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Online Learning Journal Volume 20, Issue 1 March 2016 FREE PDF download for members Volume 20, Issue 1 - March 2016 Introduction Peter Shea, University at Albany, State University of New York With the announcement of our latest issue of Online Learning we report the achievement of a significant milestone.

The most up-to-date information and research of online learning and teaching.

This article gives 6 practical tips to manage your time when teaching online

Thanks for sharing this, Simona. Skimming the article you highlighted and a few of the others in the journal, I noticed that some of the themes and suggestions were similar to the ones in the texts assigned by Leah (manage the students and their interactions actively and constantly/consistently, be empathic and explicit); I also appreciate the user-friendliness of these articles, as they include plenty of bullet-points for the busy reader ... Finally, I like that this journal is indeed international, including views on online teaching from around the world. Would be great if we could learn more about how online education functions elsewhere.

The title does very well in explaining this resource.

Piece from _Kairos_, a flagship journal in writing studies, about how principles of universal design can make writing pedagogy "more flexible, more inclusive, and more challenging."

One of the best resources in the world for people form across the university who are interested in teaching writing. This site is an open resource for books, journals, and teaching modules.

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 is a multi-authored article that appeared in the journal Teaching Theology and Religion. I participated in the composition but the reason I am posting it is not my own little section on multi-sensory imagery but rather the part by Russell Haitch which discusses long distance education in the New Testament--the Apostle Paul to be specific. Haitch (as I recall) makes a good case that examples like this one show that one really communicate effectively and passionately, from a long distance, for the purpose of educational transformation. So, if you look at this, zero in on Haitch's case study.

Curtis and Lawson (2001) looked for "evidence of good quality interactions among students who are not present in the one physical site from data obtained from students' online exchanges" (p. 21). They focused on the "depth of on-task activity" (p. 21) in an asynchronous situation, which they argue is the most common form of online courses, of a small collaborative learning group. They found that "the analysis of participants' postings reveals many of the behaviors associated with collaborative learning in face-to face situations" (p. 29). However, "the students spontaneously demonstrated a need also to use synchronous communication" (p. 24). Some did this via text or email, often when they did not agree with another student and some organized synchronous chat sessions. This shows that "there is a need to incorporate among the asynchronous interactions…opportunities for real-time interactions among students" (p. 29).

"This research study provides new insight into how teachers use social networking sites, such as Twitter, as professional learning networks." Article was published in The Journal of Online Learning and Teaching (JOLT).

OK. Here is the other article I promised. My interest was to find out about the principle of redundancy, but this article is not just about that. Editor's Note : Effective online learning requires careful preparation, design, implementation, and follow-up. This article combines best practices from a variety of resources - research studies, publications, and discussions among online instructors. The analogy of a garden is used to reinforce practices that will ensure a successful "harvest!"

Hi Yu, I like this article. For some points, I had not thought about them. Thanks for sharing.

A couple of comments here: I apologize if the link doesn't open right away. I got the article through PubMed at WHSLibrary. The article presents an interesting approach to the use of Bloom's taxonomy for grading discussion boards integrating collaborative learning process and higher-order thinking. It also does a good job discussing how to evaluate a rubric.,

Following up on Brent's post on Justine Sacco, here is a feature story one of my students wrote last semester on public shaming at Emory. You also can go to her podcast which you might find interesting despite its length and annoying undertone of typing.

The Journal of Online Learning and Teaching, covers challenges in online language learning and recommends best practices

"Encouraging Creativity in Online Courses." Though a bit older, I think this article makes some interesting points made in terms of the approach to course development. "Looking at the other side - rather than looking at boundaries, look for the solution outside the assumptions."

Introduction It is generally agreed that learning involves interaction and that it is a communal activity (McMillan & Chavis, 1986; Sarason, 1974). The traditional setting where communal learning activity occurs has been the in-person classroom; however, with the advent of technology that is no longer the case.

McLaughlin, Jacqueline E. PhD, MS; Roth, Mary T. PharmD, MHS; Glatt, Dylan M.; Gharkholonarehe, Nastaran PharmD; Davidson, Christopher A. ME; Griffin, LaToya M. PhD; Esserman, Denise A. PhD; Mumper, Russell J. PhD In recent years, colleges and universities in the United States have faced considerable scrutiny for their apparent failure to adequately educate students.

I read this article and found it to be enormously interesting and enlightening. The course coordinator was a seasoned veteran; there were numerous resources dedicated to this venture (full time graduate TAs, dedicated IT personnel) and yet the authors report that the coordinator still required 127% more time to prepare the online components of this course. I also noticed that many of the active learning strategies discussed (think-pair-share, as an example) are things that could easily be incorporated into a non-flipped classroom.

One idea came to mind as I read the article about offloading lecture material for students so that synchronous class time can be used for discussion and problem solving: the use of case studies. Public health, business, and development work often relies on group engagement in response to case studies. The background could be presented, along with vital tools for assessing and analyzing the situation, then on-line classes could be used for rich discussion of the range of solutions and opportunities. I'm thinking of a model of a traditional pilgrimage in which pilgrims keep coming together in larger numbers the closer they get to their destination.

This is a short article focused on the 2014 Horizon Report and the context of connections. Published in Nursing Education Perspectives journal in their Emerging Technologies section.

Kristy, this is awesome find. The term Connected Age may be one of the next buzz words of our lives. I've added a couple of additional tags so that searching becomes meaningful. Using "nursing" as a tag is perfect because there are about 8 SON faculty who have access to this group. (This cohort and last)