The Online Teaching Survival Guide
The explosion of online learning has created a demand for great online teachers. Increasingly, faculty who normally teach face-to-face are being asked to cover online courses-yet comprehensive pedagogical resources are scarce. The learning curve is huge, and faculty need a practical approach to course design and management that can be quickly and easily implemented. The Online Teaching Survival Guide provides that essential resource, with a customizable framework and deeper exploration of effective online teaching.
The Online Teaching Survival Guide
THIS BOOK IS a practical resource for faculty who want to develop expertise in teaching quality online and blended courses. Moving from a campus face-to-face environment to a rich mobile technology environment can be intimidating and challenging. Adapting lifelong teaching habits to a new environment takes time, energy, patience, and a willingness to try different teaching strategies using digital tools. While instructors who are new to online and blended teaching need many kinds of support, from technology to course design to simple encouragement, faculty often appreciate help in the form of simple, practical tips and best practices.
This book meets the needs of many online and blended faculty by providing tips for effective pedagogy and practices for technology-enriched environments. It particularly meets the needs of faculty with limited access to support for designing and teaching in technology-enabled, mobile environments. It is not unusual for faculty to be assigned to take one of their existing courses and teach it in an online or blended environment with only a few weeks' notice. They may be expected to redesign the course without any additional time, resources, or support. What happens next is often a frustrating and unsatisfactory teaching experience for faculty and a frustrating and unsatisfactory learning experience for students. This book details not only what faculty must do to offer excellent courses that are effective and satisfying for learners, but also how to do this with ease and confidence.
The set of simple, practical, theory-based instructional strategies and practices in this guide are mapped to the four phases of a course: Course Beginnings, the Early Middle, the Late Middle, and Closing Weeks. This organizational approach not only helps new faculty to survive their first teaching experience but also lays a foundation for many future successful and rewarding experiences. This guide also provides answers to all-important questions such as, "What is absolutely critical to getting ready to teach an online or blended course?" "What should I-and my learners-be doing now?" and "What should I-and my learners-be planning on doing next?"
Many resources for assisting faculty in teaching in digitally enhanced environments address the need to learn the new technologies. This book combines theory-based and practice-based pedagogy needed to achieve the effective and enjoyable teaching and learning experiences using technologies. When learning principles inform teaching practices, faculty design learning experiences that integrate rich mentor-learner relationships, encourage developing personal competencies, and create a richness of community among the learners.
Intended Audiences and Uses for This Book
This book can help faculty wherever they might be, on campuses large or small or in areas remote from their home campuses. It can be most helpful for instructors with limited access to faculty support services and for faculty with little or no experience in online instructional environments and, likely, little time to prepare for online teaching. This is a useful resource as well for faculty who are planning a gradual transition from the face-to-face-only environment to blended or fully online environments. Even faculty already experienced in technology-rich environments will find practical tips for developing more expertise in effective teaching practices. For institutions requiring online faculty to complete a course or program prior to teaching online, this guide can be used as a resource for a faculty development program and as an ongoing resource after the initial training.
Research about teaching practices for online and blended courses has been proceeding concurrently with development of voice, video, and mobile technologies and digital resources for many decades now. Online courses as we now recognize them fi