Discussion-Based Online Teaching To Enhance Student Learning: Theory, Practice and Assessment / Edition 2

by Tisha Bender

Overview

The new edition of what is now considered a classic on online learning has been expanded by about a third to reflect new opportunities offered by social media, new insights and ideas derived from the author’s teaching in the eight years since she wrote the first edition, as well as from extensive research in the latest literature. In particular, Tisha Bender investigates whether the existing paradigm of teaching and learning has been changed, not so much because of the advent of the Internet, but because of the potential divide between the expectations and practices of students who are “digital natives” of the digital revolution, and those of their teachers who are mostly “digital immigrants”. She addresses the question: do we need to change the way we teach in order to reach and engage digital natives fruitfully and enjoyably in their education.This accessible and comprehensive book offers an engaging and practical approach to online teaching that is rooted in the author's experience and enthusiasm for creating a virtual environment that engages students and fosters their deep learning. This is a book for all educators and administrators in higher education, in any discipline, engaged in, or contemplating offering, online classes that involve discussion or collaborative learning. It is relevant both to faculty teaching a hybrid and face-to-face classes, and courses conducted entirely online.

Product Details

ISBN-13:	9781579227470
Publisher:	Taylor & Francis
Publication date:	06/01/2012
Edition description:	Second Edition
Pages:	256
Product dimensions:	5.90(w) x 8.90(h) x 0.80(d)

About the Author

Tisha Bender Tisha Bender is Assistant Director in the Rutgers Writing Program, and is the Hybrid Coordinator as well as the Coordinator of Research Writing. She is currently embarking on a project in which she will train teachers from China to teach effectively online, and they will then team-teach online international Rutgers Research Writing courses with teachers in the Rutgers Writing Program. She is the founder of Hybrid teaching in the Rutgers Writing Program, having trained groups of teachers since 2007 to the present to adapt their pedagogy to effectively teach online. Prior to this she was an Online Faculty Development Consultant, who has extensively trained online faculty at New York University, the SUNY Learning Network, New School Online University and Cornell University-ILR Extension. She currently teaches in the Rutgers Writing Program and the Geography department at Rutgers, and had also taught as an online instructor at Cornell and the New School. Tisha Bender is also the author of Facilitating Online Discussion in an Asynchronous Format in Issues in Web-Based Pedagogy: A Critical Primer (ed. Robert Cole), Greenwood Press 2001; Role Playing in Online Education: A Teaching Tool to Enhance Student Engagement and Sustained Learning in Innovate, April, May 2005; and “Engaging the Student: Learning for Life”, chapter 1 of Pedagogical Models: The Discipline of Online Teaching, edited by Michael F. Shaughnessy and Susan Fulgham, Nova Publishers, February 2011. In addition she features in the following online interview: “An Interview with Tisha Bender: Discussion Based Online Teaching,” by Michael Shaughnessy. In Education News, April 19, 2010, and online at http://www.educationnews.org/michael-f-shaughnessy/95329.html.

