Online Teaching at Its Best: Merging Instructional Design with Teaching and Learning Research

Cover
Title Page
Copyright
Contents
The Authors
Preface
Chapter 1 Teaching at Its Best, No Matter What the Environment
	Teaching Quality as Key to Learning
		Best Practices from the Classroom Teaching Literature
		A Synthetic List of Best Practices
	The Many Modes of Teaching Today
		A Continuum of Different Teaching Modes
		The Effectiveness of Different Modes
	The Special Challenges of Online Learning
		Challenges from the Students
		Challenges from the Faculty
	Interweaving Two Unconnected Literatures
		Reflections
	References
Chapter 2 Setting Significant Outcomes
	Why Students Need What We Teach
	How Content Becomes the Wrong Driver
	Leading Students to a Meaningful Destination
	Examples of Significant Learning from Instructional Design
	Examples of Significant Learning from College Courses
		Creativity and Design
		The Sciences
		Quantitative Reasoning and Information Technology
		Health and Social Sciences
	Examples of Significant Learning from Adaptive Learning
	The Process of Reflection
		Reflections
	References
Chapter 3 Designing a Coherent Course
	Online Course Design Standards
	Phases of Course Design
	Organizing for Your Students’ Needs
		Course Design Structure
		The Graphic Syllabus
	Course Design Templates and Maps
		Home Page and Course Menus
		Course Maps
	Writing and Sequencing Learning Outcomes
	Developing Valid Assessments
		Informal, Formative Assessments
		Objective Tests and Quizzes
		Papers, Graphics, and Projects
		Self-Assessments and Reflections
		Group Projects
		Performances
		Proctored Assessments
	Mapping Learning Activities to Outcomes
		Discussion
		Small Group Activities
		Quizzes
		Criteria for Selecting Learning Activities
	Choosing Online and Offline Course Content
	Online Copyright Guidelines
		Restrictions on Online Course Materials
		Obtaining Permission or a License
	The Syllabus: What to Include
	Organizing Your Files for Yourself and Your Students
		Reflections
	References
Chapter 4 Applying Cognitive Science to Online Teaching and Learning Strategies
	Twenty-Five Principles of Learning from Cognitive Science
	How These Principles Can Inform Online Course Design and Teaching
		Principle 1: The Sequence of Procedural and Processual Steps
		Principle 2: Active Learning
		Principle 3: Targeted Feedback
		Principle 4: The Validity and Organization of Prior Knowledge
		Principle 5: A Safe, Welcoming Environment
		Principle 6: Attention Attractors and Holders
		Principle 7: Elaborative Rehearsal for Long-Term Memory
		Principle 8: Cognitive Load Minimized
		Principle 9: Multimodal Repetition
		Principle 10: Structured Knowledge
		Principle 11: Stories and Cases
		Principle 12: Varied Examples
		Principle 13: Emotions
		Principle 14: Spaced Practice
		Principle 15: Interleaved Practice
		Principle 16: Self-Regulated Learning
		Principle 17: The Testing Effect
		Principle 18: Comprehensive Exams
		Principle 19: The Generation Effect
		Principle 20: Desirable Difficulties
		Principle 21: Challenges to Current Mental Models
		Principle 22: Deep Thinking and Explanation Questions
		Principle 23: Error Correction
		Principle 24: Prompt Feedback on Errors
		Principle 25: Print Text for Reading
	References
Chapter 5 Motivating Elements: Course Policies, Communications, Assessments, and More
	Motivating Student Effort and Achievement
	Creating Too Much of a Good Thing?
	Leveraging Intrinsic and Extrinsic Motivators
	Reinforcing and Punishing
	Gaining and Maintaining Attention
	Ensuring Relevance
		Making Connections
		Setting Meaningful Goals
		Using Student Interests
		Explaining Your Methods
	Encouraging Goal Expectancy and Self-Efficacy
		Explicitly Fostering Self-Efficacy
		Making the Path for Success Visible
		Providing Multiple Opportunities for Success
		Sending Motivational Messages
		Sharing Strategies for Success
		Explaining the Value of Errors
	Creating Satisfaction
	Fostering Social Belonging
	Motivating as Our Major Task
		Reflections
	References
Chapter 6 Developing Interactivity, Social Connections, and Community
	Effects of Interactions on Learning
	Student–Instructor Interaction
	Student–Content Interaction
		Content Guidance for Students
		Content Presentation
		Visuals and Media
		Web Resources for Content Interaction
		Content Misconceptions
		Content Practice
		Content Discussions
		Content Assessments
		Web Resources for Content Interaction
	Student–Student Interaction
		Peer Review
		Class Discussions
		Group Work
	Interactions with Technology
		Reflections
	References
Chapter 7 Making Accessibility for Everyone Much Easier
	Why Use Student-Centered Design?
