About the Book
The Online Teaching Survival Guide offers faculty a wide array of theory-based techniques designed for online teaching and technology-enhanced courses. Written by two pioneers in distance education, this guidebook presents practical instructional strategies spread out over a four-phase timeline that covers the lifespan of a course. The book includes information on a range of topics such as course management, social presence, community building, and assessment. Based on traditional pedagogical theory, The Online Teaching Survival Guide integrates the latest research in cognitive processing and learning outcomes. Faculty with little knowledge of educational theory and those well versed in pedagogy will find this resource essential for developing their online teaching skills. Praise for The Online Teaching Survival Guide
"At a time when resources for training faculty to teach online are scarce, Judith Boettcher and Rita-Marie Conrad have presented a must-read for all instructors new to online teaching. By tying best practices to the natural rhythms of a course as it unfolds, instructors will know what to do when and what to expect. The book is a life raft in what can be perceived as turbulent and uncharted waters."
—Rena M. Palloff and Keith Pratt, program directors and faculty, Teaching in the Virtual Classroom Program, Fielding Graduate University
"Developed from years of experience supporting online faculty, Judith Boettcher and Rita-Marie Conrad's book provides practical tips and checklists that should especially help those new to online teaching hit the ground running."
—Karen Swan, Stukel Distinguished Professor of Educational Leadership, University of Illinois Springfield
"This book blends a fine synthesis of research findings with plenty of practical advice. This book should be especially valuable for faculty teaching their first or second course online. But any instructor, no matter how experienced, is likely to find valuable insights and techniques."
—Stephen C. Ehrmann, director, Flashlight Program for the Study and Improvement of Educational Uses of Technology; vice president, The Teaching, Learning, and Technology Group
Table of Contents:
List of Tables, Figures, and Exhibits. Foreword (David McGeehan and Jim Wolford-Ulrich).
Preface.
The Authors.
Introduction.
Part One: Core Principles and Best Practices of Online Teaching and Learning.
1 Teaching Online–The Big Picture.
Chapter Overview.
Preparing to Teach in the Online Environment.
Oh, Oh. What Did I Say I Would Do?
The Definition of a Course.
How Are Online Courses Unique?
Three Types of Online Courses.
The Four Stages of a Course
Learning Theories and Theorists.
How the Chapters in Part One Fit Together.
Summary—and What's Next.
2 Theoretical Foundations: Ten Core Learning Principles.
Chapter Overview.
Background of the Ten Core Learning Principles.
Ten Core Learning Principles.
Summary—and What's Next.
3 Ten Best Practices for Teaching Online.
Chapter Overview.
Ten Best Practices for Beginning Online Teaching.
Conclusion.
Summary—and What's Next.
Part Two: Simple, Practical, and Pedagogically Based Tips.
4 Phase One: What's Happening, Themes, and Tools: Starting Off on the Right Foot in Course Beginnings.
Chapter Overview.
What's Happening in Course Beginnings.
Course Beginnings Themes.
Technology Tools.
5 Phase One: Tips for Course Beginnings.
Chapter Overview.
Getting Ready and Getting Acquainted.
CB Tip 1: Course Launch Preparations: The Essential Course Elements of an Online Course.
CB Tip 2: Hitting the Road Running: How Not to Lose the First Week!
CB Tip 3: How an Online Syllabus Is Different.
CB Tip 4: Launching Your Social Presence in Your Course.
CB Tip 5: Getting to Know Students' Minds Individually: The Vygotsky Zone of Proximal Development.
CB Tip 6: Getting into the Swing of a Course: Is There an Ideal Weekly Rhythm?
Creating and Designing Discussions.
CB Tip 7: The Why and How of Discussion Boards: Their Role in the Online Course.
CB Tip 8: Characteristics of Good Discussion Questions.
CB Tip 9: Managing and Evaluating Discussion Postings.
CB Tip 10: The Faculty Role in the First Weeks: Required and Recommended Actions.
Summary—and What's Next?
6 Phase Two: What's Happening, Themes, and Tools: Keeping the Ball Rolling in the Early Middle.
Chapter Overview.
What's Happening in the Early Middle Weeks.
Early Middle: Themes, Best Practices, and Principles.
Tips for the Early Middle.
Technology Tools.
7 Phase Two: Tips for the Early Middle.
Managing Your Course.
EM Tip 1: Tools for Communicating Teaching Presence: E-mails, Announcements, and Discussion Forums.
EM Tip 2: Learning and Course Management Systems: Making Good Use of the Tools.
EM Tip 3: Weekly Rhythm: Challenges to the Plan.
EM Tip 4: Early Feedback Loop from Learners to You.
EM Tip 5: Early Feedback Tools: Rubrics, Quizzes, and Peer Review.
EM Tip 6: The Why and How of Group Projects Within Online Courses: Setting Up and Structuring Groups.