Table of Contents

Acknowledgments xiii

Preface xv

Introduction 1

Part 1 Theoretical Implications: Building a Body of Online Pedagogy

1 The Distance Factor 7

Can the Mind Exist Independently from the Body? 7

Differentiating between Space and Place 8

Distinguishing between Physical Distance and Transactional Distance 9

How the Social Dimension Impacts on Transactional Distance 11

2 The Optimal Role of the Online Teacher 14

Who Do We Teach? 14

The Importance of Personalizing Education 14

Student Characteristics 16

3 Rethinking Learning Theory within the Online Class 20

Hierarchy of Thoughts and Acquisition of Knowledge 20

Benjamin Bloom's Taxonomy 21

Paying Attention 22

The Role of Long-Term Memory and Prior Knowledge 23

Self-Regulating and Reinforcing Long-Term Memory 24

Application of Learning Theories to the Online Environment 25

Can Technology Give Access to Previously Inaccessible Information? 26

Learning How to Use the Technology 27

Translating Concepts from the Real World to the Virtual World 32

The Significance of Active Learning on Knowledge Acquisition 32

The Importance of Awareness of Student Needs and Differing Abilities 32

Factors That Work against Knowledge Acquisition and Feeling of Community 34

The Impact of Nonlinear Learning 35

4 Paradigm Lost 37

The New Digital Media and Its Impact on Contemporary Education 37

Alteration of Interpersonal Relationships within Online Settings 39

The Influence of Connectivity on One's Frame of Mind 41

Changes in the Style of Reading and the Pursuit of Knowledge 44

Can Digital Media Change the Way We Think? 48

Changes in the Style of Writing and the Expression of Knowledge 51

Multitasking 53

Increase in the Playing of Video Games 57

A Look Back and a Speculative Look Ahead 59

The Evolution of Reading and Writing, and Its Impact on Learning 60

Some Current Applications of Digital Technologies in Education 63

Speculations on the Future Value of the New Digital Media in Education 64

Part 2 Practical Applications

5 Course Design 69

Customizing the Class 69

Biographical Statement and Syllabus 69

Posting an Introductory Lecture 70

Posting a First Discussion Forum 71

Setting up Twitter Accounts and Google Docs 71

Posting an Announcement 72

Signposts 73

Arrangement of Lecture Material 76

The Online Lecture Format 77

6 Starting to Teach the Online Class 79

Anxiety 79

Means of Engagement 80

The Benefits of Contacting Each Student Individually at the Start of the Semester 81

Designing an Informal First Discussion Topic 81

Asking Students to Discuss Relevant Experiences in Their Personal Introductions 82

Completing a Sentence 82

Students Interview and Introduce Each Other 82

Providing a Hook 82

Visualization Techniques 83

Playing a Game 83

Asking Students What They Hope to Learn from the Course 83

Asking Students to Write Short Descriptive Stories about Themselves 84

Moving Beyond the Online Lounge: Getting to Know Your Students in a Hybrid 87

Establishing the Right Tone 91

7 Aspects of Online Communication 94

How to Facilitate and Stimulate Online Discussion 94

Clearly Define Your Expectations for Discussion 93

Employ the Socratic Method 102

Some Obstacles to Participation in Online Discussion 107

Suggestions for Overcoming Lack of Participation 109

Circumvent Problems before They Occur 109

Ask the Right Questions 109

Consider the Layout of Responses 112

Be Encouraging to Students Who Remain Quiet 113

Using Social Media Such as Twitter, Facebook, Blogs, or Skype to Stimulate Online Discussion 114

