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<p>List of Figures and Tables ix</p> <p>Preface xi</p> <p>Acknowledgments xix</p> <p>The Authors xxi</p> <p><b>PART ONE The Excellent Online Instructor</b></p> <p><b>ONE What Are the Characteristics of Excellent Online Teaching? 3</b></p> <p>What Does the Excellent Online Instructor Look Like? 5</p> <p>The Importance of Establishing Presence 7</p> <p>Engaging Learners and Creating Community 9</p> <p>Excellence in Course Development 10</p> <p>Providing Effective Facilitation When Teaching Courses Developed by Others 11</p> <p>Good Facilitation Online:What Is Involved? 12</p> <p>Key Points That Define the Excellent Online Instructor 13</p> <p>Becoming Your Own Faculty Developer 14</p> <p><b>TWO Phases of Development 16</b></p> <p>Faculty Readiness to Teach Online 17</p> <p>The Phases of Online Faculty Development 20</p> <p>The Key to Understanding the Phases 28</p> <p>Faculty Mentoring for Online Teaching 29</p> <p>Dealing with Faculty Resistance 30</p> <p>Key Points Regarding Training Needs and Phases of Development for the Excellent Online Instructor 33</p> <p>Becoming Your Own Faculty Developer 34</p> <p><b>THREE Elements of Training for Excellence 35</b></p> <p>What Does Good Faculty Training Look Like? 36</p> <p>Online, Face-to-Face, or Hybrid:Which Works Best? 41</p> <p>Who Should Conduct Training for Online Teaching? 42</p> <p>Key Points in Training for Excellence 43</p> <p>Becoming Your Own Faculty Developer 44</p> <p><b>PART TWO Supporting the Movement from New to Great</b></p> <p><b>FOUR Models of Faculty Development 47</b></p> <p>A Phased Approach to Online Faculty Development 48</p> <p>Establishing a Long-Term Faculty Development Effort 53</p> <p>The Learning Community Approach to Online Faculty Development 54</p> <p>Working with Adjuncts at a Distance 57</p> <p>Training Efficiently 59</p> <p>Certificate Programs in Online Teaching 60</p> <p>Key Points Regarding Models of Online Faculty Development 62</p> <p>Becoming Your Own Faculty Developer 63</p> <p><b>F I VE Mentoring Online Faculty 64</b></p> <p>Common Elements of Mentoring Approaches 65</p> <p>Approaches to Mentoring for Online Teaching 68</p> <p>Developing an Effective Mentoring Program 70</p> <p>What Organizations Can Do to Promote Mentoring 74</p> <p>Key Points About Mentoring Online Faculty 75</p> <p>Becoming Your Own Faculty Developer 75</p> <p><b>S I X The Widening Gap: Professional Development for K–12 Teachers 77</b></p> <p>Online Teaching Methods in the K–12 Environment 79</p> <p>Characteristics of Excellent Online Teachers 81</p> <p>Preservice Teacher Preparation and Professional Development 82</p> <p>Coping Effectively with the Issues and Challenges of K–12 Online Teaching 85</p> <p>Key Points in K–12 Online Teaching 86</p> <p>Becoming Your Own Faculty Developer 86</p> <p><b>PART THREE Connecting the Dots: Faculty Development and Evaluation</b></p> <p><b>SEVEN Linking Training to Faculty Evaluation 91</b></p> <p>Online Course Evaluation and Faculty Evaluation 92</p> <p>Managing and Evaluating Faculty at a Distance 99</p> <p>Key Points on Linking Faculty Development to Evaluation 102</p> <p>Becoming Your Own Faculty Developer 102</p> <p><b>E I G H T Best Practices in the Development of Excellent Online Faculty 104</b></p> <p>Best Practices for Faculty Developers and Faculty Tasked with Faculty Development 105</p> <p>Best Practices for Faculty Engaged in Their Own Development 110</p> <p>Best Practices for Institutions 112</p> <p>A ‘‘Best System’’ for Developing Excellent Online Instructors 113</p> <p>Resources for Faculty Developers, Faculty, and Administrators</p> <p><b>Appendix A: Resources for Faculty Developers and Those Tasked with Faculty Development 119</b></p> <p><b>Appendix B: Resources for Faculty 139</b></p> <p><b>Appendix C: Resources for Administrators of Online Programs 149</b></p> <p>References 159</p> <p>Index 167</p>

<b>Rena M. Palloff</b> and <b>Keith Pratt</b> are the managing partners of Crossroads Consulting Group, working with academic institutions and organizations on the design and development of effective online distance learning programs. Rena and Keith are also program directors and faculty in the Teaching in the Virtual Classroom program at Fielding Graduate University. They are the authors of <i>Assessing the Online Learner</i>, <i>Collaborating Online</i>, <i>Lessons from the Cyberspace Classroom</i>, <i>The Virtual Student</i>, and <i>Building Online Learning Communities</i> all from Jossey-Bass.

<i>The Excellent Online Instructor</i> is a guide for new and seasoned faculty who teach online, those responsible for training and developing online instructors, and administrators who must evaluate online faculty performance. This comprehensive resource describes the qualities of and explains how one can become an excellent online instructor. Written by Rena M. Palloff and Keith Pratt—noted experts in online instruction—the book <ul> <li> <p>Includes models based in adult learning principles and best practices</p> </li> <li> <p>Offers guidelines to test instructors' readiness to teach online</p> </li> <li> <p>Contains ideas for overcoming faculty resistance</p> </li> <li> <p>Reveals how to develop an effective mentoring program</p> </li> <li> <p>Shows how to establish a long-term faculty development effort</p> </li> </ul> <p><b>Praise for <i>The Excellent Online Instructor</i></b></p> <p>"Palloff and Pratt have a profound understanding of the online educational milieu, its complexities and challenges as well as the potential it opens up to serious educators dedicated to exploiting its full value. Practical and down-to-earth strategies are at the core of what the authors offer the reader in this engaging book."<br /> —<b>Michael J. Canuel</b>, CEO, LEARN Quebec</p> <p>"This book examines best practices for effective online teaching and instructor engagement and provides a concise plan for faculty development and effective training methods. Rena Palloff and Keith Pratt have provided another essential resource for the field of online teaching and learning that is a must-read for anyone working with faculty or teaching online in either higher education or K–12."<br /> —<b>Kaye Shelton</b>, dean, Online Education, Dallas Baptist University</p> <p>"Whether you are guiding departmental faculty or looking to improve your own online skills, Palloff and Pratt provide practical steps, tools to organize your processes, best practices to emulate, and valuable resources to help you achieve excellence online."<br /> —<b>Lynn Olson</b>, dean, Graduate and Professional Studies, St. Joseph's College Online</p>

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