Discussion-Based Online Teaching To Enhance Student Learning: Theory, Practice and Assessment

Description

The new edition of what is now considered a classic on online learning has been expanded by about a third to reflect new opportunities offered by social media, new insights and ideas derived from the author’s teaching in the eight years since she wrote the first edition, as well as from extensive research in the latest literature. In particular, Tisha Bender investigates whether the existing paradigm of teaching and learning has been changed, not so much because of the advent of the Internet, but because of the potential divide between the expectations and practices of students who are “digital natives” of the digital revolution, and those of their teachers who are mostly “digital immigrants”. She addresses the question: do we need to change the way we teach in order to reach and engage digital natives fruitfully and enjoyably in their education.This accessible and comprehensive book offers an engaging and practical approach to online teaching that is rooted in the author's experience and enthusiasm for creating a virtual environment that engages students and fosters their deep learning. This is a book for all educators and administrators in higher education, in any discipline, engaged in, or contemplating offering, online classes that involve discussion or collaborative learning. It is relevant both to faculty teaching a hybrid and face-to-face classes, and courses conducted entirely online. Cover Half Title Title Page Copyright Page Dedication Table of Contents Acknowledgments Preface Introduction Part One: 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 Two: 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 Three: 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