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Vesely, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234-246. Vesely, Bloom, and Sherlock (2007) document that essential to the learning process is the student/student and student/teacher interaction, and building this community of learners is more challenging in online. Students in blended courses felt interaction may be better than in traditional courses. Students who feel silenced in onsite class discussions are more apt to contribute online. Seeking help can be a determining factor in successful learning. In the online communities, help is available virtually around the clock from the instructors and fellow classmates. Furthermore, through their experiences in the blended course, students would better understand the significance of managing their time, cultivating their study environment, regulating their effort, seeking appropriate support, and learning from classmates. In my experience, students reported that their online interaction with classmates had greatly assisted in their comprehension of course materials. Central to how they felt about blended learning was the quality and quantity of student and faculty interaction. In blended courses, students are often required to engage actively by reading and responding to discussion forum postings that become a permanent record of their participation and learning, rather than passively attending classes. Perceptions of interaction from faculty are also positive for blended courses. Faculty renovate their teaching methods by placing onsite lectures online and adding supplementary activities to aid student learning. Blended teaching and learning transforms education from "a command and control structure to a connect and collaborate environment" (Moskal, Dziuban, Upchurch, Hartman, & Truman, 2006) which is more student-centered than faculty-controlled. For faculty, the quality

Coursesites open course for Blackboard Exemplary course design

An open MOOC course especially for those using Blackboard

From this article: Presence is the most important best practice for an online course (Boettcher & Conrad, 2010, p. 53) Research has shown that an important component in students 'performance in and satisfaction with their online course is the active participation of the instructor within their course (Picciano, 2002; Rovai, 2002; Swan & Shih, 2005). ***Because online presence is such a pivotal part of our role as facilitators, social media certainly assists us in actively participating in each course.

Adobe offers a number of free courses that can help you learn tech tools. Some of the courses are self-paced and others are collaborative. Occasionally they have an extensive Train the Trainer course. When I took it in 2016, it was an 8 week course with an additional 20 days tacked on to the end to finish course requirements. I liked the focus on the importance of creativity in education and best practices in adult learning theory. It is the closet thing to a MOOC that I have taken. If you take it, pay close attention to how to track your posts...the platform makes it a little difficult to go back and look at the responses to your posts when you did not initiate the first post.

Free University Courses. I recommend *New Media Literacies* in Comparative Media Studies.

Free online courses from the world's top scholars. I recommend the movers and shakers panel of guest speakers in Media, Education and the Marketplace Course Course MIT / Media Studies Shigeru Miyagawa

WeBWorK is an open-source online homework system for math and sciences courses. WeBWorK is supported by the MAA and the NSF and comes with a National Problem Library (NPL) of over 20,000 homework problems. Problems in the NPL target most lower division undergraduate math courses and some advanced courses. Supported courses include college algebra, discrete mathematics, probability and statistics, single and multivariable calculus, differential equations, linear algebra and complex analysis.

Since many online courses are offered in a compressed format, some may think courses are "easier." This article talks about a study that was done that shows that is not the case. If there is a difference, it is because of the instructor. Interesting.

Latest stats on online learning in the U.S., including number of students enrolled, percentage of faculty supporting online courses, and growth rates for the past 10 years.

This self-paced, online anatomy and physiology course covers all the bodily systems playing a major role in human anatomy. The material is presented in a practical and comprehensive manner. The focus of the course is on the need-to-know facts that must be understood in order to pursue any healthcare career or related education in the field of science.

One potential casualty when courses move online - or even when face-to-face courses incorporate web-based technologies - is collaboration. Many instructors fear they will lose opportunities to interact with their students - and that their students will lose the ability to interact with one another.

"Think Twice Before Cheating in Online Courses"

I'm enrolled as a student in the MOOC Saving Schools Mini-Course 1: History and Politics of U.S. Education on the edX platform and share in this post discussion questions used for assignment purposes from the course to illustrate what NOT to do when it comes to writing discussion questions.

This can be used as an ice breaker (helps to get get your course off to a great start, build community and get students focused on being successful). If feasible, break students into small groups and have them pick a quotation that would be a good "motto" for the course.

This article describes the use of social media as a bridge between students, teachers, and the online course. Many students are currently using social media such as Facebook and Twitter. The challenge for instructors is to learn how to leverage that as as an opportunity to create value for the student, the course, and for the instructor. The growing trend of Bring Your Own Device (BYOD) is commonplace among many campuses and it is now becoming common for institutions to require students to supply their own technology tools.

the book about tips to help to teach online courses

LinkedIn is offering courses one of the courses is Social media in the classroom

In Canvas LMS, there is a course called "Using Social Media for Academic and Professional Development". It will help you how to use social media in your courses.

Over 100 third-party tools and services are used by faculty and students in ASU Online courses. Collaborative partnerships are formed in order to explore ways to use the technology to improve online teaching and learning experiences.

Will great free courses drive down applications to places like Stanford? That's doubtful. It's more likely that these offerings will help build a stronger university brand. Writing about the success of a Stanford online computer science course in the Wall Street Journal, Holly Finn implies that free Web-based education is about to or should replace elite universities: It's a thrilling collegiate coup.

This was really interesting...there are so many free online courses. The issue seems to be quality and accreditation.