{"product_id":"lessons-from-the-virtual-classroom-isbn-9781118123737","title":"Lessons from the Virtual Classroom","description":"\u003cp\u003eLessons from the Virtual Classroom, Second Edition\u003c\/p\u003e \u003cp\u003eThe second edition of the classic resource \u003ci\u003eLessons from the Cyberspace Classroom\u003c\/i\u003e offers a comprehensive reference for faculty to hone their skills in becoming more effective online instructors. Thoroughly revised and updated to reflect recent changes and challenges that face online teachers, \u003ci\u003eLessons from the Virtual Classroom\u003c\/i\u003e is filled with illustrative examples from actual online courses as well as helpful insights from teachers and students. This essential guide offers targeted suggestions for dealing with such critical issues as evaluating effective courseware, working with online classroom dynamics, addressing the needs of the online student, making the transition to online teaching, and promoting the development of the learning community.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePraise for\u003c\/b\u003e \u003cb\u003e\u003ci\u003eLessons from the Virtual Classroom, Second Edition\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\"Palloff and Pratt demonstrate their exceptional practical experience and insight into the online classroom. This is an invaluable resource for those tasked with creating an online course.\"\u003c\/p\u003e \u003cp\u003e— D. Randy Garrison, professor, University of Calgary, and author, \u003ci\u003eBlended Learning in Higher Education: Framework, Principles, and Guidelines\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\"Faculty will deeply appreciate and make use of the many explicit examples of how to design, prepare, and teach both blended and fully online courses.\"\u003c\/p\u003e \u003cp\u003e— Judith V. Boettcher, faculty coach and author, \u003ci\u003eThe Online Teaching Survival Guide: Simple and Practical Pedagogical Tips\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\"\u003ci\u003eLessons from the Virtual Classroom\u003c\/i\u003e is filled with insightful caveats and recommendations, pointed examples to enhance your practice, succinct summaries of the research, and engaging visual overviews. Each page brings the reader a renewed sense of confidence to teach online as well as personal joy that there is finally a resource to find the answers one is seeking.\"\u003c\/p\u003e \u003cp\u003e— Curtis J. Bonk, professor of education, Indiana University-Bloomington, and author, \u003ci\u003eEmpowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, and Doing\u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003eFigures, Table, and Exhibits xi\u003c\/p\u003e \u003cp\u003ePreface to the Second Edition: The Face of Online Learning Today xiii\u003c\/p\u003e \u003cp\u003eThe Authors xix\u003c\/p\u003e \u003cp\u003eAcknowledgments xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One: Rethinking Education for an Online World 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Online Learning in the Twenty-First Century 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOnline Learning Today 6\u003c\/p\u003e \u003cp\u003eCurrent and Emerging Technologies 8\u003c\/p\u003e \u003cp\u003eEmerging Issues for Both Faculty and Administrators 9\u003c\/p\u003e \u003cp\u003eTechnology 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\u003c\/p\u003e \u003cp\u003eRecent Developments in K–12 Online Learning 16\u003c\/p\u003e \u003cp\u003eThe Effectiveness of Distance Delivery 18\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 The Art of Online Teaching 21\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLack of Preparation 22\u003c\/p\u003e \u003cp\u003eWho Should Teach Online? 23\u003c\/p\u003e \u003cp\u003eTraining, Training, and More Training 24\u003c\/p\u003e \u003cp\u003eUsing Mobile Technology in Faculty Training 27\u003c\/p\u003e \u003cp\u003eNew Processes, New Relationships 28\u003c\/p\u003e \u003cp\u003eOnline Pedagogy 30\u003c\/p\u003e \u003cp\u003eKeys to Success 30\u003c\/p\u003e \u003cp\u003eEnsuring Access to and Familiarity with Technology • Establishing Guidelines and Procedures • Achieving Maximum Participation • Promoting Collaboration • Promoting Reflection\u003c\/p\u003e \u003cp\u003eThe Final Transition: Assessing and Evaluating Students and Ourselves 41\u003c\/p\u003e \u003cp\u003eSupporting Instructors to Make the Transition 43\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Administrative Issues and Concerns 45\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFaculty Time, Compensation, and Questions of Tenure 47\u003c\/p\u003e \u003cp\u003eProgram Planning and Development 49\u003c\/p\u003e \u003cp\u003eAnother Look at Faculty and Student Support, Training, and Development 52\u003c\/p\u003e \u003cp\u003eGovernance and Intellectual Property 54\u003c\/p\u003e \u003cp\u003eStudent Retention 56\u003c\/p\u003e \u003cp\u003eSome Last Thoughts on Administrative Issues and Concerns 58\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 The Tools of Online Teaching 61\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTechnology in the Twenty?]First Century 62\u003c\/p\u003e \u003cp\u003eMatching the Technology to the Course 64\u003c\/p\u003e \u003cp\u003eWhat Are Web 2.0 Technologies? 