KoenigbEL7004 8 Guide

7/31/2019 KoenigbEL7004 8 Guide

1/16

Online InstructorStaff Guide

Click Here for Online Version

of the Guide.
https://koenig-academic-tech.wikispaces.com/AAA_Online_Instructor_Guidehttps://koenig-academic-tech.wikispaces.com/AAA_Online_Instructor_Guidehttps://koenig-academic-tech.wikispaces.com/AAA_Online_Instructor_Guidehttps://koenig-academic-tech.wikispaces.com/AAA_Online_Instructor_Guidehttps://koenig-academic-tech.wikispaces.com/AAA_Online_Instructor_Guide


2/162

Staff Guide Information

ContentsContentsContents

This guide provides detailed documentation of the expectations of the district online

program concerning online instructors roles and responsibilities.

1: Role of the Instructor

Competencies 3

Forming Relationships 4

Challenges 5

2. Guidelines for Communication

Setting Norms 6

Norm Activity Example 7

Faculty Response to Students 8

Student Response to Faculty Inquire 8

Faculty Feedback Regarding Assignments 8

3. Syllabus Expectations

Introduction 9

Requirements and Expectations 10

Expectations for Grade Reporting 12

4. Resources to Support Students

Online Resources 13

5. References 14


3/163

Role of the Instructor

Competencies

Instructors and distance learning programs in

higher education must truly understand the

learner's needs, understand how they learn, and

be willing to embrace critical competencies of

the online instructor. Instructors must focus on

relationship building and forming a sense of

community, engaging the students not only

with the course content but with their peers as

well, and challenging their students to take partin a community building process (Paloff

&Pratt, 2009). Competency is defined for the

purpose of distance education instructors, as:

involves a related set of knowledge,

skills, and attitudes that enable a person

to effectively perform the activities of a

given occupation or function in such a

way that meets or exceeds the standards

expected in a particular profession or

work setting (Richey, et. al, 2001).

There is tremendous growth in studies related

to online instructor competencies for distance

teaching (Abdulla, 2004). The search for the

reasons why the high attrition and dropout rate

of online learners is encouraging such research

(Paloff & Pratt, 2004). Connors (n.d.) supports

the concept of relationship building as a key

factor of online instructor competencies and

states that good mentors are enthusiastic and

takes the time to interact with their students;

share personal experiences and relate to the

learner in a flexible way.

Top Ten Competencies forDevelopment for an

Online Instructor

1. Effective Syllabus

2. Develop Community

3. Teach how to be an

Online Student

4. Incorporate Students Livesinto the Course

5. Give Power and Control to the

Learner Become a Facilitator ofKnowledge Development

6. Prompt Feedback andCommunication

7. Translate Content to

Online Delivery

8. Be Informed ConcerningTechnological Advances,

Trends and Issues.

9. Use Best Practices in OnlineLearning

10. Provide Opportunities forReflection, Critical Analysis and

Student Feedback


4/164


Relationships

Instructors of these online classes need to have

means to create a welcome learning

environment and foster positive relationships.

Understanding the learners skills with

technology is imperative to avoiding

unnecessary frustration and assisting the

learners to navigate successfully within the

online environment (Conrad & Donaldson,

2004). Palloff and Pratt (2003) establish

seven key components of distance learning that

instructors can foster and focus on. These

consist of: access to skills, openness to share

personally, communication skills,

commitment, collaboration, reflection, and

flexibility (2003).

Levine (2005) suggests that there are several

responsibilities of the person hosting the

learning. Whether they are referred as learner

facilitator, mentor, teacher, or educator, this

person has the responsibility to be an active

participant within the distance learners process.

These responsibilities include: knowing who

your students are, asserting a level of control of

the class, and balancing out the learning

environment between educational opportunities

and technology (2005). Varvel (2001) identify

six skills to develop within the distance learner

to increase success and they are: time

management skills, discipline and motivation,

sense of community, communication,

technology skills, and access, either due to

technical issues or through disability

accessibility conditions.

