| Acknowledgments |
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xiii | |
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List of figure and tables |
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xiv | |
| Preface: Online education in the age of the pandemic |
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xvi | |
| About this book |
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xviii | |
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1 The basics of teaching online |
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1 | (7) |
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1.1 Hon' do I make my online teaching as effective as my on-canipus teaching? |
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1 | (1) |
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1.2 What are the different types of online instruction? |
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2 | (1) |
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1.3 How can my synchronous and asynchronous content complement cihh other? |
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3 | (1) |
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1.4 How long will it take me to learn to teach online? |
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4 | (1) |
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1.5 Does teaching online courses take more work than on-campus courses? |
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5 | (1) |
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1.6 Why can't I just put a video of my on-campus class lecture online? |
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5 | (3) |
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6 | (2) |
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2 Developing online teaching skills |
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8 | (11) |
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2.1 What skills do I need to begin online teaching? |
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8 | (1) |
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2.2 How can I avoid looking like a novice when I first teach online? |
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9 | (1) |
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2.3 How do I become more effective teaching with online tools? |
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10 | (1) |
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2.4 How can asking questions help my online teaching? |
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11 | (1) |
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2.5 Can I interact online in the same ways I do on campus? |
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12 | (1) |
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2.6 What changes do I need to make to my lectures for online? |
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12 | (2) |
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2.7 Hon' do I adjust my lecture material to fit into the available time? |
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14 | (1) |
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2.8 How do I use my familiar classroom teaching methods online? |
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14 | (2) |
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2.9 Can I teach subjects that require labs online, like sciences, nursing or physical therapy? |
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16 | (3) |
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18 | (1) |
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3 What happens in a typical week online |
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19 | (9) |
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3.1 What should I have in my online course? |
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19 | (1) |
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3.2 What's teaching like in an online classroom? |
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20 | (2) |
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3.3 What's a typical week like in an online course? |
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22 | (1) |
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3.4 How many students might I have in an online course? |
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23 | (1) |
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3.5 How do I make my teaching style clear to students? |
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24 | (1) |
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3.6 How should I dress when teaching online? |
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25 | (1) |
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3.7 How can I make my personality come through in online courses? |
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26 | (2) |
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26 | (2) |
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4 Getting more comfortable using online teaching tools |
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28 | (9) |
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4.1 How do I set up my workspace for teaching online? |
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28 | (1) |
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4.2 How should I set up my camera, lighting, and background? |
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29 | (1) |
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4.3 What technology do I need to learn to teach online successfully? |
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30 | (1) |
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4.4 What do I need to know to use my learning management system? |
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31 | (1) |
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4.5 What do I need to know to use my videoconferencing system? |
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32 | (2) |
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4.6 Should I use my classroom slides online? |
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34 | (3) |
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36 | (1) |
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5 Designing online courses |
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37 | (12) |
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5.1 Should I use a publisher's online course, develop my own, or a combination? |
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37 | (1) |
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5.2 How do I get started developing an online course? |
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37 | (1) |
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5.3 How do I create a course map? |
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38 | (3) |
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5.4 How should I order the learning activities? |
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41 | (1) |
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5.5 How do I want to have discussions in my online course? |
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42 | (1) |
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5.6 What's a course development plan and how do I create one? |
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42 | (2) |
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5.7 What's a course template and how will it help me and my students? |
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44 | (1) |
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5.8 How do I figure out which technologies will best support my learning activities? |
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45 | (1) |
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5.9 How do I decide whether or not to adopt a technology for my course? |
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46 | (1) |
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5.10 How can designing for accessibility make my course better? |
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47 | (2) |
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48 | (1) |
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6 Developing asynchronous elements of online courses |
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49 | (12) |
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6.1 What's a study guide and how do I create one? |
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49 | (1) |
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6.2 Why should I make videos for my course? |
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50 | (1) |
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6.3 How do I make videos for my course? |
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51 | (2) |
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6.4 Should I use augmented reality and virtual reality when teaching online? |
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53 | (1) |
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6.5 How can I use collaboration tools to improve communication? |
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54 | (1) |