70\u003c\/p\u003e \u003cp\u003eCommon Forms of Web 2.0 Technologies • Using Web 2.0 Tools in Online Courses Choosing Technology Wisely 75\u003c\/p\u003e \u003cp\u003eWhen the Technology Is a Problem • Evaluating Technology • Use of Technology • Infrastructure • Instructional Strategy\u003c\/p\u003e \u003cp\u003eWhen Money Is an Issue 81\u003c\/p\u003e \u003cp\u003eAccessibility Is a Major Concern 82\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two: Teaching and Learning Online 85\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Transforming Courses for the Online Classroom 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStarting Over: Considerations in the Development of an Online Course 89\u003c\/p\u003e \u003cp\u003eWho 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?\u003cbr\u003e \u003cbr\u003e The Process of the Course 106\u003c\/p\u003e \u003cp\u003eBeginnings • Once the Course Has Started • Endings\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Teaching Courses Developed by Others 119\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Focus on Content 121\u003c\/p\u003e \u003cp\u003eAbility to Adjust the Course 122\u003c\/p\u003e \u003cp\u003eExamples of Customization 123\u003c\/p\u003e \u003cp\u003eWhen Customizing Is Not Possible 124\u003c\/p\u003e \u003cp\u003eBuilding Community into the Process 125\u003c\/p\u003e \u003cp\u003eEvaluating a Course Developed by Another 126\u003c\/p\u003e \u003cp\u003eIssues of Intellectual Property 129\u003c\/p\u003e \u003cp\u003eCourses with Rolling Admission 130\u003c\/p\u003e \u003cp\u003eFinal Thoughts on Teaching a Course Developed by Another 132\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Working with the Virtual Student 135\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIf We Build It, They Will Come 136\u003c\/p\u003e \u003cp\u003eThe Successful Learner in the Online Classroom 137\u003c\/p\u003e \u003cp\u003eAddressing Different Learning Styles 140\u003c\/p\u003e \u003cp\u003eRecognizing and Working with Those Who Do Not Succeed 141\u003c\/p\u003e \u003cp\u003eThe Role of the Learner in the Online Learning Process 142\u003c\/p\u003e \u003cp\u003eKnowledge Generation • Collaboration • Process Management Maximizing the Potential of the Virtual Student 148\u003c\/p\u003e \u003cp\u003eUse 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 Them with 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\u003c\/p\u003e \u003cp\u003eTeaching Students to Learn in the Online Environment 154\u003c\/p\u003e \u003cp\u003eRespecting Student Intellectual Property 156\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Online Classroom Dynamics 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGroup Dynamics and Online Classroom Dynamics 160\u003c\/p\u003e \u003cp\u003eApplying What We Understand About Groups to Online Classes 163\u003c\/p\u003e \u003cp\u003ePreforming • Unity • Disunity • Conflict?]Confrontation • Disharmony • Harmony • Performing • Concluding Thoughts About the Soul and Spirit Group Other Ways of Looking at Online Groups 171 The Student • The Group • The Instructor\/Facilitator • The Task • The Technology Conflict Revisited 175\u003c\/p\u003e \u003cp\u003eWorking with Difficult Students 179\u003c\/p\u003e \u003cp\u003eWhen It Simply Isn’t Working 181\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Lessons Learned in the Virtual Classroom 187\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Look Back 187\u003c\/p\u003e \u003cp\u003eThe Myths 188\u003c\/p\u003e \u003cp\u003eLessons for Faculty 189\u003c\/p\u003e \u003cp\u003eInstructors 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 and Faculty Developers 191\u003c\/p\u003e \u003cp\u003eBoth Faculty and Students Need Training • Faculty Who Teach Online Need to Feel Supported Lessons for Administrators 192\u003c\/p\u003e \u003cp\u003eSupport 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\u003c\/p\u003e \u003cp\u003eA Look into the Near Future 195\u003c\/p\u003e \u003cp\u003eTechnology • Course and