How Do We Speak Online? 118

Style of Online Writing 118

Scope for Misinterpretation 122

Gender Differences 124

Racial Differences 127

How We Show We Are Listening and Caring Online 130

Who Cares? Listening and Caring 130

September 11, 2001 136

Pedagogical Loneliness 141

Overcoming Problematic Situations 142

Heated Online Discussions 143

The Late Student 14s

Academic Integrity 150

Suggestions for How to Avoid Feeling Overwhelmed 134

8 Innovative Online Teaching Techniques 158

Group Work 159

Group Hopping 159

Optimal Group Size 160

Implications of the Instructor Seeing Each Group Discussion 160

Group Work in Large Classes: Case Studies and Collaborative Problem Solving 161

Assigning Groups 161

Individual Student Roles within Their Group 162

The Instructor's Contribution to Group Discussion 163

The Nonparticipating Student 163

Group Presentations 163

Other Forms of Group Work 164

Role-Playing 164

A Writing Game 169

Holding a Debate 170

Synchronous Online Tools 171

Suggested Uses of Synchronous Online Tools 171

Faculty Reactions to Synchronous Online Conversations 173

Student Reactions to Synchronous Online Conversations 175

Ground Rules Concerning Conversation Patterns and Flows 175

Should Attendance in the Online Chat Be Mandatory? 176

Using Skype as a Synchronous Online Educational Tool 177

Online Guest Lecturers 177

The Online Guest Makes a Scheduled Synchronous Appearance 178

The Online Guest Spends a Week in the Class, Responding Asynchronously 178

Virtual Field Trips 179

Integration of Web Sites 180

Guidelines for Students Doing Web Research 180

Student Presentations of Their Discovered Web Sites 183

Other Types of Student Online Presentations 184

Student Portfolios 183

Academic Writing for Students in the Age of the Internet 185

Use of Portfolios in Online Workshops 187

Comparison of a Master Class with an Online Workshop 188

Journals 191

Online Team Teaching 191

Advantages of Team Teaching 193

Potential Problems of Team Teaching 194

Intriguing Uses of the Team Teaching Concept 195

Handling an Interruption or Unexpected Change of Direction 195

Team-Teaching the Hybrid Class 195

Grading 195

Online Testing and Grading 195

Knowing a Student's Real Identity 196

Grading the Electronic Essay or Take-Home Exam 196

Grading for Quality of Responses in Online Discussion 197

Grading Group Work 197

Grading Synchronous Online Conversations 198

Grading Online Multiple-Choice Quizzes 199

Part 3 Assessment

9 Opinions About Online Teaching and Learning 203

Online Education Versus Correspondence Courses 205

Caring about Students You Never Meet 206

Exerting Quality Control Online 206

Overwhelming Aspects of Incorporating Technology 206

Learning to Meaningfully Apply Technology in Education 207

One Size Does Not Fit All 208

Hidden Costs 208

Online Teaching Is Time-Consuming 210

The Value of Being Physically Present 210

Advantages of Freedom and Flexibility 211

Richer, More Reflective Discussion 211

Informality as an Online Asset 212

High Satisfaction Levels of Online Students and Faculty 212

10 Building a Model of Assessment of Online Education 214

Factors to Be Considered When Performing Assessments 215

Emotional Reactions 216

Are All Students Suited to Online Learning? 216

Can Meaningful Comparisons Be Made between Campus and Online Classes? 218

Impact of the Technology 219

Other Possible Frustrations of Online Students 219

Is Online Education Suitable for All Instructors? 220

Pragmatic Considerations of Accurately Performing Assessments 220

Transference of Knowledge and Skills 222

A Criteria-Referenced Study: Assessment as a Measure of Achievement of Course Goals and Learning Outcomes 222

Technological Stability 230

Concluding Comments about Assessment of Online Education 232

Learning as a Social Process, Impacted by Long-Term Memory 232

The Assessment Triangle 233

The Value of Small-Scale Assessments 234

The Impact on Analytical Skills and Knowledge Acquisition 235

Preconceived Ideas about Innate Ability 236

Transference of Acquired Knowledge 236

Additional Skills Acquired as an Online Learner 236

The Need for Frequent Formative Assessments and Student Feedback 236

Feedback from Peers 238

Afterword 241

References 243

Index 253

Editorial Reviews

"The new edition of Tisha Bender’s book exceeds even the virtues of the first. She has made her work more timely than ever, with attention to current debates about cognition, reading, networked communications, and other features of life in the digital age. She also knows how today’s online students think and behave, and what can be done to make them effective learners. But unlike others writing about online teaching and learning, Bender takes nothing for granted about the transformational features of the digital age for education. She believes in what’s new, but makes the case for online pedagogical innovation reflecting thoughtful judgments about what the digital age means for students and instructors alike. This book offers a practical discourse of online course design framed by recognition of how the best teaching is also theoretical and critical. Much more than a simple 'how-to', this book offers a deep reading of a significant dimension of online teaching. Readers will learn how to be better online teachers and also better thinkers about what they do in the virtual classroom.”

Steven Weiland, College of Education

Michigan State University

“I’ve been teaching at Rutgers University since 1968 and Tisha Bender’s wonderful little book served as the primer for designing my first online course two years ago. Now we have the second edition, even wiser and more useful than the first in a rapidly advancing field where even old dogs can learn new tricks. A must read for the novice deciding whether to go online, or forced to do so by circumstances, and a necessary reference guide throughout the semester when the unexpected starts happening. Bender’s been there and she tells all.”

Dr. Rudolph M. Bell, Professor of History

Rutgers, The State University of New Jersey

From reviews of the first edition:

“An ideal book for teachers who are just making the transition from face-to-face to online teaching. As one new to online instruction, as well as hybrid teaching for the benefit of extended discussion and group work out side of class, I found Bender's book both informational and beneficial to the furtherance of my thinking about how to bring the best of my classroom teaching to this technological extension for learning in the global village….[I]…recommend Bender's book as an addition to the professional library of anyone hoping to implement (or improve) online discussion-based teaching and learning."

The American Journal of Distance Education

"I recommend this book to two audiences: to new online teachers who want to generate thoughtful discussion in their courses, and to experienced online instructors who have not been satisfied with the degree to which students in their courses engage each other about the material they are studying.

