Group items tagged

"The increase in the adop-tion of Internet-related technologies for online learning has been accompanied by a parallel, but separate, demand for greater accountability in higher education. Measures of student engagement offer valuable indicators of educational quality, yet have been limited to use in on-campus settings. The authors used key engagement dimensions that the National Survey of Student Engagement (NSSE) defined to measure student engagement in online courses from 3 universities. Online students were modestly engaged in selected NSSE dimensions and had a pattern of engagement that differed from on-campus students."

Here's a direct link to the article. http://anitacrawley.net/Articles/New%20Benchmarks%20in%20Higher%20Education.pdf

"Engaging Online Students: Practical Interaction Strategies to Enhance Learning"

Integrating active learning, fostering a personal connection with students, and facilitating the process of learning

"As a core project, a university eLearning Pedagogy Faculty Learning Community (FLC) chose to apply recommendations for the "art" of good teaching to the online realm. There is relatively little discussion of this issue in the literature. In this paper, we use Bain's (2004) book What the Best College Teachers Do to discuss some of the major ways that the practices of effective teaching in general can be applied to online teaching in particular. Specifically, we explore methods of fostering student engagement, stimulating intellectual development, and building rapport with students when teaching online. This analysis provides a much-needed "art of teaching" set of recommendations that complements the "science of teaching" best practices approach to online pedagogy. "

Good article. Takes the characteristics of best college teachers and applies it to teaching in an online environment. Three major Characteristics: Fostering Student Engagement Stimulating Intellectual Development Building Rapport with Students

"Instructional blogging operates as a knowledge-centered instructional tool. In this model the instructor involves students in research activities, engages them in discussions with practitioners, and leads them through developmental concepts of the discipline's knowledge domain."

"A model that encourages students to participate in online forum discussions, provides a template for new online faculty to use in creating effective discussion questions, and promotes a higher level processing of the material."

Research on online classes strongly identifies participation as a positive variable. Research on online teaching also reveals the time intensive practices involved with providing individualized attention and feedback. An online instructor must negotiate the balance between being responsive and managing time effectively. To that end, writing sound discussion questions, based on a model, is one way to invite and increase participation and maximize the time element. The CREST+ model, a model for writing effective online discussion questions, covers the cognitive nature of the question, the reading basis, any experiential possibility, style and type of question, and finally ways to structure a good question.  This model encourages students to participate in online forum discussions, provides a template for new online faculty to use in creating effective discussion questions, and promotes a higher level processing of the material.

Discussion board rubric.

Pedagogy and the Class Blog

a little old.

"This index represents a compilation of those activities to help instructors plan their online and hybrid courses."

"Teaching with synchronous communication tools"

"Video Primers in an Online Repository for e-Teaching & Learning"

"Dr. Curt Bonk, Professor in Instructional Systems Technology, Indiana University, in a video series addressing the design and best practices of Distance Education courses. "

I like the idea of this, but not the implementation.

"Realize the instructional and time-saving benefits of using discussion boards in both campus-based and online classes."

" The purpose of this article is to describe and analyze two online legal environment courses to determine whether the instructor successfully used technology to create an effective online teaching and learning environment. The central focus is on the concept of "teaching presence" in physical and online environments and how teaching presence can be created in an online environment. "

This was a long article (50 pages) it was a study of two legal courses and whether they engaged the students in learning. It provided a background on distance learning, and learning theories, and then described the two courses and the research questionnaire. It was an interesting study, but I am not sure that faculty would find this useful or informative on how to improve their presence in their courses.

Road block for me: options for accessing this content: If you have access to this content through a society membership, please first log in to your society website. If you would like institutional access to this content, please recommend the title to your librarian. Login via other institutional login options http://onlinelibrary.wiley.com/login-options. You can purchase online access to this Article for a 24-hour period (price varies by title) If you already have a Wiley Online Library or Wiley InterScience user account: login above and proceed to purchase the article. New Users: Please register, then proceed to purchase the article.

"How Students Develop Online Learning Skills"

Practical tips from a Sloan-C award for Excellence in Online Teaching winner

Good article. Focuses mainly on using discussion boards in a class and using them to engage the students. Talks a little about rubrics. A little dated, form 2004.