Program Quality and Design • Professional Development • How Faculty and Students Interact • Research into Online Education\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix A: Sample Training for Faculty 203\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction to and Best Practices in Online Teaching 203\u003c\/p\u003e \u003cp\u003eLEARNING UNITS • Week 1 • Week 2 • Week 3 • Week 4 Intensive Training Focused on Collaboration and Building Online Learning Communities 212\u003c\/p\u003e \u003cp\u003eDay 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\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix B: Additional Resources 219\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCommunities of Practice 219\u003c\/p\u003e \u003cp\u003eMobile Applications and Web 2.0 Applications 220\u003c\/p\u003e \u003cp\u003eCertificate Programs in Online Teaching 221\u003c\/p\u003e \u003cp\u003eOnline Conferences 222\u003c\/p\u003e \u003cp\u003eOnline Journals About Online Teaching 223\u003c\/p\u003e \u003cp\u003eProfessional Organizations 223\u003c\/p\u003e \u003cp\u003eCourse Evaluation Rubrics 224\u003c\/p\u003e \u003cp\u003eReferences 225\u003c\/p\u003e \u003cp\u003eIndex 235\u003c\/p\u003e \u003cp\u003e\u003cb\u003eRena M. Palloff\u003c\/b\u003e and \u003cb\u003eKeith Pratt\u003c\/b\u003e have consulted to universities in the development and delivery of online learning since 1994. In conjunction with Fielding Graduate University, they developed the Online Teaching and Learning academic certificate program. They are the authors of \u003ci\u003eLessons from the Cyberspace Classroom, The Virtual Student, Collaborating Online, Building Online Learning Communities, Assessing Online Learning, \u003c\/i\u003eand\u003ci\u003e The Excellent Online Instructor\u003c\/i\u003e all from Jossey-Bass.\u003c\/p\u003e  \u003cp\u003eLessons from the Virtual Classroom, Second Edition\u003c\/p\u003e \u003cp\u003eThe second edition of the classic resource \u003ci\u003eLessons from the Cyberspace Classroom\u003c\/i\u003e offers a comprehensive reference for faculty to hone their skills in becoming more effective online instructors. Thoroughly revised and updated to reflect recent changes and challenges that face online teachers, \u003ci\u003eLessons from the Virtual Classroom\u003c\/i\u003e is filled with illustrative examples from actual online courses as well as helpful insights from teachers and students. This essential guide offers targeted suggestions for dealing with such critical issues as evaluating effective courseware, working with online classroom dynamics, addressing the needs of the online student, making the transition to online teaching, and promoting the development of the learning community.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePraise for\u003c\/b\u003e \u003cb\u003e\u003ci\u003eLessons from the Virtual Classroom, Second Edition\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\"Palloff and Pratt demonstrate their exceptional practical experience and insight into the online classroom. This is an invaluable resource for those tasked with creating an online course.\"\u003c\/p\u003e \u003cp\u003e— D. Randy Garrison, professor, University of Calgary, and author, \u003ci\u003eBlended Learning in Higher Education: Framework, Principles, and Guidelines\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\"Faculty will deeply appreciate and make use of the many explicit examples of how to design, prepare, and teach both blended and fully online courses.\"\u003c\/p\u003e \u003cp\u003e— Judith V. Boettcher, faculty coach and author, \u003ci\u003eThe Online Teaching Survival Guide: Simple and Practical Pedagogical Tips\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\"\u003ci\u003eLessons from the Virtual Classroom\u003c\/i\u003e is filled with insightful caveats and recommendations, pointed examples to enhance your practice, succinct summaries of the research, and engaging visual overviews. Each page brings the reader a renewed sense of confidence to teach online as well as personal joy that there is finally a resource to find the answers one is seeking.\"\u003c\/p\u003e \u003cp\u003e— Curtis J. Bonk, professor of education, Indiana University-Bloomington, and author, \u003ci\u003eEmpowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, and Doing\u003c\/i\u003e\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989524627685,"sku":"NP9781118123737","price":42.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118123737.jpg?v=1761784455","url":"https:\/\/k12savings.com\/products\/lessons-from-the-virtual-classroom-isbn-9781118123737","provider":"K12savings","version":"1.0","type":"link"}