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I found this article to be very helpful in providing a sense that it will be possible to control time use when teaching on line. It gives great tips on how to overcome the feeling that online teaching will be a 24/7 class rather than one that meets TTh 10-11:15 in White Hall 208! I like this one a lot.

Using Fuller's concerns-based model for teacher development, this study identifies concerns and strategies experienced by 103 online instructors in a six-week online professional development course offered multiple times over a three-year period. The study reveals that online instructors identified concerns related to self, task, and impact. (VIP: Includes PRACTICAL ideas that can be implemented)

This article compares the work patterns of a more successful and a less successful online group collaboration and draws conclusions about strategies that instructors can promote/encourage/require to help students successfully collaborate.

Playing Devils' Advocate here.... http://chronicle.com/article/Cheating-Goes-High-Tech/132093/ Would cheating in an online course be considered a "successful collaboration," or promoting positive peer-peer interactions?

If a group worked together to cheat, that certainly would be successful collaboration. I'm sure there are articles out there (that I haven't come across yet) that discuss strategies to minimize or circumvent cheating. Scaffolding assignments and requiring students to make visible all the steps in the process would help I think. Thanks!

This is a pretty short, not-too-challenging read with some good ideas and strategies for having teachers (K-12, but certainly could be extended to include higher ed instructors) incorporate more resources into their classrooms and learning environments. The article is from 2002, but the strategies still seem sound.

I've been concerned with translating of a sense of teacher's personal presence into online course design; while this article is brief (and maybe over-dependent on a graphic), it nevertheless invites specific choices of format, teaching strategies, instructor roles, and type of technology, all to the end of suggesting an active and engaging professorial presence.

Although the target readership is grade 6-12 instructors, I find the methodology in this article applicable to what we are trying to do. Give it a read and see what you think.

This paper combines two of our course's concerns: the importance of social presence in the online classroom (deNoyelles et al. 2014) and instructional design. It refers to the ADDIE model of instructional design in order to optimize effective social presence in the online classroom, and lists several course design strategies in the final section (pp. 676-678) to increase the student perception of valuable instructor social presence.

Brief article by online instructor sharing tips on managing online courses. Two tips I think would be especially useful include: 1) using a "What's New" section for adding content so students can find it easily and 2) for large classes to keep personalized grading assignments and high tech features to a minimum.

Kristy, thanks for this good resource, I think that author has several good points. There are ways to think about the "What's New" area. There is a module page within the site that can be used, I've added one in our class, just so you can see. Learners can also use the Global Navigation at the top right of the Bb site to see all (or to filter specific courses) of all new and up-to-date happenings. There are definitely strategies of workload management including team and peer-review assignments. You can also have student-led discussions. Large online classes are there own beast - and I think SON is facing it. I believe that we can come up with some solid solutions that still meet the instructional goals without burning out the faculty.