Helpful Hints for Building

Positive Relationships

1. Send a Welcome Email

reach out to the learner

2. Encourage sharing of

personal experiences

3. Determine the learners

technology competency

4. Offer Resources to

struggling students

5. Have an Open Digital

Door policy


5/165


Challenges

Initial challenges for both the instructor and the

student of an e-learning classroom are how to

engage each other through a technology-based

medium. Setting up norms and appropriate

methods of communication is a foundation of

forming that sense of belonging and

community where participants, both instructors

and pupils, feel welcome, appreciated and open

to learn together (Conrad & Donaldson, 2004).

How to set this up successfully takes work

from the instructor and a commitment from the

students.

Collaborative learning through technology is a

process of appropriation, which is defined as a

process where both students and teacher have

an active role in creating the learning

environment with their earlier knowledge and

ideas (Vesisenaho, Valtonen, Kukkonen,

Havu-Nuutinen, Harikainen, &Karkkainen,

2010, p. 273). Because of this, the opening

week of a class is critical to get to know each

other quickly, know the rules of engagement

and expectations. Ice Breaker activities are a

good method to crack open the means of cold

communication that technology often fosters

and allow the participants to have bonding

experiences with each other. These activities

can also allow the participants to recognize

they are no longer in a regional learning

environment but a part of a global learning

community. Authentic learning at a global

level allows the distance learner to make

connections to their own lives.

Ice BreakersBreaking Through for form

Connections

Personal Emails

Audio files

Skype

Discussion Thread Activities

Phone Meetings

Students Introduce Each other

Discussion of Geographiclocations

By any means, communicate,

communicate, and communicate!


6/166

Guidelines for Communication

Setting Norms for

Communication

As stressed earlier in this guide, relationships are

the foundation for successful interaction and mayeven help in the retention of online students as

current statistics show that the dropout rates can be

10-20% higher in online programs than their

traditional counterparts (Lewis, 2010).

The users may be in large cities, remote villages,

in restrictive countries, the need to address cultural

barriers or concerns while constructing thelearning is evident. Certain countries politicalbeliefs and control may pose barriers for students

from their areas to successfully interact with thecourse (Sadykova & Dautermann, 2009).

Kurubacak (2011) suggests that culture then, can

be more of a source of conflict than synergy and

educational institutions should have more of afocus of the idea of pluralism and this should be

recognized during norm development.

Pluralism in e-

Learning can be defined as a classwith participants from diverse ethnic, racial,

religious and social groups maintain participation

in and development of their traditions and special

interests while working together with otherstudents toward the completion and understanding

of course materials. Institutions then should

construct courses which the background andcircumstances of learners can be determined and

the class norms can reflect the need of diverse

students and instructors.

Having students participate in

group norm formation can

create buy-in and a sense of

ownership...try a wordle!

The authors of the Pluralism Project at Harvard

University (2009) stated that pluralism is the:

Energetic engagement with diversity

Active seeking of understanding across lines ofdifference

Encounter of commitments

Based on dialogue

With these four components in mind, institutions

can form learning communities that share their

commonalities and differences and work together

for a global understanding of materials and

cultures. Institutions should address the onlineprogram from a needs standpoint when looking at

fee structures and out of state tuition to ensurefairness between traditional and online learners

who are at a distance (Paloff & Pratt, 2003).

Institutions should reflect on their online programeffectiveness through complete evaluations of the

program which includes educational measurement,

assessment, and evaluation (Levine, 2005).


7/167


Example Norm Activity:

The group will develop norms that they agree upon to complete high-level collaborative work later in theclass. The groups will be from 6-8 participants and they will participate both synchronously and

asynchronously to complete the assignment. The group will individually list a few suggestions of group

norms and post them in a threaded discussion. Each person is required to add the group learning moment

through the discussions. The group will read the thread and in a synchronous discussion, they will then pick

five key norms for their team to focus on and set these rules of engagement.

Goals/Objectives:

Students will set groups norms for communication in the group collaborative activities in an online setting.

