)
020			_a157922699X _qlibrary networkable e-edition
020			_a9781579226992 _qlibrary networkable e-edition
020			_a1579227007 _qconsumer e-edition
020			_a9781579227005 _qconsumer e-edition
035			_a(ATU)b12605980
035			_a(OCoLC)768417922
040			_aDLC _beng _erda _cDLC _dYDXCP _dBWX _dCDX _dOCLCO _dATU
042			_apcc
050	0	0	_aLB1044.87 _b.B43 2012
082	0	0	_a378.17344678 _223
100	1		_aBender, Tisha, _d1953- _eauthor. _9275656
245	1	0	_aDiscussion-based online teaching to enhance student learning : _btheory, practice, and assessment / _cTisha Bender.
250			_aSecond edition.
264		1	_aSterling, Va. : _bStylys, _c[2012]
264		4	_c©2012
300			_axxi, 256 pages : _billustrations ; _c24 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references (pages 243-252) and index.
505	0	0	_tAcknowledgments -- _tPreface -- _tIntroduction -- _gPart 1. _tTheoretical Implications: Building a Body of Online Pedagogy -- _g1. _tThe Distance Factor -- _tCan the Mind Exist Independently from the Body? -- _tDifferentiating between Space and Place -- _tDistinguishing between Physical Distance and Transactional Distance -- _tHow the Social Dimension Impacts on Transactional Distance -- _g2. _tThe Optimal Role of the Online Teacher -- _tWho Do We Teach? -- _tThe Importance of Personalizing Education -- _tStudent Characteristics -- _g3. _tRethinking Learning Theory within the Online Class -- _tHierarchy of Thoughts and Acquisition of Knowledge -- _tBenjamin Bloom's Taxonomy -- _tPaying Attention -- _tThe Role of Long-Term Memory and Prior Knowledge -- _tSelf-Regulating and Reinforcing Long-Term Memory -- _tApplication of Learning Theories to the Online Environment -- _tCan Technology Give Access to Previously Inaccessible Information? -- _tLearning How to Use the Technology -- _tTranslating Concepts from the Real World to the Virtual World -- _tThe Significance of Active Learning on Knowledge Acquisition -- _tThe Importance of Awareness of Student Needs and Differing Abilities -- _tFactors That Work against Knowledge Acquisition and Feeling of Community -- _tThe Impact of Nonlinear Learning -- _g4. _tParadigm Lost -- _tThe New Digital Media and Its Impact on Contemporary Education -- _tAlteration of Interpersonal Relationships within Online Settings -- _tThe Influence of Connectivity on One's Frame of Mind -- _tChanges in the Style of Reading and the Pursuit of Knowledge -- _tCan Digital Media Change the Way We Think? -- _tChanges in the Style of Writing and the Expression of Knowledge -- _tMultitasking -- _tIncrease in the Playing of Video Games -- _tA Look Back and a Speculative Look Ahead -- _tThe Evolution of Reading and Writing, and Its Impact on Learning -- _tSome Current Applications of Digital Technologies in Education -- _tSpeculations on the Future Value of the New Digital Media in Education -- _gPart 2. _tPractical Applications -- _g5. _tCourse Design -- _tCustomizing the Class -- _tBiographical Statement and Syllabus -- _tPosting an Introductory Lecture -- _tPosting a First Discussion Forum -- _tSetting up Twitter Accounts and Google Docs -- _tPosting an Announcement -- _tSignposts -- _tArrangement of Lecture Material -- _tThe Online Lecture Format -- _g6. _tStarting to Teach the Online Class -- _tAnxiety -- _tMeans of Engagement -- _tThe Benefits of Contacting Each Student Individually at the Start of the Semester -- _tDesigning an Informal First Discussion Topic -- _tAsking Students to Discuss Relevant Experiences in Their Personal Introductions -- _tCompleting a Sentence -- _tStudents Interview and Introduce Each Other -- _tProviding a Hook -- _tVisualization Techniques -- _tPlaying a Game -- _tAsking Students What They Hope to Learn from the Course -- _tAsking Students to Write Short Descriptive Stories about Themselves -- _tMoving Beyond the Online Lounge: Getting to Know Your Students in a Hybrid -- _tEstablishing the Right Tone -- _g7. _tAspects of Online Communication -- _tHow to Facilitate and Stimulate Online Discussion -- _tClearly Define Your Expectations for Discussion -- _tEmploy the Socratic Method -- _tSome Obstacles to Participation in Online Discussion -- _tSuggestions for Overcoming Lack of Participation -- _tCircumvent Problems before They Occur -- _tAsk the Right Questions -- _tConsider the Layout of Responses -- _tBe Encouraging to Students Who Remain Quiet -- _tUsing Social Media Such as Twitter, Facebook, Blogs, or Skype to Stimulate Online Discussion -- _tHow Do We Speak Online? -- _tStyle of Online Writing -- _tScope for Misinterpretation -- _tGender Differences -- _tRacial Differences -- _tHow We Show We Are Listening and Caring