The New Online Teaching Guide is a valuable resource for teaching successful online courses. The Guide focuses on an interpersonal approach, offering a wealth of practical techniques to sharpen online communication and teaching. The reader will learn how to communicate interpersonally online using warmth and humor, how to overcome barriers to successful online teaching, and how to facilitate online discussions and groups. From the basics to more seasoned techniques, The New Online Teaching Guide addresses a broad range of conceptual and practical issues, and helps the reader overcome the challenges that confront all online instructors.
1)Interpersonal framework for teaching online with practical tools and instructional techniques
2)Best practices such as the Small Group Instructional Dialogue approach for assessing online teaching and learning
3)Friendly and informal style, including vignettes, end-of-chapter references and contributor contact information
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By Ken White
Aug 7, 2008
"Review by Vicky Phillips, Virtual University Gazette " Review of original 2000 edition of The Online Teaching Guide To date, most books about online learning have focused on academic research or institutional policy. White and Weight have now added a solid practitioner's guide to the literature. The Online Teaching Guide, published in October 1999, consists of a collection of 14 individually authored essays and articles on the art of being an online instructor. Each of the authors borrows on his or her own experience teaching for the University of Phoenix's online campus to shed light on different aspects of how to facilitate a classroom environment in cyberspace. Ken White begins the collection by writing on the importance of understanding that the virtual classroom is first and foremost not a lonely place created by technology but a crucible for human communication. "As in any social venture, people are imprecise, unclear and unpredictable," writes White. This... More > theme, that the virtual classroom is an experiment in human communication, is repeated throughout the individual essays. The job of the online instructor, argues each of the authors, is to understand and direct non-verbal communication so that students experience a learning environment that captures a high level of student interest and enjoys high levels of student retention. The book is rich with real life examples and practitioner's tips for executing them. In the essay "The Elements of Effective Online Teaching," Anita Bischoff, Director of Academic Affairs at the University of Phoenix, outlines a communication matrix that requires the online instructor to communicate presence by providing regular feedback, maintaining public course visibility, selecting and directing students to high quality learning materials, and removing obstacles to student retention. Bischoff provides helpful, practical examples of how an instructor can achieve each of these elements. This book contributes a great deal to our practical understanding of how real-life instructors are successfully creating and maintaining e-classrooms using asynchronous platforms. The only disappointment of the book is that contributions were limited to instructors who have practiced at a single college, The University of Phoenix Online. A diversity of institutional voices would have resulted in a richer, more eclectic reader for use in educating the next generation of virtual professors. Summary evaluation: This is a top-notch, e- instructor's survival guide. Don't go virtual without it. Reviewed by Vicky Phillips, Virtual University Gazette< Less
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