Collaborative Learning:

Small Group Interaction.

Recommended Experience Level

Learner Beginner and up

Facilitator- Moderate and up

Mode:

Synchronous and Asynchronous

Time Required:

Two to four days for full evolution.

Materials:

Team threaded discussion board or full-class discussion board depending on size.

E-mail access learner to facilitator/facilitator to learner for questions and final submission.

Process:

Learners will receive there group assignments and instructions for the activity.Learners will post in the threaded discussion area, five key ideas about norms for the team and appropriate

rules of engagement for the collaborative activity.

In a synchronous team activity, the group will decide on five key norms they will submit for final

admission to the facilitator.

Facilitator Notes:

Facilitators make and assign groups for this activity.Facilitators provide the threaded discussion area.


8/168


Faculty Response to

Students

All communications must be responded to

within 24 hours. If additional research or time

is needed for a resolution, this should be put in

the response. Regardless of the initiator, other

staff member, administration, student, outside

vender, a response is required within 24 hours

and a resolution should be given within 72

hours of initial contact. If the instructor notavailable, a secondary support staff should be

made available and the appropriate out of

office notification with details of the return is

also expected.

Students Response toFaculty

A standard 24 hour response time is part of ournorms at this institutions. Students and other

faculty members should adhere to this policy.

Feedback for Assignments

Each faculty member is responsible for making

initial contact with their learners before the

class begins and should include this

expectation in the email. Due dates are set by

the pacing and planning for the course and

should be followed. Communications of late

assignments from the students should be saved

as with all communications with students. It is

left to instructor discretion for urgent

situations. Feedback on assignments is also

covered in detail under Syllabus Expectations

within this guide.

It is Your Responsibility

to initiate communication,

respond in an appropriatetime,

contact students who youare concerned with,

maintain the well-being ofthe class includingmonitoring discussions and

discipline,

communicate allexpectations, objectives,values and resources foryour course.


9/169

Syllabus Expectations

Introduction

It is required that the online instructor reads the

institutions enrollment and student expectations

to ensure that they know what is expected of the

student. With this in mind the instructor must

use the template for the course provided by the

institution.

The instructor should keep in mind the five key

questions when developing a syllabus to make

sure that the course is student centered and the

instructor is in the facilitator of knowledge, not

a keeper of the knowledge mode of interacting.

The institution has resources for students to

access the online library, grading systems, and

technical support. It is helpful to echo these

practices within your syllabus as support to the

students.

When developing the syllabus, consider that

high quality instruction means that each faculty

member is aware of the complexities of the

online adult learner and is familiar with the

institutions mission and vision. The online

faculty member must know the importance of

the creation of community and relationship

building within their course and work to

understand the online learner as an individual

(Schwiebert, 2008). The online learner has

many complexities and the more the faculty

member interacts to understand the learner and

their motivations become clear, the better the

chance of success for the learner (Styer, 2007).

Five Key Questions to Ask Yourself

When Developing a Syllabus

1. What do people need to learn?

2. What is the best way for them to

learn this: informal, self-paced,

leader-led, performance support

or blended?

3. How will I effectively

communicate with the learner?

4. What are the potential pitfalls

using technology?

5. How will the I evaluate success?

Adapted from (Broadbent, 2002, p. 90)
http://www.google.com/imgres?q=checklist&hl=en&biw=853&bih=392&tbm=isch&tbnid=3MAD0Zb-fyA3zM:&imgrefurl=http://www.smartpassiveincome.com/blog-post-checklist-after-publish/&docid=zPFZ2IzdFFoMrM&imgurl=http://0.smartpassiveincome.com/wp-content/uploads/20


10/1610


Requirements and

Expectations

It is required that the online instructor follows

the institution syllabus template provided at the

instructor orientation. The following is required

to be on the syllabus:

Course Description -

Complete overview of broad-scope topics of the

course with implications for the content area ofstudy, global impact, and critical success factors

for the course.

