Efnisyfirlit

• Front Matter
  • Dedication
  • PREFACE WHY FOCUS ON THE LEARNER?
    • Pedagogy, Andragogy, or Heutagogy?
    • Becoming Truly Learner-Focused
    • Audience for the Book
    • Online Learning Across Disciplines
    • The Corporate Student
    • Organization of Contents
    • Acknowledgments
  • ABOUT THE AUTHORS
• PART ONE A PROFILE OF THE VIRTUAL STUDENT
  • CHAPTER ONE WHO IS THE VIRTUAL STUDENT?
    • Satisfaction With Online Learning
    • A Portrait Of The Successful Virtual Student
    • Does This Represent The Ideal?
    • Addressing The Needs Of The Virtual Student
    • Concluding Thoughts
      • TABLE 1.1. LEARNER-FOCUSED INSTRUCTIONAL TECHNIQUES TO SUPPORT ONLINE LEARNERS.
  • CHAPTER TWO THE STUDENT SIDE OF ONLINE LEARNING COMMUNITIES
    • Defining The Online Learning Community
    • The Role Of The Learner In Forming The Online Community
      • Openness
      • Flexibility and Humor
      • Honesty
      • Willingness to Take Responsibility for Community Formation
      • Willingness to Work Collaboratively
    • Maximizing Interaction
    • Expressing Content Without Sacrificing Interaction
    • Concluding Thoughts
      • TABLE 2.1. INSTRUCTIONAL TECHNIQUES FOR FACILITATING STUDENT RESPONSIBILITY IN ONLINE LEARNING COMMUNITIES.
  • CHAPTER THREE LEARNING STYLES
    • Defining Learning Styles
    • Addressing Different Learning Styles
      • Offering Different Types of Activities
        • One-Alone Activities.
        • One-to-One Activities.
        • One-to-Many Activities.
        • Many-to-Many Activities.
      • Matching and Mismatching Learning Styles
      • Engaging Adult Learners Online
      • Collaborating, Complementing, Integrating
    • Concluding Thoughts
      • TABLE 3.1. ONLINE INSTRUCTIONAL TECHNIQUES TO ADDRESS VARIOUS LEARNING STYLES.
  • CHAPTER FOUR GENDER, CULTURE, LIFESTYLE, AND GEOGRAPHY
    • Cultural Issues
    • Gender Issues
    • Geographical Issues
    • Issues Of Religion And Spirituality
    • Issues Of Literacy And Disability
    • The Digital Divide
    • Concluding Thoughts
      • TABLE 4.1. INSTRUCTIONAL TECHNIQUES FOR NARROWING THE DIGITAL DIVIDE.
  • CHAPTER FIVE WHAT THE VIRTUAL STUDENT NEEDS
    • A Connection To The Institution: The Missing Link
    • Technological Issues And Support
    • Integrating Student Services Into Online Courses And Programs
      • EXHIBIT 5.1. EXAMPLE OF A STUDENT SERVICES WEBSITE.
    • To Charge Or Not To Charge? That Is The Question!
    • Developing Appropriate Policies
    • Basic Writing Skills And Tutoring Services
    • Quality Is The Key
    • Dealing With The Needs Of The Neediest Students
    • Concluding Thoughts
      • TABLE 5.1. NEEDS OF THE VIRTUAL STUDENT AND INSTITUTIONAL RESPONSES.
• PART TWO A GUIDE TO WORKING WITH THE VIRTUAL STUDENT ISSUES, CONCERNS, AND STRATEGIES
  • CHAPTER SIX DESIGNING A GOOD STUDENT ORIENTATION
    • Before Getting Started
    • Elements Of A Good Orientation
      • Internet Basics
      • Basic Computer Skills
      • What Makes a Successful Online Learner
      • Differences Between Face-to-Face and Online Courses
      • Interactions Between Instructor and Students and Among Students
      • How to Give Feedback to Other Students
      • Appropriate Interaction and Communication
      • How to Get Help
    • Incorporating Orientation Into The Online Class
      • EXHIBIT 6.1. SAMPLE WELCOME PAGE SHOWING COURSE ORIENTATION MATERIALS.
    • Concluding Thoughts
      • EXHIBIT 6.2. SAMPLE COURSE INFORMATION PAGE.
      • EXHIBIT 6.3. SAMPLE CLASS POLICIES AND PROCEDURES PAGE.
      • EXHIBIT 6.4. SAMPLE COMPUTER REQUIREMENTS PAGE.
      • EXHIBIT 6.5. SAMPLE PARTICIPATION GUIDELINES PAGE.
      • TABLE 6.1. ADDRESSING THE ORIENTATION NEEDS OF THE VIRTUAL STUDENT.
  • CHAPTER SEVEN TIME AND COMMITMENT
    • Basics Of Time Management
    • Setting Goals
    • Setting Priorities
      • Not Important or Urgent
        • FIGURE 7.1. PRIORITIZING TIME COMMITMENTS.
      • Not Important but Urgent
      • Important but Not Urgent
      • Important and Urgent
    • Budgeting Time For Studying And Interacting Online
      • Unimportant Things Done Poorly
        • FIGURE 7.2. BUDGETING TIME EFFICIENTLY AND EFFECTIVELY.
      • Important Things Done Poorly
      • Unimportant Things Done Well
      • Important Things Done Well
    • Avoiding Overload
    • How To Get Commitment And Buy-In
    • Concluding Thoughts
      • TABLE 7.1 TIME MANAGEMENT AND ONLINE LEARNING.
