Autore	Rohr Nicole
Pubbl/distr/stampa	Hamburg, [Germany] : , : Diplomica Verlag, , 2015
Descrizione fisica	1 online resource (70 p.)
Disciplina	371.35
Soggetto topico	Distance education Learning strategies
Soggetto genere / forma	Electronic books.
ISBN	3-95850-001-3
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	ger
Nota di contenuto	4.4.4 Nutzung der Potenziale von e-learningERGEBNISSE; 5 Interpretation und Diskussion; AUSBLICK; LITERATURVERZEICHNIS; Anhang A
Record Nr.	UNINA-9910460932203321

Autore	Palloff Rena M. <1950->
Edizione	[2nd ed.]
Pubbl/distr/stampa	San Francisco, : Jossey-Bass, c2001
Descrizione fisica	1 online resource (227 p.)
Disciplina	371.3/58
Altri autori (Persone)	PrattKeith <1947->
Collana	The Jossey-Bass higher and adult education series
Soggetto topico	Teaching - Computer network resources Computer-assisted instruction Distance education
Soggetto genere / forma	Electronic books.
ISBN	1-280-35104-7 9786610351046 0-470-24396-1 0-7879-5996-0
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Lessons from the Cyberspace Classroom: The Realities of Online Teaching; CONTENTS; FIGURES, TABLES, AND EXHIBITS; PREFACE: THE NATURE OF CHANGE IN ONLINE LEARNING; ABOUT THE AUTHORS; PART ONE: RETHINKING EDUCATION FOR AN ONLINE WORLD; CHAPTER 1: ONLINE LEARNING IN THE NEW MILLENNIUM; CHAPTER 2: THE ART OF ONLINE TEACHING; CHAPTER 3: ADMINISTRATIVE ISSUES AND CONCERNS; CHAPTER 4: THE TOOLS OF ONLINE TEACHING; PART TWO: TEACHING AND LEARNING IN CYBERSPACE; CHAPTER 5: TRANSFORMING COURSES FOR THE ONLINE CLASSROOM; CHAPTER 6: TEACHING COURSES DEVELOPED BY OTHERS CHAPTER 7: WORKING WITH THE VIRTUAL STUDENTCHAPTER 8: ONLINE CLASSROOM DYNAMICS; CHAPTER 9: LESSONS LEARNED IN THE CYBERSPACE CLASSROOM; RESOURCE A: A COMPARISON OF SYLLABI FOR ONLINE AND FACE-TO-FACE DELIVERY; RESOURCE B: SYSTEMS THEORIES COURSE IN COURSEINFO AND eCOLLEGE; RESOURCE C: ADDITIONAL ONLINE RESOURCES; REFERENCES; INDEX
Record Nr.	UNINA-9910454572403321

Autore	Gamper Jana
Pubbl/distr/stampa	Tübingen : , : Narr Francke Attempto, , 2021
Descrizione fisica	1 online resource (270 pages) : illustrations
Disciplina	400
Soggetto topico	Distance education Second language acquisition
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	ger
Record Nr.	UNINA-9910586572103321