Learning Objectives-

Using the modified Blooms Taxonomy for the

21st century learner,

http://www.schrockguide.net/bloomin-

apps.html

Focus on higher level concepts and howtraditional learning objectives can be adapted to

the online environment. Schrock (2012), has

many helpful online suggestions on her site.

The objectives will tie to each activity and

target instruction.

Key Course Concepts-

Course concepts will give a high-level overview

of the activities that contribute to the overallgrade of the course.

Resources, Materials and Supplies

A complete list of text books, linked resources,

materials and consumable supplies must be

made available to the student before the class

begins.

Five Key Questions to Ask Yourself

When Developing a Syllabus

1. What do people need to learn?

2. What is the best way for them to

learn this: informal, self-paced,

leader-led, performance support

or blended?

3. How will I effectively

communicate with the learner?

4. What are the potential pitfalls

using technology?

5. How will the I evaluate success?

Adapted from (Broadbent, 2002, p. 90)
http://www.schrockguide.net/bloomin-apps.htmlhttp://www.schrockguide.net/bloomin-apps.htmlhttp://www.schrockguide.net/bloomin-apps.htmlhttp://www.schrockguide.net/bloomin-apps.htmlhttp://www.schrockguide.net/bloomin-apps.htmlhttp://www.schrockguide.net/bloomin-apps.html


11/1611


Detailed Activity Descriptions

The expanded details of each activity,

associated objective, and requirements must be

provided at the beginning of the course. If

threaded discussions, group discussions are in

the design, these should be set up before the

course begins to avoid technical issues.

General Course Requirements

The following will be provided by theinstitutions and will consist of pre-formatted

information regarding:

Course Credit

Participation Requirements

Technology Survey, Pre-, and Post-

Assignment Submission Schedules

Schedule for course

Academic Policy-

Including Academic DishonestyProtocol

Associated Course Grading Rubric

Additional Institution Information

Library Tour

Technical Support

Academic Advisor Resources

Counseling Resources

Informational Support

Student Orientation

It is also a requirement that you incorporate a

student orientation or summary of expectations

for the course within the first week. This can

take may forms and should be a prerequisite for

the student to begin the first graded activity.

This will spiral the concepts and resources the

institution has.
http://www.google.com/imgres?q=4&hl=en&biw=1280&bih=588&tbm=isch&tbnid=_RaGZN_x5HNB8M:&imgrefurl=http://www.astrogle.com/numerology/number-4-in-numerology.html&docid=WDmM8SbUorhRpM&imgurl=http://www.astrogle.com/images/articles/numerology/number-4.jpg&w=http://www.google.com/imgres?q=hit+the+mark&hl=en&biw=1280&bih=588&tbm=isch&tbnid=WBS0c5SYI_haBM:&imgrefurl=http://magneticmarketingsolutions.com/tag/bass-fishing/&docid=1qgh6gKfOWnNtM&imgurl=http://magneticmarketingsolutions.com/wp-content/uploads/2009/


12/1612


Expectations for Grade

Reporting

Student feedback on assignments should be

giving within 72 hours for asynchronous

projects. Synchronous activities should beposted in the grading area within 48 hours upon

completion of the activity.

Uploading final grades needs to be completedwithin 48 hours from the final course closing

date to ensure appropriate posting through the

transcript system.

The value of online learning comes from

quality feedback from the instructor that is

timely (Berg, 2008). Providing timely feedbackis a critical success factor of online instructors

(Abdous, 2010). This engagement often

motivates and engages the students, especiallywhen given in a friendly and conventional

tone (2010).

Specific feedback reinforces the demands,goals, and expectations of the course and allows

the students to reflect and make proper

adjustments for future assignments.

