| 000 -LEADER |
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| fixed length control field |
05946nam a22003617a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
CITU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20230721100130.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
170814s2017 cau 001 0 eng c |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2017025733 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781119242291 (pbk.) |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
WaSeSS/DLC |
| Language of cataloging |
eng |
| Transcribing agency |
WaSeSS |
| Description conventions |
rda |
| Modifying agency |
DLC |
| 041 ## - LANGUAGE CODE |
|---|
| Language code of text/sound track or separate title |
eng |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB1044.87 |
| Item number |
.N55 2018 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
371.33/44678 |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Preferred name for the person |
Nilson, Linda Burzotta, |
| Relator term |
author. |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Online teaching at its best / |
| Statement of responsibility, etc |
Linda B. Nilson, Ludwika A. Goodson. |
| 264 #1 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc |
San Francisco, CA : |
| Name of publisher, distributor, etc |
Jossey-Bass, A Wiley Imprint, |
| Date of publication, distribution, etc |
[2018] |
| 264 #4 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Date of publication, distribution, etc |
c2018 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xvii, 246 pages ; |
| Dimensions |
28 cm |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Includes index. |
| 505 0# - CONTENTS |
|---|
| Formatted contents note |
The Authors vii Preface ix 1 Teaching at Its Best, No Matter What the Environment 1 Teaching Quality as Key 1 The Special Challenges of Online Learning 2 The Special Challenges That Online Faculty Face 4 Teaching and Learning across Environments 7 Reflections 15 2 Setting Significant Outcomes 21 The Need for Reflecting on What We Teach 21 How Content Becomes the Wrong Driver 23 A Meaningful Destination for the Learning Enterprise 23 Examples of Significant Learning from Instructional Design 24 Examples of Significant Learning from College Courses 25 Examples of Significant Learning from Adaptive Learning 28 The Process of Reflection 29 Reflections 30 3 Designing a Coherent Course 37 Online Course Design Standards 37 Phases of Course Design 39 Structuring Your Course 40 Course Templates and Maps: Aids to Course Design 43 Writing and Sequencing Learning Outcomes 46 Developing Valid Assessments 49 Mapping Learning Activities to Outcomes 56 Choosing Online Course Content 58 Online Copyright Guidelines 59 The Syllabus: What to Include 63 Organizing Your Files for Yourself and Your Students 66 Reflections 68 4 Applying Cognitive Science to Online Teaching and Learning Strategies 79 Twenty-Five Principles of Learning from Cognitive Science 79 How These Principles Can Inform Online Course Design and Teaching 82 Reflections 96 5 Motivating Elements: Course Policies, Communications, Assessments, and More 107 Motivation, Effort, and Achievement 107 Too Much of a Good Thing? 109 Categories of Motivators: Intrinsic and Extrinsic 109 Reinforcing and Punishing 110 Capturing Attention 110 Ensuring Relevance 112 Encouraging Goal Expectancy and Self-Efficacy 115 Creating Satisfaction 120 Fostering Social Belonging 121 Motivating as Our Major Task 122 Reflections 123 6 Developing Interactivity, Social Connections, and Community 131 The Effects of Interactions on Learning 131 Student-Instructor Interaction 133 Student-Content Interaction 136 Student-Student Interaction 150 Interactions with Technology 156 Reflections 158 7 Making Accessibility for Everyone Much Easier 165 Why Use Student-Centered Design? 165 Sources of Obstacles 167 Overcoming Obstacles 167 Guidelines and Standards for Designing Accessibility 169 The Specific How-To s of Ensuring Accessibility 171 Additional Resources and Advice 187 Reflections 188 8 Creating a Supportive Culture for Online Teaching 195 The Importance of Quality in Online Courses 195 Faculty Challenges in Transitioning to Online Teaching 197 Faculty Incentives and Support for Online Teaching 200 Designing Effective Professional Development 206 Models for a Professional Development Program 210 Summary 214 Reflections 215 Appendix A: Online Course Development Checklist 221 Course Beginnings 221 Technology 224 Assessments and Grading 225 Course Materials 227 Student Interactions with the Content, Instructor, and Peers 228 Appendix B: Accessibility Resources 231 Strategies to Make Access to Course Materials Easy 231 Ways to Make Accessible Document Files 233 Ways to Design Accessible PowerPoint Presentations 236 Captioning Resources 236 Accessibility Checks 237 Resources for Students 237 Index 241 |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
Rather than putting the focus on technologies and offering perspective advice based on anecdotal experiences and common sense, Online Teaching at its Best highlights the proven online teaching practices that are anchored in solid research. Written for faculty, instructional designers, and administrators, this vital resource outlines the best practices in teaching and learning and the principles from cognitive science. The text's practices and principles are presented in such a way as to aid all students in their effort to keep the pace, understand the material, and fulfill their true potential as learners. This book fills a gap in the literature by providing evidence-based practices for online teaching, online course design, and online student motivation, integrated with pedagogical and cognitive science to help build the distance learning courses and programs that all students deserve. Designed to be a practical resource, the text shows how to adopt new pedagogical techniques that are targeted specifically for online learning environments. The approaches outlined ensure strong course alignment and effective student learning for online classes and can help to increase student retention, build necessary support structures, and train faculty more effectively. The authors - noted experts in the field - provide an essential guide to developing online classes that measure up to the rigor and quality of excellence in teaching and assessment, build in the personal touch for developing a learning community, and equip all students to succeed in the next challenge. -- from back cover. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Web-based instruction. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Computer-assisted instruction. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Goodson, Ludwika A., |
| Dates associated with a name |
1947- |
| Relator term |
author. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
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| a |
7 |
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cbc |
| c |
orignew |
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1 |
| e |
ecip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Source of classification or shelving scheme |
|
| Item type |
BOOK |
| Issues (borrowed), all copies |
1 |