Online Teaching at Its Best

LINDA B. NILSON, PHD, is Director Emerita of the Office of Teaching Effectiveness and Innovation at Clemson University. She is a sought-after speaker, workshop leader, and consultant and has authored several books, including Teaching at Its Best, Creating Engaging Discussions, Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time, Creating Self-Regulated Learners, and Infusing Critical Thinking into Your Course.LUDWIKA A. GOODSON, BS, MA, is an education consultant with over 20 years experience in higher education. She has been president of Instructional Systems Design, an evaluator for faculty development projects, and an expert consultant for the Association for College and University Educators.

• The Authors xiiiPreface xv1 Teaching at Its Best, No Matter What the Environment 1Teaching Quality as Key to Learning 1The Many Modes of Teaching Today 8The Special Challenges of Online Learning 13Interweaving Two Unconnected Literatures 14Reflections 172 Setting Significant Outcomes 25Why Students Need What We Teach 25How Content Becomes the Wrong Driver 26Leading Students to a Meaningful Destination 27Examples of Significant Learning from Instructional Design 28Examples of Significant Learning from College Courses 29Examples of Significant Learning from Adaptive Learning 32The Process of Reflection 32Reflections 343 Designing a Coherent Course 41Online Course Design Standards 41Phases of Course Design 43Organizing for Your Students’ Needs 45Course Design Templates and Maps 47Writing and Sequencing Learning Outcomes 51Developing Valid Assessments 54Mapping Learning Activities to Outcomes 65Choosing Online and Offline Course Content 69Online Copyright Guidelines 72The Syllabus: What to Include 74Organizing Your Files for Yourself and Your Students 77Reflections 784 Applying Cognitive Science to Online Teaching and Learning Strategies 91Twenty-Five Principles of Learning from Cognitive Science 91How These Principles Can Inform Online Course Design and Teaching 94Reflections 1075 Motivating Elements: Course Policies, Communications, Assessments, and More 115Motivating Student Effort and Achievement 115Creating Too Much of a Good Thing? 117Leveraging Intrinsic and Extrinsic Motivators 117Reinforcing and Punishing 118Gaining and Maintaining Attention 119Ensuring Relevance 120Encouraging Goal Expectancy and Self-Efficacy 123Creating Satisfaction 127Fostering Social Belonging 129Motivating as Our Major Task 129Reflections 1306 Developing Interactivity, Social Connections, and Community 139Effects of Interactions on Learning 139Student–Instructor Interaction 141Student–Content Interaction 145Student–Student Interaction 163Interactions with Technology 169Reflections 1717 Making Accessibility for Everyone Much Easier 181Why Use Student-Centered Design? 181Sources of Obstacles 183Overcoming Obstacles 183Guidelines and Standards for Designing Accessibility 185Specific How-To’s of Ensuring Accessibility 187Additional Resources and Advice 201Reflections 2038 Creating a Supportive Culture for Online, Remote, and Hyflex Teaching 209The Importance of Quality in Online, Remote, and Hyflex Courses 209Faculty Challenges in Remote and Hyflex Teaching 213Faculty Challenges in Transitioning to Online Teaching 215Faculty Support for Remote and Hyflex Teaching 217Faculty Incentives and Support for Online Teaching 219Designing Effective Professional Development 224Models for a Professional Development Program in Online Teaching 229Conclusion 233Reflections 234Appendix A: Online Course Development Checklist 241Essential Quicksteps 241Course Beginnings 248Technology 250Assessments and Grading 252Course Materials 254Student Interactions with the Content, Instructor, and Peers 255Appendix B: Accessibility Resources 257Strategies to Make Access to Course Materials Easy 257Ways to Make Accessible Document Files 259Ways to Design Accessible PowerPoint Presentations 262Captioning Resources 262Accessibility Checks 263Resources for Students 263Index 267