EM Tip 7: Sharing the Teaching and Learning: Working with a Teaching Assistant.
Strategies and Tools for Building Community.
EM Tip 8: Promoting Peer Interaction and Community with Learner-to-Learner Dialogue and Teaming.
EM Tip 9: Online Classrooms and Tools for Synchronous Collaboration.
EM Tip 10: Using Audio and Video Resources to Create a More Engaging and Effective Course.
Building the Cognitive Presence.
EM Tip 11: A Good Discussion Post Has Three Parts.
EM Tip 12: Discussion Wraps: A Useful Cognitive Pattern or a Collection of Discrete Thought Threads.
EM Tip 13: Getting an Early Start on Cognitive Presence.
EM Tip 14: Launching Learner Projects That Matter to the Learner.
Summary—and What's Next.
8 Phase Three: What's Happening, Themes, and Tools: Letting Go of Power in the Late Middle.
Chapter Overview.
What's Happening in the Late Middle Weeks.
Late Middle: Themes, Best Practices, and Principles
Tips for the Late Middle.
Technology Tools.
9 Phase Three: Tips for the Late Middle.
Chapter Overview.
Leveraging the Power of Questions.
LM Tip 1: Questions and Answers: Upside Down and Inside Out.
LM Tip 2: Three Techniques for Making Your Students' Knowledge Visible.
LM Tip 3: Moving Beyond Knowledge Integration to Defining Problems and Finding Solutions.
Assessing Learning As You Go.
LM Tip 4: “Are You Reading My Postings? Do You Know Who I Am?”. Simple Rules About Feedback in Online Learning.
LM Tip 5: Feedback on Assignments: Being Timely and Efficient.
LM Tip 6: Reshaping Learning Habits of Online Students
Project Work Practices .
LM Tip 7: Customizing and Personalizing Learning.
LM Tip 8: Managing and Facilitating Group Projects.
LM Tip 9: Assessing Group Projects.
LM Tip 10: A Rubric for Analyzing Critical Thinking.
LM Tip 11: Four Effective Practices During Project Time.
Community Empowerment and Social Networking.
LM Tip 12: Course Middles and Muddles: Souped-Up Conversations That Help Build Community.
LM TIP 13: Using Social Networking Techniques to Build a Learning Community.
LM Tip 14: Experts: A Touch of Spice.
Summary—and What's Next?
10 Phase Four: What's Happening, Themes, and Tools: Pruning, Reflecting, and Wrapping Up in the Closing Weeks.
Chapter Overview.
What's Happening in the Closing Weeks.
Closing Weeks: Themes, Best Practices, and Principles.
Tips for the Closing Weeks.
Technology Tools.
11 Phase Four: Tips for the Closing Weeks.
Meaningful Projects and Presentations.
CW Tip 1: Reaching the Heights of Learning: Authentic Problem Solving.
CW Tip 2: Using What-If Scenarios: Flexing Our Minds with Possibilities.
CW Tip 3: Stage Three of a Learning Community: Stimulating and Comfortable Camaraderie.
CW Tip 4: Learners as Leaders.
CW Tip 5: Course Wrapping with Concept Mapping: A Strategy for Capturing Course Content Meaningfully.
Preparing for the Course Wrap .
CW Tip 6: Pausing, Reflecting, and Pruning Strategies.
CW Tip 7: Creating a Closing Experience: Wrapping Up a Course with Style.
CW Tip 8: Real-Time Gatherings: Stories and Suggestions for Closing Experiences.
CW Tip 9: Debriefing Techniques with Students: What One Change Would They Recommend?
Conclusion—and What's Next?
Part Three: What's Next.
12 Reflecting and Looking Forward.
Chapter Overview.
Reflecting and Looking Forward Using the Four Course Phases.
Reflecting and Looking Forward with the Learning Experiences. Framework.
Advice from Fellow Online Instructors.
Rubrics and Best Practices for Quality Online Courses.
Conclusion: Innovation as a Three-Phase Process.
Appendix: Resources for Learning More About the Research and Theory. of Teaching Online.
References.
Index.
About the Author :
Judith V. Boettcher, Ph.D., is a consultant and author in online and distance learning at the University of Florida and with Designing for Learning (www.designingforlearning.info). Rita-Marie Conrad, Ph.D., is an online faculty member at various institutions, including Florida State University. She is also coauthor of one of the Jossey-Bass Guides to Online Teaching and Learning, Engaging the Online Learner.
Judith V. Boettcher, Ph.D., is a consultant and author in online and distance learning at the University of Florida and with Designing for Learning (www.designingforlearning.info). Rita-Marie Conrad, Ph.D., is an online faculty member at various institutions, including Florida State University. She is also coauthor of one of the Jossey-Bass Guides to Online Teaching and Learning, Engaging the Online Learner.