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6.6 How can I develop my online course to include student projects and presentations? |
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55 | (2) |
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6.7 How Can I develop on online course in a hurry? Can't I just record my regular lecture? |
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57 | (1) |
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6.8 How can instructional designers and other staff help me? |
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58 | (1) |
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6.9 How can I work most effectively with instructional designers? |
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58 | (3) |
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59 | (2) |
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7 Developing and teaching blended courses |
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61 | (11) |
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7.1 What's a blended course? |
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61 | (1) |
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7.2 How do I use my online course materials in a "flipped" course? |
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62 | (1) |
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7.3 What's different about teaching a blended course? |
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63 | (1) |
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7.4 How much effort does it take to prepare and teach a blended course? |
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64 | (1) |
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7.5 How do I transition my on-campus course to blended? |
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65 | (3) |
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7.6 How do I use a blended course to develop a fully online course? |
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68 | (1) |
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7.7 How do I teach with some of my students on-campus and some online? |
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68 | (1) |
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7.8 How do I encourage communications between on-campus and online students? |
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69 | (3) |
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70 | (2) |
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8 Teaching online courses |
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72 | (19) |
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8.1 How long should my synchronous lectures be? |
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72 | (1) |
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8.2 How do I schedule synchronous lectures for my online course? |
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73 | (1) |
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8.3 How many hours will I need to spend on synchronous instruction each week? |
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73 | (1) |
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8.4 How and when do I do discussions online? |
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74 | (1) |
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8.5 When should faculty participate in online discussions? |
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75 | (1) |
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8.6 How do I perform assignment reviews and solution walkthroughs? |
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76 | (1) |
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8.7 How do I make assignments more interactive for online students? |
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77 | (2) |
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8.8 How do I know if my online course content is interactive and engaging? |
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79 | (2) |
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8.9 How do I fix non-technical problems in my online course? |
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81 | (1) |
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8.10 How much should I communicate with my students when I'm teaching online? |
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82 | (1) |
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8.11 How do I manage online "office hours"? |
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83 | (1) |
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8.12 How should I provide feedback to my online students? |
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84 | (1) |
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8.13 What should be the tone of my email with my students? |
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85 | (1) |
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8.14 What are the benefits of communicating with online students before and after courses nm? |
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86 | (1) |
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8.15 What are some of the practical advantages for faculty of teaching online? |
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87 | (1) |
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8.16 What are some of the practical challenges for faculty wlio teach online? |
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88 | (1) |
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8.17 Will teaching online advance my career as faculty? |
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89 | (2) |
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89 | (2) |
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9 Working with teaching assistants and other faculty |
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91 | (6) |
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9.1 How can TAs help me and my online students? |
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91 | (1) |
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9.2 How do I select, train, mentor, and support my online TAs? |
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92 | (1) |
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9.3 How do I manage the workload distribution across my online TAs? |
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93 | (1) |
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9.4 How do I ensure that my online TAs are grading consistently? |
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94 | (1) |
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9.5 How can I co-teach an online course with other faculty? |
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94 | (1) |
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9.6 How do I bring in guest lecturers to speak to my online class? |
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95 | (2) |
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96 | (1) |
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10 Addressing online student issues |
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97 | (10) |
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10.1 How do I help students make the transition to online? |
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97 | (2) |
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10.2 How can students engage with their faculty online? |
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99 | (1) |
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10.3 Is it important for my online students to discuss what they are studying with each other? |
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99 | (1) |
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10.4 How do I set online student expectations on grading? |
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100 | (1) |
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10.5 How many hours per week are online students expected to study? |
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100 | (1) |
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10.6 How do I know if my online students are attending class? |
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101 | (1) |
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10.7 How do I encourage my online students to participate in synchronous sessions? |
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102 | (1) |
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10.8 How do I interact with online students in synchronous sessions? |
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102 | (1) |
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10.9 How do I help my online students work in groups? |
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103 | (1) |
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10.10 How can my online students work on group projects? |
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104 | (1) |
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10.11 How can my students do presentations online? |
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105 | (2) |
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105 | (2) |