  • CHAPTER EIGHT ASSESSMENT AND EVALUATION
    • Assessment Of Student Performance
      • Learner-Centered
      • Teacher-Directed
        • EXHIBIT 8.1. SAMPLE GRADING RUBRIC FOR ONLINE DISCUSSION.
      • Mutually Beneficial
      • Formative
      • Context-Specific
      • Ongoing
      • Firmly Rooted in Good Practice
        • TABLE 8.1. ALIGNING LEARNING OBJECTIVES WITH ASSESSMENT.
    • Course Evaluation
    • A Few Words About Plagiarism And Cheating
    • Concluding Thoughts
      • TABLE 8.2. SUGGESTIONS FOR EMBEDDING ASSESSMENT AND EVALUATION INTO AN ONLINE COURSE.
  • CHAPTER NINE LEGAL ISSUES AND THE VIRTUAL STUDENT
    • Who Owns My Work?
    • Can I Say What I Really Want To?
    • Use Of Student Work In Faculty Research
    • Training Students In Copyright And Intellectual Property Issues
    • Making Students An Integral Part Of The Process
    • Concluding Thoughts
      • TABLE 9.1. ADDRESSING LEGAL CONCERNS IN THE ONLINE CLASSROOM.
  • CHAPTER TEN ATTRITION, RETENTION, AND GROUP SIZE
    • Stopping The Exodus: Remembering What Students Need To Succeed
      • Access to Technology and the Skills to Use It
      • Open-Mindedness About Sharing Personal Details
      • Ease with the Online Environment
      • Willingness to Commit the Necessary Time
      • Critical Thinking Ability
      • Reflective Ability
      • Belief That High-Quality Learning Can Happen Anywhere and Anytime
    • STEPS TO TAKE TO IMPROVE RETENTION
      • Ensure Greater Interactivity and Community Building
      • Control Group Size
      • Recognize That Not All Students (or Faculty) Belong in the Online Classroom
    • Collaboration + Presence + Community = Quality
      • FIGURE 10.1. ELEMENTS OF A HIGH-QUALITY ONLINE COURSE OR PROGRAM.
      • TABLE 10.1. IMPROVING QUALITY AND INCREASING RETENTION ONLINE.
  • CHAPTER ELEVEN BECOMING TRULY LEARNER-FOCUSED;BEST PRACTICES IN ONLINE TEACHING
    • Being Learner-Focused In The Online Environment
      • The Balance of Power Needs to Change
      • The Function of Content Needs to Change
      • The Role of the Teacher Needs to Change
      • The Responsibility for Learning Needs to Change
      • The Purpose and Processes of Evaluation Need to Change
    • What The Online Learner Wants
    • A Focus On Best Practices
      • Principle 1: Good Practice Encourages Student-Faculty Contact
      • Principle 2: Good Practice Encourages Cooperation Among Students
      • Principle 3: Good Practice Encourages Active Learning
      • Principle 4: Good Practice Gives Prompt Feedback
      • Principle 5: Good Practice Emphasizes Time on Task
      • Principle 6: Good Practice Communicates High Expectations
      • Principle 7: Good Practice Respects Diverse Talents and Ways of Learning
    • Concluding Thoughts
      • TABLE 11.1. BEST PRACTICES IN ONLINE TEACHING.
• Back Matter
  • RESOURCES: THE TOOLKIT FOR A SUCCESSFUL ONLINE STUDENT
    • INTRODUCTION TO THE TOOLKIT FOR A SUCCESSFUL ONLINE STUDENT
    • RESOURCE A FACULTY TOOLS
      • Sample Course Guidelines
        • Content and Posting Guidelines
        • Guidelines for Online Participation
          • Course Schedule.
          • Course Teaching and Learning Methods.
        • Faculty and Student Expectations
      • Sample Expectations Letter
      • Guidelines For Developing Critical Thinking Skills
        • Thinking About Critical Thinking
        • Tips for Promoting Critical Thinking Skills in an Online Class
      • Guide To Developing Good Discussion Questions For The Online Course
      • Case Methodology: How To Analyze Cases
        • Using Case Studies
        • Sample Guidelines for Student-Generated Cases
      • Evaluating Student Work
        • How You Will Be Evaluated?
          • EXHIBIT A.1. SAMPLE GRADING RUBRIC.
    • RESOURCE B STUDENT TOOLS
      • Self-Assessment: Is Online Learning For Me?
        • Self-Assessment Questions
        • Explanations
        • Self-Assessment Checklist
      • Tips For Being A Successful Online Learner
      • Communication Tools
        • Emoticons
          • Acronyms
          • Netiquette
          • Clarity
          • Quoting
            • Avoid Me-Tooing.
            • Avoid Stepladdering.
            • Alternate Between Quotes and Your Comments.
            • Why Bother?
            • Manners.
        • Feedback Guidelines
        • Time Management Tips And Tools
          • Goal Inventory
            • EXHIBIT B.1. LIFE GOALS.
            • EXHIBIT B.2. WEEKLY OBJECTIVES.
            • EXHIBIT B.3. WEEKLY PLANNER.
            • EXHIBIT B.4. WEEKLY SUMMARY OF TIME USE.
        • Writing Research And Reflection Papers
          • Research Papers
          • Writing Reflection Papers
          • Tips for Writing Self-Reflections
    • REFERENCES
    • INDEX

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