Online Teaching at Its Best

Online Teaching at Its Best

Merging Instructional Design with Teaching and Learning Research
2. Aufl.

von: Linda B. Nilson, Ludwika A. Goodson

29,99 €

Verlag: Wiley
Format: EPUB
Veröffentl.: 13.05.2021
ISBN/EAN: 9781119765028
Sprache: englisch
Anzahl Seiten: 304

DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.


<p><b>Bring pedagogy and cognitive science to online learning environments</b></p> <p><i>Online Teaching at Its Best: Merging Instructional Design with Teaching and Learning Research, 2nd Edition, </i>is the scholarly resource for online learning that faculty, instructional designers, and administrators have raved about. This book addresses course design, teaching, and student motivation across the continuum of online teaching modes—remote, hybrid, hyflex, and fully online—integrating these with pedagogical and cognitive science, and grounding its recommendations in the latest research. The book will help you design or redesign your courses to ensure strong course alignment and effective student learning in any of these teaching modes. Its emphasis on evidence-based practices makes this one of the most scholarly books of its kind on the market today.</p> <p>This new edition features significant new content including more active learning formats for small groups across the online teaching continuum, strategies and tools for scripting and recording effective micro-lectures, ways to integrate quiz items within micro-lectures, more conferencing software and techniques to add interactivity, and a guide for rapid transition from face-to-face to online teaching. You’ll also find updated examples, references, and quotes to reflect more evolved technology.</p> <ul> <li>Adopt new pedagogical techniques designed specifically for remote, hybrid, hyflex, and fully online learning environments</li> <li>Ensure strong course alignment and effective student learning for all these modes of instruction</li> <li>Increase student retention, build necessary support structures, and train faculty more effectively</li> <li>Integrate research-based course design and cognitive psychology into graduate or undergraduate programs</li> </ul> <p>Distance is no barrier to a great education. <i>Online Teaching at Its Best</i> provides practical, real-world advice grounded in educational and psychological science to help online instructors, instructional designers, and administrators deliver an exceptional learning experience even under emergency conditions.</p>
<p>The Authors xi</p> <p>Preface xiii</p> <p><b>1 Teaching at Its Best, No Matter What the Environment 1</b></p> <p>teaching Quality as Key to Learning 1</p> <p>the Many Modes of teaching today 8</p> <p>the special Challenges of online Learning 13</p> <p>Interweaving two Unconnected Literatures 14</p> <p>Reflections 17</p> <p><b>2 Setting Significant Outcomes 25</b></p> <p>Why students need What We teach 25</p> <p>How Content Becomes the Wrong Driver 26</p> <p>Leading students to a Meaningful Destination 27</p> <p>examples of significant Learning from Instructional Design 28</p> <p>examples of significant Learning from College Courses 29</p> <p>examples of significant Learning from Adaptive Learning 32</p> <p>the Process of Reflection 32</p> <p>Reflections 34</p> <p><b>3 Designing a Coherent Course 41</b></p> <p>online Course Design standards 41</p> <p>Phases of Course Design 43</p> <p>organizing for Your students’ needs 45</p> <p>Course Design templates and Maps 47</p> <p>Writing and sequencing Learning outcomes 51</p> <p>Developing Valid Assessments 54</p> <p>Mapping Learning Activities to outcomes 65</p> <p>Choosing online and offline Course Content 69</p> <p>Online Copyright Guidelines 72</p> <p>The Syllabus: What to Include 74</p> <p>Organizing Your Files for Yourself and Your Students 77</p> <p>Reflections 78</p> <p><b>4 Applying Cognitive Science to Online Teaching and Learning Strategies 91</b></p> <p>Twenty-Five Principles of Learning from Cognitive Science 91</p> <p>How These Principles Can Inform Online Course Design and Teaching 94</p> <p>Reflections 107</p> <p><b>5 Motivating Elements 115</b></p> <p>Motivating Student Effort and Achievement 115</p> <p>Creating Too Much of a Good Thing? 