Abdous (2010) states that it is important for the

instructor to reach out to the students and getfeedback from them concerning the course and

appropriately and promptly address any

concerns. Williams (2006) reported that

providing grades and feedback were essential

with online instruction.
http://www.google.com/imgres?q=success&hl=en&biw=1280&bih=588&tbm=isch&tbnid=_CKl2CJNgDD6hM:&imgrefurl=http://sadiyazaheer.wordpress.com/2012/05/19/you-and-your-aims-my-personal-experiences/&docid=_PMv3HP0AZygRM&imgurl=http://sadiyazaheer.files.wordpress


13/1613

Resources for Online Instructors

Resources for Online Instructors

http://www.onlinecollege.org/2011/07/07/open -online-resources-for

-online-instructors/

http://www.onlinecollege.org/2011/07/07/open -online-resources-for-online-instructors/

http://www.onlinecollege.org/2011/07/07/open-online

-resources

-for

-online

-instructors/

http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/

Pages/Handbook2009.aspx

http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/

Pages/Handbook2009.aspx

http://www.diigo.com/list/wiredinstructor/online -intructor-toolkit

http://www.uis.edu/colrs/learning/gettingstarted/copy.html

http://www.dmoz.org/Reference/Education/Distance_Learning/Online_Teaching_and_Learning/Instructors_Resources/

http://www.pearsonhighered.com/educator/index.page

http://www.pearsonhighered.com/educator/index.page
http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.google.com/imgres?q=help&num=10&hl=en&biw=1280&bih=588&tbm=isch&tbnid=nUS4N-zJErzaBM:&imgrefurl=http://trinitytravel.brinkster.net/trinity/help.htm&docid=ObJfsKs2YHCsRM&imgurl=http://trinitytravel.brinkster.net/trinity/images/help.jpg&w=418&h=http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/


14/1614

References

References

Abdous, M. (2011). A process-oriented framework for acquiring online teaching competencies.Journal of Computing in Higher Education, 23(1), 60-77. doi: 10.1007/s12528-010-9040-5

Abdulla, A. G. (2004).Distance learning students' perceptions of the online instructor roles andcompetencies. The Florida State University).ProQuest Dissertations and Theses, , 166 p. Retrieved

from http://search.proquest.com/docview/305185937?accountid=28180

Boling, E. C., Hough, M. M., Krinsky, H. H., Saleem, H. H., & Stevens, M. M. (2012). Cutting the distance I

n distance education: Perspectives on what promotes positive, online learning experiences.Internet &Higher Education, 15(2), 118-126. doi:10.1016/j.iheduc.2011.11.006

Berge, Z. L. (2008). Changing instructor's roles in virtual worlds. Quarterly Review of DistanceEducation, 9(4), 407-414. Retrieved from http://search.proquest.com/docview/231200340?

accountid=28180

Broadbent, B. (2002).ABCs of e-Learning: reaping the benefits and avoiding the pitfalls. San Francisco:

Jossey-Bass/Pfeiffer.

Connors, S. (n.d.). Assessing mentor characteristics in an online course. Retrieved from 4- AssessingOnlineCharacteristics.pdf Northcentral University at

http://learners.ncu.edu/CourseRoom/Default.aspx?course_code=EL7004&learner_course_id=213818

Conrad, R., & Donaldson, J. A. (2004).Engaging the online learner: activities and resources for

creative instruction. San Francisco, Calif.: Jossey-Bass.

Jackson, L. C., Jones, S. J., & Rodriguez, R. C. (2010). Faculty actions that result in student satisfaction inonline courses.Journal of Asynchronous Learning Networks, 14(4), 78-96. Retrieved from http://

ehis.ebscohost.com

Kurubacak, G. (2011). eLearning for Pluralism: The Culture of eLearning in Building a Knowledge

Society.International Journal on E-Learning, 10(2), 145-167.

Levine, S. J. (2005).Making distance education work: understanding learning and learners at adistance. Okemos, Mich.: LearnerAssociates.net.

Lewis, G. S. (2010). I would have had more success if . . . : Student reflections on theirperformance in online and blended courses. American Journal of Business Education, 3(11), 13-21.