In a chapter filled with imaginative strategies for learning in the online course, Bender describes how she and others have used debates, role playing in literary analysis, virtual field trips, guest 'lecturers', writing games, journals, team teaching and other innovations. It is a fascinating and highly creative chapter that will give the teacher new to online learning lots of fodder for designing their courses and thinking through activities that will challenge students to learn in different ways. Bender gives enough information so that a novice can borrow her ideas and put them into practice. She also outlines a number of strategies for using the synchronous online tools. She believes adamantly in the feasibility of human connection in a text-based online class in which no one knows what anyone else ‘in class’ looks or sounds like."

Online Cl@ssroom

From the Publisher

"The new edition of Tisha Bender’s book exceeds even the virtues of the first. She has made her work more timely than ever, with attention to current debates about cognition, reading, networked communications, and other features of life in the digital age. She also knows how today’s online students think and behave, and what can be done to make them effective learners. But unlike others writing about online teaching and learning, Bender takes nothing for granted about the transformational features of the digital age for education. She believes in what’s new, but makes the case for online pedagogical innovation reflecting thoughtful judgments about what the digital age means for students and instructors alike. This book offers a practical discourse of online course design framed by recognition of how the best teaching is also theoretical and critical. Much more than a simple 'how-to', this book offers a deep reading of a significant dimension of online teaching. Readers will learn how to be better online teachers and also better thinkers about what they do in the virtual classroom.

Steven Weiland

Tisha Bender stands alone in the pedagogy of on-line teaching and learning. She is a teachers' teacher who carries us beyond "click-happy techies, " into the deep waters of learning itself. In these practical essays, Prof. Bender offers creative ideas for both new and experienced distance educators. Her subtle understanding of the challenges of on-line classrooms is positively inspirational.

Kathleen Hull

Anyone who needs to understand the components of teaching online will benefit from this book. Bender has extracted powerful strategies for online learning. A practical book that also gives her views on why learning can be effective online.
—Department of Education, UMBC, Baltimore, and author of "Sustaining distance training: Integrating learning technologies into the fabric of the enterprise"

Zane L. Berge

Dr. Bender provides a timely, provocative and intelligent vehicle for considering deep questions about online teaching. Her writing is conceptually elegant, professionally revitalizing, and profoundly reflective of the process of online teaching. You'll no longer feel the same 'pedagogical loneliness' in cyberspace!
—Clinical Associate Professor, New York University

Diane Grodney

I’ve been teaching at Rutgers University since 1968 and Tisha Bender’s wonderful little book served as the primer for designing my first online course two years ago. Now we have the second edition, even wiser and more useful than the first in a rapidly advancing field where even old dogs can learn new tricks. A must read for the novice deciding whether to go online, or forced to do so by circumstances, and a necessary reference guide throughout the semester when the unexpected starts happening. Bender’s been there and she tells all.

Rutgers, The State University of New Jersey - Dr. Rudolph M. Bell

"I recommend this book to two audiences: to new online teachers who want to generate thoughtful discussion in their courses, and to experienced online instructors who have not been satisfied with the degree to which students in their courses engage each other about the material they are studying.
In a chapter filled with imaginative strategies for learning in the online course, Bender describes how she and others have used debates, role playing in literary analysis, virtual field trips, guest 'lecturers', writing games, journals, team teaching and other innovations. It is a fascinating and highly creative chapter that will give the teacher new to online learning lots of fodder for designing their courses and thinking through activities that will challenge students to learn in different ways. Bender gives enough information so that a novice can borrow her ideas and put them into practice. She also outlines a number of strategies for using the synchronous online tools. She believes adamantly in the feasibility of human connection in a text-based online class in which no one knows what anyone else ‘in class’ looks or sounds like."

Online Cl@ssroom

From reviews of the first edition:
“An ideal book for teachers who are just making the transition from face-to-face to online teaching. As one new to online instruction, as well as hybrid teaching for the benefit of extended discussion and group work out side of class, I found Bender's book both informational and beneficial to the furtherance of my thinking about how to bring the best of my classroom teaching to this technological extension for learning in the global village….[I]…recommend Bender's book as an addition to the professional library of anyone hoping to implement (or improve) online discussion-based teaching and learning."

The American Journal of Distance Education