117</p> <p>Leveraging Intrinsic and Extrinsic Motivators 117</p> <p>Reinforcing and Punishing 118</p> <p>Gaining and Maintaining Attention 119</p> <p>Ensuring Relevance 120</p> <p>Encouraging Goal Expectancy and Self-Efficacy 123</p> <p>Creating Satisfaction 127</p> <p>Fostering Social Belonging 129</p> <p>Motivating as Our Major Task 129</p> <p>Reflections 130</p> <p><b>6 Developing Interactivity, Social Connections, and Community 139</b></p> <p>Effects of Interactions on Learning 139</p> <p>Student-Instructor Interaction 141</p> <p>Student-Content Interaction 145</p> <p>Student-Student Interaction 163</p> <p>Interactions with Technology 169</p> <p>Reflections 171</p> <p><b>7 Making Accessibility for Everyone Much Easier 181</b></p> <p>Why Use Student-Centered Design? 181</p> <p>Sources of Obstacles 183</p> <p>Overcoming Obstacles 183</p> <p>Guidelines and Standards for Designing Accessibility 185</p> <p>Specific How-To’s of Ensuring Accessibility 187</p> <p>Additional Resources and Advice 201</p> <p>Reflections 203</p> <p><b>8 Creating a Supportive Culture for Online, Remote, and Hyflex Teaching 209</b></p> <p>The Importance of Quality in Online, Remote, and Hyflex Courses 209</p> <p>Faculty Challenges in Remote and Hyflex Teaching 213</p> <p>Faculty Challenges in Transitioning to Online Teaching 215</p> <p>Faculty Support for Remote and Hyflex Teaching 217</p> <p>Faculty Incentives and Support for Online Teaching 219</p> <p>Designing Effective Professional Development 224</p> <p>Models for a Professional Development Program in Online Teaching 229</p> <p>Conclusion 233</p> <p>Reflections 234</p> <p><b>Appendix A: Online Course Development Checklist 241</b></p> <p>Essential Quicksteps 241</p> <p>Course Beginnings 248</p> <p>Technology 250</p> <p>Assessments and Grading 252</p> <p>Course Materials 254</p> <p>Student Interactions with the Content, Instructor, and Peers 255</p> <p><b>Appendix B: Accessibility Resources 257</b></p> <p>Strategies to Make Access to Course Materials Easy 257</p> <p>Ways to Make Accessible Document Files 259</p> <p>Ways to Design Accessible PowerPoint Presentations 262</p> <p>Captioning Resources 262</p> <p>Accessibility Checks 263</p> <p>Resources for Students 263</p> <p>Index 267</p>
<p><b>LINDA B. NILSON, P<small>H</small>D,</b> is Director Emerita of the Office of Teaching Effectiveness and Innovation at Clemson University. She is a sought-after speaker, workshop leader, and consultant and has authored several books, including <i>Teaching at Its Best, Creating Engaging Discussions, Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time, Creating Self-Regulated Learners</i>, and <i>Infusing Critical Thinking into Your Course</i>.</p><p><b>LUDWIKA A. GOODSON, BS, MA,</b> is an education consultant with over 20 years experience in higher education. She has been president of Instructional Systems Design, an evaluator for faculty development projects, and an expert consultant for the Association for College and University Educators.</p>
<p><b>A TIMELY UPDATE TO THE LEADING ONLINE TEACHING GUIDE</b></p><p>In the newly revised <i>Second Edition of Online Teaching at Its Best</i>, accomplished educators and online teaching experts Dr. Linda B. Nilson and Ludwika A. Goodson deliver a practical and rigorous exploration of online course design, teaching, and student motivation strategies. With an approach grounded in evidence-based pedagogy and cognitive science, the book helps faculty design or redesign their online courses to ensure strong course alignment and student learning and advises administrators on the support to provide.</p><p>“This book is meticulously researched and organized. The authors demonstrate their decades of experience on every page. You can read straight through, as I did, or target the areas of teaching online that are most important to you. If you want to design courses that help heighten motivation and deepen learning, this book is for you.”<BR> <b>—Bonni Stachowiak,</b> Host and Producer, Teaching in Higher Ed Podcast; Author of <i>The Productive Online and Offline Professor: A Practical Guide</i>; Dean of Teaching & Learning, Vanguard University; Professor of Business & Management</p><p>“Faculty facing complexities of teaching in today’s online environments need practical strategies for all formats—remote, hybrid, hyflex, and fully asynchronous—that are based solidly in scholarly research. Nilson and Goodson deliver!”<BR> <b> —Flower Darby,</b> Faculty, Instructional Designer, and Lead Author, <i>Small Teaching Online: Applying Learning Science in Online Classes</i></p><p>“Faculty from all content areas designing a remote, hyflex, hybrid, or fully online course and their students will benefit from the practical suggestions based on cognitive research and the principles of effective teaching.”<BR> <b>—Laurie Pendleton,</b> Executive Director of Curriculum and Assessment, ACUE (the Association of College and University Educators)</p>

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