Autore	Palloff Rena M. <1950->
Edizione	[2nd ed.]
Pubbl/distr/stampa	San Francisco, CA, : Jossey-Bass, c2013
Descrizione fisica	1 online resource (224 p.)
Disciplina	371.33/44678
Altri autori (Persone)	PalloffRena M. <1950-> PrattKeith <1947->
Collana	The Jossey-Bass higher and adult education series
Soggetto topico	Distance education Web-based instruction
ISBN	1-118-22475-2
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Intro -- Lessons from the Virtual Classroom -- Contents -- Figures, Table, and Exhibits -- Preface to the Second Edition: The Face of Online Learning Today -- The Authors -- Acknowledgments -- Part One Rethinking Education for an Online World -- Chapter One Online Learning in theTwenty‐First Century -- Online Learning Today -- Current and Emerging Technologies -- Emerging Issues for Both Faculty and Administrators -- Technology for Online Teaching Is Chosen Without Faculty Input -- Governance Issues Have Emerged -- Intellectual Property, Course Design, and Course Ownership Issues -- Just Like Faculty, Students Need to Be Trained to Learn Online -- Instructor Workload -- Recent Developments in K-12 Online Learning -- The Effectiveness of Distance Delivery -- Chapter Two The Art of Online Teaching -- Lack of Preparation -- Who Should Teach Online? -- Training, Training, and More Training -- Using Mobile Technology in Faculty Training -- New Processes, New Relationships -- Online Pedagogy -- Keys to Success -- Ensuring Access to and Familiarity with Technology -- Establishing Guidelines and Procedures -- Achieving Maximum Participation -- Promoting Collaboration -- Promoting Reflection -- The Final Transition: Assessing and Evaluating Students and Ourselves -- Supporting Instructors to Make the Transition -- Chapter Three Administrative Issues and Concerns -- Faculty Time, Compensation, and Questions of Tenure -- Program Planning and Development -- Another Look at Faculty and Student Support, Training, and Development -- Governance and Intellectual Property -- Student Retention -- Some Last Thoughts on AdministrativeIssues and Concerns -- Chapter Four The Tools of Online Teaching -- Technology in the Twenty‐First Century -- Matching the Technology to the Course -- What Are Web 2.0 Technologies? -- Common Forms of Web 2.0 Technologies. Using Web 2.0 Tools in Online Courses -- Choosing Technology Wisely -- When the Technology Is a Problem -- Evaluating Technology -- Use of Technology -- Infrastructure -- Instructional Strategy -- When Money Is an Issue -- Accessibility Is a Major Concern -- Part Two Teaching and Learning Online -- Chapter Five Transforming Courses for the Online Classroom -- Starting Over: Considerations in the Development of an Online Course -- Who Are My Students? -- Is This a Course That Will Successfully Transfer to the Online Environment? -- How Do I Define Learning in This Content Area, and What Do I Want to See as the Learning Outcomes? -- What Do I Want to Accomplish Through This Course? -- What Guidelines, Rules, Roles, and Norms Need to Be Established for Course Completion? -- How Do I Plan to Deliver Course Material? -- How Comfortable Am I in Releasing Control to the Learners? -- How Do I Want to Organize the Course Site? -- How Will I Assess Student Performance in This Course? -- How Will I Address Attendance Requirements? -- The Process of the Course -- Beginnings -- Once the Course Has Started -- Endings -- Chapter Six Teaching Courses Developed by Others -- A Focus on Content -- Ability to Adjust the Course -- Examples of Customization -- When Customizing Is Not Possible -- Building Community into the Process -- Evaluating a Course Developed by Another -- Issues of Intellectual Property -- Courses with Rolling Admission -- Final Thoughts on Teaching a Course Developed by Another -- Chapter Seven Working with the Virtual Student -- If We Build It, They Will Come -- The Successful Learner in the Online Classroom -- Addressing Different Learning Styles -- Recognizing and Working with Those Who Do Not Succeed -- The Role of the Learner in the Online Learning Process -- Knowledge Generation -- Collaboration -- Process Management. Maximizing the Potential of the VirtualStudent -- Use Best Practices from the Face‐to‐Face Classroom to Promote Participation Online -- If a Student Is Absent for a Week, Contact Him or Her to Determine the Reason -- If Students Have Technical Difficulties, Offer Support or Connect Themwith Tech Support -- If Conflict Hurts Participation, Intercede with the Students Involved -- If Security Breaches Cause Nonparticipation, Report Them Quickly to Reestablish a Sense of Privacy -- Log On to the Online Classroom Three or More Times a Week (Daily If Possible!) to Keep the Discussion Moving -- Learn How to Ask Broad Questions That Stimulate Thinking to Promote Participation -- Include Humor in Your Posts to Help Students Feel Welcome and Safe -- Post a Welcoming Response to Student Introductions to Help All Join More Successfully -- Teaching Students to Learn in the Online Environment -- Respecting Student Intellectual Property -- Chapter Eight Online Classroom Dynamics -- Group Dynamics and Online Classroom Dynamics -- Applying What We Understand AboutGroups to Online Classes -- Preforming -- Unity -- Disunity -- Conflict‐Confrontation -- Disharmony -- Harmony -- Performing -- Concluding Thoughts About the Soul and Spirit Group -- Other Ways of Looking at Online Groups -- The Student -- The Group -- The Instructor/Facilitator -- The Task -- The Technology -- Conflict Revisited -- Working with Difficult Students -- When It Simply Isn't Working -- Chapter Nine Lessons Learned in the Virtual Classroom -- A Look Back -- The Myths -- Lessons for Faculty -- Instructors Need Not Fear Online Learning -- Course Development Needs to Focus on Interactivity, Not Content -- Instructor and Student Roles Need to Change -- Lessons for Instructional Designers andFaculty Developers -- Both Faculty and Students Need Training. Faculty Who Teach Online Need to Feel Supported -- Lessons for Administrators -- Support Online Faculty Through Fair Compensation -- Institutions Should Develop a Strategic Plan -- Institutions Should Develop an Infrastructure First -- Technology Should Be Chosen by an Inclusive Committee -- Pay Attention to the New Regulatory Environment -- A Look into the Near Future -- Technology -- Course and Program Quality and Design -- Professional Development -- How Faculty and Students Interact -- Research into Online Education -- APPENDIX A Sample Training for Faculty -- Introduction to and Best Practices in Online Teaching -- LEARNING UNITS -- Week 1 -- Week 2 -- Week 3 -- Week 4 -- Intensive Training Focused on Collaboration and Building Online Learning Communities -- Day 1: Defining and Recontextualizing Community -- Day 2: Human and Practical Considerations in Online Learning -- Day 3: Moving Teaching and Learning Online -- Day 4: Promoting Collaborative Learning -- Day 5: Transformative Learning -- APPENDIX B Additional Resources -- Communities of Practice -- Mobile Applications and Web 2.0Applications -- Certificate Programs in Online Teaching -- Online Conferences -- Online Journals About Online Teaching -- Professional Organizations -- Course Evaluation Rubrics -- REFERENCES -- Index.
Record Nr.	UNINA-9910812237203321