The goal ofteaching online is fundamentally the same as teaching face-to-face:facilitating the learning of allstudents to the greatest extent possible. This book differs from other books ononline teaching in that, in the process of offering guidance on course designand planning, developing outcomes and appropriate engaging activities, managingthe workload and assessment, the authors pay explicit attention throughout tothe distinct and diverse needs of students and offer effective strategies toaccommodate them in a comprehensive and inclusive way by using the principlesof Universal Design for Learning.
By following thoseprinciples from the outset when planning a course, all students will benefit,and most particularly those whom the research shows have the greatest achievementgaps when taking online courses -- males, first generation and low incomestudents, those from underrepresented minority groups, the academicallyunderprepared, students with disabilities, and those with limited online accessor lacking readiness for online learning.
Beyond goodplanning and design, Kelly and Zakrajsek offer ideas for creating inclusivecourse environments and activities, such using culturally appropriate contentand making it accessible in multiple formats. They also share methods to fosterfaculty-learner interaction and increase personal connections with students,and among students, through group activities or learning communities, which areso critical to motivation and success.
Faculty new toonline teaching as well as more experienced readers will find a wealth ofpractical guidance on developing and honing both fully online and blendedcourses and, as importantly, a wealth of proven ideas to help the newgeneration of students with diverse needs to succeed.
The goal ofteaching online is fundamentally the same as teaching face-to-face:facilitating the learning of
allstudents to the greatest extent possible. This book differs from other books ononline teaching in that, in the process of offering guidance on course designand planning, developing outcomes and appropriate engaging activities, managingthe workload and assessment, the authors pay explicit attention throughout tothe distinct and diverse needs of students and offer effective strategies toaccommodate them in a comprehensive and inclusive way by using the principlesof Universal Design for Learning.
| Foreword |
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ix | |
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| Series Preface |
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xiii | |
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| Introduction |
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1 | (6) |
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Part One Designing A Distance Learning Experience |
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1.1 Equity, Connections, And Inclusion |
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7 | (16) |
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1.2 (Re)Writing Learning Outcomes For Your Online Course |
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23 | (14) |
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1.3 Developing Your Online Course Structure |
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37 | (14) |
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1.4 Finding, Creating, And Sharing Course Content |
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51 | (18) |
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1.5 Aligning Activities And Assessment Strategies With Course Outcomes |
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69 | (14) |
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1.6 Making Your Online Course Accessible |
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83 | (22) |
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Part Two Guiding Learners From A Distance |
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2.1 Supporting Online Learners |
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105 | (18) |
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Appendix 2.1 Sample Syllabus Policies |
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117 | (6) |
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2.2 Creating And Maintaining Your "Instructor Presence" |
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123 | (14) |
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2.3 Facilitating Engaging And Meaningful Online Course Activities |
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137 | (22) |
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2.4 Managing Your Workload When Teaching Online |
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159 | (14) |
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Part Three Making Adjustments To Your Online Course |
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3.1 Assessing Teaching Online |
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173 | (10) |
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3.2 Assessing Learning Online |
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183 | (22) |
| Appendix A Resources For Putting Difficult Topics Online |
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205 | (4) |
| Appendix B Technologies For Online Teaching And Learning |
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209 | (4) |
| Appendix C URL List |
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213 | (10) |
| References |
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223 | (18) |
| Authors |
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241 | (2) |
| Index |
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243 | |
Kevin Kelly teaches online courses as a Lecturer in the Department of Equity, Leadership Studies, and Instructional Technologies at San Francisco State University, where he has also served as Online Teaching and Learning Manager. He works with colleges and universities as a consultant to address distance education, educational technology, and organizational challenges.
Todd D. Zakrajsek, PhD, is an associate professor in the Department of Family Medicine at UNC - Chapel Hill and President of the International Teaching Learning Cooperative (ITLC).Todd was a tenured associate professor of psychology and built faculty development efforts at three universities before joining UNC. At UNC he is an Associate Director of the Faculty Development Fellowship within the School of Medicine. Through his work with the ITLC, Todd directs five Lilly Conferences on Evidence-Based Teaching and Learning and also consults with a wide variety of campuses on topics related to teaching/learning, leadership, and scholarly activity.Todd has served on many educationally related boards and work groups, including The Journal of Excellence in College Teaching, International Journal for the Scholarship of Teaching and Learning, College Teaching, and Education in the Health Professions.He has consulted with organizations such as The American Council on Education (ACE), Lenovo Computer, Microsoft, and the Bill and Melinda Gates Foundation; and delivered keynote addresses and campus workshops at over 300 conferences and university campuses in 49 states and 12 countries.Todd publishes on topics pertaining to student learning, effective teaching, leadership, scholarly activity, and assessment. Todds recently co-authored books include Teaching for Learning (2nd Ed)(2021); Advancing Online Teaching (2021); The New Science of Learning (2nd Ed) (2019); and Dynamic Lecturing (2017). Check out Todds two TEDx talks here. You can follow and connect with him on Twitter @toddzakrajsek and LinkedIn.
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