Contents Introduction ?1 Setting the Stage ?1 Overview of Chapters ?2 Our Theoretical Framework ?5 Why We Wrote This Book ?7 1. ?Engagement ?11 Distinguishing Between Participation and Engagement ?11 Describing the Engaged Online Classroom ?13 Creating Engaged Classroom Experiences ?17 Encouraging and Supporting Engagement ?19 Assessing Online Engagement ?25 2. ?Inquiry ?31 Inquiry Transcends Asking Questions ?31 Centering the Online Classroom in Inquiry ?32 Inquiry in the Course Design ?33 Students as Inquirers ?39 3. ?Equity ?45 Elements of the Equitable Classroom ?45 Describing the Equitable Classroom ?47 Designing an Equitable Classroom ?49 Defining and Creating Equity Online: Ideas to Consider ?59 4. ?Presence ?63 Presence in Student-Centered Online Courses ?63 Designing for Presence ?65 Redefining Teacher Presence ?68 Inviting Student Presence ?73 5. ?Communities ?79 Online Classroom Communities ?79 Getting to Know the Students ?82 Creating Opportunities for Community Interaction ?83 Going Beyond the Boundaries of the Physical Classroom ?86 Communities of Teachers ?91 6. ?Time and Space ?93 Redefining Time and Space ?93 Using Synchronous and Asynchronous Time as Class Time ?95 Prioritizing Responsiveness and Feedback ?99 Flexible Spaces and Multiple Voices in the Classroom ?100 The Internet as Community Space ?105 7. ?Conclusions: Shifting Your Mindset and Sifting Through Your Residue ?111 Chapter Highlights From Our Evolving Pedagogy ?111 A Way Forward for Developing Your Online Practice ?114 Lingering Issues and the Possibilities of Teaching and Learning Online ?117 References ?121 Index ?123 About the Authors ?133
Drawing on their years of experience leading transformative online classrooms in higher education, the authors present an approach for teaching online that is both engaging and effective. This practical book provides an overview of essential approaches, bolstered by examples from various instructors who are teaching online courses. The authors examine how progressive practices are useful for instructors new to the online classroom as well as for experienced online educators seeking to enhance their existing practices. The topics discussed include engagement, equity, presence, and community-all relevant areas for today's college and university classrooms. Each chapter introduces and defines a specific topic and then provides stories based on interviews with members of the authors' online teaching network. The end result is a narrative guide that will help faculty strengthen their students' online experience by creating an atmosphere that is connected and robust. Book Features: An accessible resource for faculty seeking to create more equitable and communal online classroom spaces. Practical examples from experienced educators who have developed innovative online environments. Ideas for creating engaging, student-centered teaching and learning. A progressive approach with practices that are relevant to all digital classrooms.
Steven Goss is clinical faculty and chair of the graduate programs in the Department of Management and Technology at New York University's School of Professional Studies. Robin E. Hummel is codirector of online teaching and learning and program director of Leadership in Mathematics Education at Bank Street Graduate School of Education. Laura Zadoff is codirector of online teaching and learning at Bank Street Graduate School of Education.