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11 Working with online students who may need extra help |
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107 | (13) |
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11.1 How do I let my online students know that I am available to help them succeed in the course? |
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107 | (1) |
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11.2 How do I motivate my online students to study and learn? |
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108 | (1) |
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11.3 How do I get my online students interested in learning what I am teaching? |
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109 | (1) |
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11.4 How can I help my online students feel more connected and less isolated? |
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110 | (1) |
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11.5 Are there any special considerations when teaching adult students online? |
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111 | (1) |
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11.6 How can I help online students who need prerequisite or advanced material? |
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112 | (2) |
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11.7 How do I identify struggling online students? |
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114 | (1) |
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11.8 How do I help struggling online students? |
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115 | (2) |
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11.9 How do I handle overly assertive or aggressive online students? |
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117 | (1) |
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11.10 How do I handle online student misconduct? |
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117 | (3) |
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118 | (2) |
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12 (letting help For online students with nonacademic issues |
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120 | (6) |
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12.1 How do 1 get help for my online students on nonacademic issues? |
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120 | (1) |
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12.2 How do I get help for online students with emotional or behavioral challenges? |
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121 | (1) |
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12.3 How can I help my online students who are not fluent in the language of instruction? |
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121 | (1) |
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12.4 How can I help less-privileged students succeed online? |
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122 | (1) |
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12.5 How can I accommodate online students from significantly different time zones, countries, and cultures? |
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123 | (1) |
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12.6 How can I accommodate online students with disabilities? |
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124 | (2) |
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125 | (1) |
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13 Resolving technical problems in online courses |
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126 | (5) |
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13.1 How can online faculty and students get technical support? |
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126 | (1) |
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13.2 How do I troubleshoot online technical issues? |
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127 | (1) |
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13.3 How can I prevent audio problems such as feedback and noise? |
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128 | (1) |
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13.4 What do I do when a student can't see something in my online course? |
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129 | (2) |
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14 Promoting academic integrity in online courses |
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131 | (15) |
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14.1 What's the best way to use a grade book for online students? |
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13 | (120) |
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14.2 How can I reward online students for insightful participation? |
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133 | (1) |
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14.3 How do I provide feedback when grading online student submissions? |
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134 | (1) |
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14.4 How do I teach my online students about academic integrity? |
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134 | (1) |
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14.5 How do I review assignment solutions with students online and still ensure academic integrity? |
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135 | (1) |
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14.6 How can I ensure that online students are doing their own assignments and projects? |
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136 | (2) |
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14.7 How do I make it harder for my students to cheat on online tests? |
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138 | (2) |
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14.8 How can exams be proctored online, and what are the tradeoffs? |
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140 | (3) |
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14.9 Hon' do I encourage online students to turn on their webcams? |
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143 | (3) |
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144 | (2) |
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15 Making online courses better |
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146 | (9) |
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15.1 How can I teach my online course better next time? |
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146 | (1) |
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15.2 How can I use student feedback and evaluations to improve my online course? |
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147 | (2) |
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15.3 How do I determine if my online course meets its learning objectives? |
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149 | (1) |
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15.4 How do I know if my online course needs to be updated? |
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150 | (2) |
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15.5 How can I work with other faculty to improve my online courses? |
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152 | (1) |
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15.6 How can I make my online course fit better into the program? |
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153 | (2) |
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154 | (1) |
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155 | (37) |
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Appendix A Creating asynchronous lectures |
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156 | (6) |
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Appendix B Integrating prerequisite review material--Module 0 |
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162 | (2) |
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Appendix C Conducting synchronous sessions |
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164 | (4) |
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Appendix D Creating and supervising asynchronous online discussions |
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168 | (3) |
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Appendix E Creating formative evaluations for asynchronous lectures |
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171 | (3) |
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Appendix F Creating and updating tests in your EMS |
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174 | (6) |
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Appendix G Creating grading rubrics |
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180 | (8) |
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Appendix H Managing audio for synchronous sessions |
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188 | (2) |
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Appendix I Dealing with technology problems during class |
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190 | (2) |
| Glossary |
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192 | |