Online -- _tWho Cares? Listening and Caring -- _tSeptember 11, 2001 -- _tPedagogical Loneliness -- _tOvercoming Problematic Situations -- _tHeated Online Discussions -- _tThe Late Student -- _tAcademic Integrity -- _tSuggestions for How to Avoid Feeling Overwhelmed -- _g8. _tInnovative Online Teaching Techniques -- _tGroup Work -- _tGroup Hopping -- _tOptimal Group Size -- _tImplications of the Instructor Seeing Each Group Discussion -- _tGroup Work in Large Classes: Case Studies and Collaborative Problem Solving -- _tAssigning Groups -- _tIndividual Student Roles within Their Group -- _tThe Instructor's Contribution to Group Discussion -- _tThe Nonparticipating Student -- _tGroup Presentations -- _tOther Forms of Group Work -- _tRole-Playing -- _tA Writing Game -- _tHolding a Debate -- _tSynchronous Online Tools -- _tSuggested Uses of Synchronous Online Tools -- _tFaculty Reactions to Synchronous Online Conversations -- _tStudent Reactions to Synchronous Online Conversations -- _tGround Rules Concerning Conversation Patterns and Flows -- _tShould Attendance in the Online Chat Be Mandatory? -- _tUsing Skype as a Synchronous Online Educational Tool -- _tOnline Guest Lecturers -- _tThe Online Guest Makes a Scheduled Synchronous Appearance -- _tThe Online Guest Spends a Week in the Class, Responding Asynchronously -- _tVirtual Field Trips -- _tIntegration of Web Sites -- _tGuidelines for Students Doing Web Research -- _tStudent Presentations of Their Discovered Web Sites -- _tOther Types of Student Online Presentations -- _tStudent Portfolios -- _tAcademic Writing for Students in the Age of the Internet -- _tUse of Portfolios in Online Workshops -- _tComparison of a Master Class with an Online Workshop -- _tJournals -- _tOnline Team Teaching -- _tAdvantages of Team Teaching -- _tPotential Problems of Team Teaching -- _tIntriguing Uses of the Team Teaching Concept -- _tHandling an Interruption or Unexpected Change of Direction -- _tTeam-Teaching the Hybrid Class -- _tGrading -- _tOnline Testing and Grading -- _tKnowing a Student's Real Identity -- _tGrading the Electronic Essay or Take-Home Exam -- _tGrading for Quality of Responses in Online Discussion -- _tGrading Group Work -- _tGrading Synchronous Online Conversations -- _tGrading Online Multiple-Choice Quizzes -- _gPart 3. _tAssessment -- _g9. _tOpinions About Online Teaching and Learning -- _tOnline Education Versus Correspondence Courses -- _tCaring about Students You Never Meet -- _tExerting Quality Control Online -- _tOverwhelming Aspects of Incorporating Technology -- _tLearning to Meaningfully Apply Technology in Education -- _tOne Size Does Not Fit All -- _tHidden Costs -- _tOnline Teaching Is Time-Consuming -- _tThe Value of Being Physically Present -- _tAdvantages of Freedom and Flexibility -- _tRicher, More Reflective Discussion -- _tInformality as an Online Asset -- _tHigh Satisfaction Levels of Online Students and Faculty -- _g10. _tBuilding a Model of Assessment of Online Education -- _tFactors to Be Considered When Performing Assessments -- _tEmotional Reactions -- _tAre All Students Suited to Online Learning? -- _tCan Meaningful Comparisons Be Made between Campus and Online Classes? -- _tImpact of the Technology -- _tOther Possible Frustrations of Online Students -- _tIs Online Education Suitable for All Instructors? -- _tPragmatic Considerations of Accurately Performing Assessments -- _tTransference of Knowledge and Skills -- _tA Criteria-Referenced Study: Assessment as a Measure of Achievement of Course Goals and Learning Outcomes -- _tTechnological Stability -- _tConcluding Comments about Assessment of Online Education -- _tLearning as a Social Process, Impacted by Long-Term Memory -- _tThe Assessment Triangle -- _tThe Value of Small-Scale Assessments -- _tThe Impact on Analytical Skills and Knowledge Acquisition -- _tPreconceived Ideas about Innate Ability -- _tTransference of Acquired Knowledge -- _tAdditional Skills Acquired as an Online Learner -- _tThe Need for Frequent Formative Assessments and Student Feedback -- _tFeedback from Peers -- _tAfterword -- _tReferences -- _tIndex.
588			_aMachine converted from AACR2 source record.
650		0	_aInternet in higher education _xSocial aspects _9637065
907			_a.b12605980 _b31-10-17 _c28-10-15
998			_ab _an _as _b06-04-16 _cm _da _feng _gvau _h0
945			_a378.17344678 BEN _g1 _iA518647B _j0 _lsmain _o- _p$91.77 _q- _r- _s- _t0 _u1 _v0 _w0 _x1 _y.i13266913 _z29-10-15
945			_a378.17344678 BEN _g1 _iA518651B _j0 _lnmain _o- _p$91.77 _q- _r- _s- _t0 _u4 _v2 _w0 _x1 _y.i13266925 _z29-10-15
942			_cB
999			_c1240137 _d1240137