Retrieved from http://search.proquest.com/docview/818558735?accountid=28180

Liu, J. (2012). Schema Theory and Its Instructional Applications on EFL. US-China Foreign Language, 10 (2), 915-920.
http://learners.ncu.edu/CourseRoom/Default.aspx?course_code=EL7004&learner_course_id=213818http://learners.ncu.edu/CourseRoom/Default.aspx?course_code=EL7004&learner_course_id=213818http://learners.ncu.edu/CourseRoom/Default.aspx?course_code=EL7004&learner_course_id=213818


15/1615

References

References (continued)

Maeroff, G. I. (2003).A classroom of one: how online learning is changing our schools and colleges. New

York: Palgrave Macmillan.

Oliver, R. ( (n.d.)). Developing online learning environments that support knowledge

construction.

Palloff, R. M., & Pratt, K. (2003). The virtual student: a profile and guide to working with online

learners. San Francisco: Jossey-Bass.

Reeves, T., Herrington, J., & Oliver, R (2004). Authentic activities and onlinelearning HERDSA

Richey, R. C., Fields, D. C., & Foxon, M. (with Roberts, R. C., Spannaus, T. & Spector, J. M.) (2001).

"Instructional design competencies: The standards" (3rd ed.).

Syracuse, NY: ERIC Clearinghouse on Information and Technology.

Sadykova, G., & Dautermann, J. (2009). Crossing Cultures and Borders in International Online Distance

Higher Education.Journal of Asynchronous Learning Networks, 13(2), 89-114.

Schwiebert, R. L. (2008). The impact of a community-building component on student

performance, learning depth, and student satisfaction in online courses. Western Carolina University.ProQuest Dissertations and Theses, Retrieved from http://search.proquest.com/docview/89205790?

accountid=28180

Schrock, K. (2012). Kathy Schrocks guide to everything, Blooms revised taxonomy. Retrieved from http://

www.schrockguide.net/bloomin-apps.html

Smith, T. (2005). Fifty-one competencies for online instruction. Retrieved from 4- 51ComptetenciesOnline.pdf

http://learners.ncu.edu/CourseRoom/Default.aspx?course_code=EL7004&learner_course_id=213818

Styer, A. J. (2007).A grounded meta-analysis of adult learner motivation in online learning from

the perspective of the learner. Capella University).ProQuest Dissertations and Theses, 147 p.

Retrieved from http://search.proquest.com/docview/304723729?accountid=28180
http://learners.ncu.edu/CourseRoom/Default.aspx?course_code=EL7004&learner_course_id=213818http://learners.ncu.edu/CourseRoom/Default.aspx?course_code=EL7004&learner_course_id=213818http://learners.ncu.edu/CourseRoom/Default.aspx?course_code=EL7004&learner_course_id=213818http://learners.ncu.edu/CourseRoom/Default.aspx?course_code=EL7004&learner_course_id=213818http://learners.ncu.edu/CourseRoom/Default.aspx?course_code=EL7004&learner_course_id=213818


16/16

References

References (continued)

Varvel, V. (2001, March/April). Facilitating every student in an online course. Retrieved

March 15, 2012 from http://learners.ncu.edu/CourseRoom/Default.aspx?

course_code=EL7004&learner_course_id=213818

Vesisenaho, M., Valtonen, T., Kukkonen, J., Havu-Nuutinen, S., Harikainen, A., & Karkkainen, S. (2010).

Blended learning with everyday technologies to activate students' collaborative learning. Science

Education International, 21(4), pp. 272-283. Retrieved August 24, 2011, from http://www.eric.ed.gov/

Watkins, R. (2005). 75 e-learning activities: making online learning interactive. San Francisco:

Pfeiffer.

Williams, F. D. (2006).An examination of competencies, roles, and professional development needs ofcommunity college distance educators who teach mathematics. University of Central Florida).

ProQuest Dissertations and Theses, , 208 p. Retrieved from http://search.proquest.com/

docview/304942913?accountid=28180

Wilson, J. (2008). Reflecting on the future: a chronological consideration of reflective practice.

Reflective Practice, 9(2), 177-184.

KoenigbEL7004 8 Guide

Documents

Transcript of KoenigbEL7004 8 Guide