	Sources of Obstacles
	Overcoming Obstacles
	Guidelines and Standards for Designing Accessibility
	Specific How-To’s of Ensuring Accessibility
		A Clear Path for Access
		Signposts and Tips
		Using Media Wisely
	Additional Resources and Advice
		Reflections
	References
Chapter 8 Creating a Supportive Culture for Online, Remote, and Hyflex Teaching
	The Importance of Quality in Online, Remote, and Hyflex Courses
	Faculty Challenges in Remote and Hyflex Teaching
		“Zoom Fatigue” and Low Student Engagement
		Lack of Community
		Technological Limitations
		Inadequate Training and Support
		Concerns about Workload
		Concerns about Administrative Appreciation
		Concerns about Quality
	Faculty Challenges in Transitioning to Online Teaching
		Lack of Institutional Support and Rewards
		Unreliable Technology
		Absent or Poor Technical Support
		Absent or Inadequate Training
		Concerns about Workload
		Concerns about Quality
	Faculty Support for Remote and Hyflex Teaching
		Effective Web Conferencing
		Community Building Techniques
		Adequate and Equity-Enhancing Technology
		Adequate Training and Support
		Input into Administrative Decision Making
	Faculty Incentives and Support for Online Teaching
		Leadership
		Stable Technology
		High-Quality Professional Development
		Release Time and Workload Management Advice
		Recognition
		Research Funding
		Resources
	Designing Effective Professional Development
		Themes and Topics
		Strategies for Professional Development
	Models for a Professional Development Program in Online Teaching
		University of Illinois Online
		Penn State’s World Campus Model 1
		Penn State’s World Campus Model 2
	Conclusion
		Reflections
	References
Appendix A: Online Course Development Checklist
	Essential Quicksteps
		Reflect and Prepare
		Create the Student’s Entry
		Organize Content Structure
		Add Content and Activities
		Add Assessments
		Check Accessibility
		Give Feedback on Participation
	Course Beginnings
		Course Identification
		Fonts, Colors, and Styles
		Navigation
		Syllabus
		Welcome
		Start-Here Tips
		Outcomes
		Orientation
		Communication
		Academic Integrity Expectations
		Directions for Getting Help
	Technology
		Technical Information
		Online Course Site Tools
		Other Technology Choices
		Student Technology Choices for Assignments
		User-Friendly Tools and Materials
		Other Adjustments for Students with Disabilities
	Assessments and Grading
		Rubrics, Specifications, and Examples
		Assessments
		Instructor Feedback
		Final Course Grades
		Student Feedback
	Course Materials
		Organization
		Content Materials
		Learning Activities
		Media Variety
		Academic Integrity
	Student Interactions with the Content, Instructor, and Peers
		Interactions with the Content
		Interactions with You as Instructor
		Interactions with Fellow Students
Appendix B: Accessibility Resources
	Strategies to Make Access to Course Materials Easy
		Creating Access Strategies
		Creating Access Strategies for Math and Science Courses
		Organizing Your Course
	Ways to Make Accessible Document Files
		Improving Readability
		Scanning Documents
		Creating Tables and Data Displays
		Adding Styles
		Creating an Accessible Syllabus
		Adding AltText and AltTags
		Fixing Existing PDF Files
		Creating Accessible Files
		Creating Accessible Forms
		Using Talking Book and Braille Formats
		Ways to Design Accessible PowerPoint Presentations
	Captioning Resources
	Accessibility Checks
	Resources for Students
		Computer Settings and Study Guides
		Assistive Technologies
		Added Technology Support
Index
EULA