Efnisyfirlit

• Cover
• Series
• Title
• Copyright
• Figures, Table, and Exhibits
  • Figures
  • Table
  • Exhibits
• Preface to the Second Edition: The Face of Online Learning Today
  • Online Learning in the Twenty-First Century
  • Organization of the Contents
• The Authors
• Acknowledgments
• Part One: Rethinking Education for an Online World
  • Chapter One: Online Learning in the Twenty-First Century
    • Online Learning Today
    • Current and Emerging Technologies
    • Emerging Issues for Both Faculty and Administrators
    • Recent Developments in K–12 Online Learning
    • The Effectiveness of Distance Delivery
  • Chapter Two: The Art of Online Teaching
    • Lack of Preparation
    • Who Should Teach Online?
    • Training, Training, and More Training
    • Using Mobile Technology in Faculty Training
    • New Processes, New Relationships
    • Online Pedagogy
    • Keys to Success
    • The Final Transition: Assessing and Evaluating Students and Ourselves
    • Supporting Instructors to Make the Transition
  • Chapter Three: Administrative Issues and Concerns
    • Faculty Time, Compensation, and Questions of Tenure
    • Program Planning and Development
    • Another Look at Faculty and Student Support, Training, and Development
    • Governance and Intellectual Property
    • Student Retention
    • Some Last Thoughts on Administrative Issues and Concerns
  • Chapter Four: The Tools of Online Teaching
    • Technology in the Twenty-First Century
    • Matching the Technology to the Course
    • What Are Web 2.0 Technologies?
    • Choosing Technology Wisely
    • When Money Is an Issue
    • Accessibility Is a Major Concern
• Part Two: Teaching and Learning Online
  • Chapter Five: Transforming Courses for the Online Classroom
    • Starting Over: Considerations in the Development of an Online Course
    • The Process of the Course
  • Chapter Six: Teaching Courses Developed by Others
    • A Focus on Content
    • Ability to Adjust the Course
    • Examples of Customization
    • When Customizing Is Not Possible
    • Building Community into the Process
    • Evaluating a Course Developed by Another
    • Issues of Intellectual Property
    • Courses with Rolling Admission
    • Final Thoughts on Teaching a Course Developed by Another
  • Chapter Seven: Working with the Virtual Student
    • If We Build It, They Will Come
    • The Successful Learner in the Online Classroom
    • Addressing Different Learning Styles
    • Recognizing and Working with Those Who Do Not Succeed
    • The Role of the Learner in the Online Learning Process
    • Maximizing the Potential of the Virtual Student
    • Teaching Students to Learn in the Online Environment
    • Respecting Student Intellectual Property
  • Chapter Eight: Online Classroom Dynamics
    • Group Dynamics and Online Classroom Dynamics
    • Applying What We Understand About Groups to Online Classes
    • Other Ways of Looking at Online Groups
    • Conflict Revisited
    • Working with Difficult Students
    • When It Simply Isn't Working
  • Chapter Nine: Lessons Learned in the Virtual Classroom
    • A Look Back
    • The Myths
    • Lessons for Faculty
    • Lessons for Instructional Designers and Faculty Developers
    • Lessons for Administrators
    • A Look into the Near Future
• Appendix A: Sample Training for Faculty
  • Introduction to and Best Practices in Online Teaching
  • Intensive Training Focused on Collaboration and Building Online Learning Communities
• Appendix B: Additional Resources
  • Communities of Practice
  • Mobile Applications and Web 2.0 Applications
  • Certificate Programs in Online Teaching
  • Online Conferences
  • Online Journals About Online Teaching
  • Professional Organizations
  • Course Evaluation Rubrics
• References
• Index
• End User License Agreement

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