Online Learning
Strategies for K-12 Teachers
1st Edition
Published on 22. August 2013
124 pages
978-1-4758-0142-2 (ISBN)
Description
As online learning continues to become more prominent in K-12 education, it will be important that teachers are knowledgeable about both the potential of online learning and the challenges associated with moving curricula online. This book, written by a former secondary online teacher who now teaches online instructional methods to practicing K-12 teachers, addresses those challenges and offers practical, research-based approaches to creating successful online learning experiences. Both novice and experienced K-12 teachers will benefit from the author's strategies for creating engaging, learner-centered instruction in an online format. This book is unique from other practitioner-oriented books on online learning in that it focuses exclusively on adolescents' experiences with online instruction.
More details
Edition
1. Auflage
Language
English
Place of publication
New York
United States
Publishing group
Bloomsbury Publishing Plc
Illustrations
5 Tables
ISBN-13
978-1-4758-0142-2 (9781475801422)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
08/2013
Rowman & Littlefield Education
€40.40
Shipment within 10-20 days
Book
08/2013
Rowman & Littlefield Education
€72.00
Shipment within 10-20 days
Person
Wayne Journell is an assistant professor of education at the University of North Carolina at Greensboro. His research interests include social studies pedagogy and online instruction in K-12 contexts.
Content
Foreword, by Tina L. Heafner
Preface
Online Learning in Secondary Education: Proceeding With Caution
Why Secondary Teachers Should Consider Online Education
My Motivation for Writing This Book
Structure of the Book
Introduction
A (Brief) History of Distance Education in the United States
Online Learning in American Higher Education
Who Takes Online Courses in Higher Education, and How Have They Fared?
Where Did K-12 Online Learning Come From?
What We Currently Know About K-12 Online Learning
What Can We Learn From Research on K-12 Online Education?
Summary
Chapter One: Creating a Proper Infrastructure for Online Learning
Making the Move Online
How to Choose Which Courses Are Best Suited for Online Learning
Providing Students With Choices and Helping Ensure Their Success
Synchronous Versus Asynchronous Communication
Choosing a Learning Management System
Additional Infrastructure Issues Related to Online Courses
Summary
Chapter Two: Course Development
How to Create a Solid Course Structure
Establishing Effective Instructional Design in Online Courses
Summary
Chapter Three: Assessing Student Learning Online
How to Maximize the Power of the Internet
Tips for Creating Reliable and Accessible Assessments
Creating a Course Calendar for Assignments
Effective Online Assessments
Tips for Staying Organized While Grading
Providing Feedback Online
Summary
Chapter Four: Building Community in Online Courses
Teacher and Student Perceptions of Social Interaction Online
Strategies for Building Classroom Community
Fostering Relationships Between Teachers and Students
Summary
Chapter Five: Creating Substantive Asynchronous Discussions
A Case Study of Asynchronous Communication in a K-12 Online Course
Factors Leading to Unproductive Discussions
Lessons Learned
Summary
Chapter Six: Where Do We Go From Here?
The Importance of Online Professional Development
Creating Online Learning For All
Addressing Technological Inequities
Final Thoughts
References
Preface
Online Learning in Secondary Education: Proceeding With Caution
Why Secondary Teachers Should Consider Online Education
My Motivation for Writing This Book
Structure of the Book
Introduction
A (Brief) History of Distance Education in the United States
Online Learning in American Higher Education
Who Takes Online Courses in Higher Education, and How Have They Fared?
Where Did K-12 Online Learning Come From?
What We Currently Know About K-12 Online Learning
What Can We Learn From Research on K-12 Online Education?
Summary
Chapter One: Creating a Proper Infrastructure for Online Learning
Making the Move Online
How to Choose Which Courses Are Best Suited for Online Learning
Providing Students With Choices and Helping Ensure Their Success
Synchronous Versus Asynchronous Communication
Choosing a Learning Management System
Additional Infrastructure Issues Related to Online Courses
Summary
Chapter Two: Course Development
How to Create a Solid Course Structure
Establishing Effective Instructional Design in Online Courses
Summary
Chapter Three: Assessing Student Learning Online
How to Maximize the Power of the Internet
Tips for Creating Reliable and Accessible Assessments
Creating a Course Calendar for Assignments
Effective Online Assessments
Tips for Staying Organized While Grading
Providing Feedback Online
Summary
Chapter Four: Building Community in Online Courses
Teacher and Student Perceptions of Social Interaction Online
Strategies for Building Classroom Community
Fostering Relationships Between Teachers and Students
Summary
Chapter Five: Creating Substantive Asynchronous Discussions
A Case Study of Asynchronous Communication in a K-12 Online Course
Factors Leading to Unproductive Discussions
Lessons Learned
Summary
Chapter Six: Where Do We Go From Here?
The Importance of Online Professional Development
Creating Online Learning For All
Addressing Technological Inequities
Final Thoughts
References
