Online Teaching at Its Best will address online course design, online teaching, and online student motivation, integrating these with pedagogy and cognitive science, and grounding its recommendations in research. The book will help faculty, the primary audience, design or redesign their online courses to ensure strong course alignment and effective student learning. The authors will draw on cognitive science to explain how learning works and both instructional design research and the scholarship of teaching and learning to recommend research-based teaching methods for the online environment. The emphasis on evidence-based practices will make this book the most scholarly one of its kind on the market today.
The new edition of the book will feature 30% updated or new content. New content areas include more online active learning formats for small groups; 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 with breakout groups, polling, and other technologies; and a guide for rapid transition from face-to-face to partially or fully online teaching. The authors also plan to update examples, references, and quotes to reflect more evolved technology.
Linda B. Nilson, Ph.D. is director emerita of the Office of Teaching Effectiveness and Innovation (OTEI) at Clemson University and the author of several books including Teaching at Its Best: A Research-Based Resource for College Instructors, Creating Engaging Discussions: Strategies for "Avoiding Crickets" in Any Size Classroom and Online, and Creating Self-Regulated Learners: Strategies to Strengthen Students' Self-Awareness and Learning Skills. She is a frequent keynote speaker, workshop leader, and instructor.
Ludwika A. Goodson, M.A. been an instructional designer and project manager for over 30 years, the last 20 of which focus on online teaching in higher education. Goodson is the former Associate Director for Faculty Development at the Center for the Enhancement of Learning and Teaching at Purdue University Fort Wayne and co-author of the first edition of Online Teaching at Its Best. Goodson has consulted on faculty development projects, including National Science Foundation and privately grant-supported projects in STEM and reviewed curriculum outlines on online teaching for the Association of College and University Educators (ACUE).
The Authors xi
Preface xiii
1 Teaching at Its Best, No Matter What the Environment 1
teaching Quality as Key to Learning 1
the Many Modes of teaching today 8
the special Challenges of online Learning 13
Interweaving two Unconnected Literatures 14
Reflections 17
2 Setting Significant Outcomes 25
Why students need What We teach 25
How Content Becomes the Wrong Driver 26
Leading students to a Meaningful Destination 27
examples of significant Learning from Instructional Design 28
examples of significant Learning from College Courses 29
examples of significant Learning from Adaptive Learning 32
the Process of Reflection 32
Reflections 34
3 Designing a Coherent Course 41
online Course Design standards 41
Phases of Course Design 43
organizing for Your students’ needs 45
Course Design templates and Maps 47
Writing and sequencing Learning outcomes 51
Developing Valid Assessments 54
Mapping Learning Activities to outcomes 65
Choosing online and offline Course Content 69
Online Copyright Guidelines 72
The Syllabus: What to Include 74
Organizing Your Files for Yourself and Your Students 77
Reflections 78
4 Applying Cognitive Science to Online Teaching and Learning Strategies 91
Twenty-Five Principles of Learning from Cognitive Science 91
How These Principles Can Inform Online Course Design and Teaching 94
Reflections 107
5 Motivating Elements 115
Motivating Student Effort and Achievement 115
Creating Too Much of a Good Thing? 117
Leveraging Intrinsic and Extrinsic Motivators 117
Reinforcing and Punishing 118
Gaining and Maintaining Attention 119
Ensuring Relevance 120
Encouraging Goal Expectancy and Self-Efficacy 123
Creating Satisfaction 127
Fostering Social Belonging 129
Motivating as Our Major Task 129
Reflections 130
6 Developing Interactivity, Social Connections, and Community 139
Effects of Interactions on Learning 139
Student-Instructor Interaction 141
Student-Content Interaction 145
Student-Student Interaction 163
Interactions with Technology 169
Reflections 171
7 Making Accessibility for Everyone Much Easier 181
Why Use Student-Centered Design? 181
Sources of Obstacles 183
Overcoming Obstacles 183
Guidelines and Standards for Designing Accessibility 185
Specific How-To’s of Ensuring Accessibility 187
Additional Resources and Advice 201
Reflections 203
8 Creating a Supportive Culture for Online, Remote, and Hyflex Teaching 209
The Importance of Quality in Online, Remote, and Hyflex Courses 209
Faculty Challenges in Remote and Hyflex Teaching 213
Faculty Challenges in Transitioning to Online Teaching 215
Faculty Support for Remote and Hyflex Teaching 217
Faculty Incentives and Support for Online Teaching 219
Designing Effective Professional Development 224
Models for a Professional Development Program in Online Teaching 229
Conclusion 233
Reflections 234
Appendix A: Online Course Development Checklist 241
Essential Quicksteps 241
Course Beginnings 248
Technology 250
Assessments and Grading 252
Course Materials 254
Student Interactions with the Content, Instructor, and Peers 255
Appendix B: Accessibility Resources 257
Strategies to Make Access to Course Materials Easy 257
Ways to Make Accessible Document Files 259
Ways to Design Accessible PowerPoint Presentations 262
Captioning Resources 262
Accessibility Checks 263
Resources for Students 263
Index 267
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