The Perfect Online Course

Best Practices for Designing and Teaching

Anymir Orellana, Terry L. Hudgins, Michael Simonson, Anymir Orellana, Terry L. Hudgins, Michael Simonson, Charles Schlosser

• Publisher: Information Age Publishing
• Year: 2009
• Print ISBN: 9781607521204, 9781607521211
• eBook ISBN: 9781607522058
• Topic: Education
• Subtopic: Education Technology

The Perfect Online Course: Best Practices for Designing and Teaching was edited under the assumption that a perfect online course can be delivered following different instructional methods and models for design and for instruction, and by implementing different teaching or instructional strategies. Such methods, models, and strategies are framed within quality educational guidelines and must be aimed towards attaining the online course's learning goals.

The book seeks to make a contribution to the existing body of literature related to best practices and guidelines for designing and teaching distance courses, specifically online education. The process of selecting works suitable for this compilation included an extensive review of the journals Quarterly eview of Distance Education and Distance Learning. The book begins by covering literature related to general approaches and guidelines, continues with proposed methods and models for designing and instruction, and ends with instructional strategies to achieve engagement through interaction. The book is divided into four independent, yet interrelated, parts and a concluding section: Part I: Introduction; Part II: Best Guidelines and Standards; Part III: Best Instructional Methods and Models; Part IV: Best Engagement Strategies; and the concluding section, And Finally…, with words from Simonson who delineates the structure of a perfect online course.

Table of contents

• Cover
• The Perfect Online Course
• Series Page
• The Perfect Online Course: Best Practices for Designing and Teaching
• Copyright Page
• CONTENTS
• PREFACE
• I: INTRODUCTION
• 1: WE NEED A PLAN
• 2: DOES IT MATTER?
• II: BEST GUIDES AND STANDARDS
• 3: IN SEARCH OF QUALITY
• 4: LEARNING ONLINE
• 5: INSTRUCTORS’SELF-PERCEIVEDPEDAGOGICAL PRINCIPLEIMPLEMENTATION IN THEONLINE ENVIRONMENT
• 6: KEY INSTRUCTIONALDESIGN ELEMENTS FORDISTANCE EDUCATION
• 7: CLASS SIZEAND INTERACTIONIN ONLINE COURSES
• 8: WHAT WORKS
• 9: DESIGN ANDIMPLEMENTATIONOF A WEB-BASED LEARNINGENVIRONMENT
• 10: A FRAMEWORK FORANALYZING, DESIGNING, ANDSEQUENCING PLANNEDELEARNING INTERACTIONS
• 11: DESIGNINGEFFECTIVE E-LEARNING
• III: BEST INSTRUCTIONAL METHODS AND MODELS
• 12: AN ANALYSIS OF TEAM VS.FACULTY-BASED ONLINECOURSE DEVELOPMENT
• 13: GETTING IT RIGHTGRADUALLY
• 14: TOWARD APERSON-CENTEREDMODEL OF INSTRUCTION
• 15: ENHANCING WEB-BASEDINSTRUCTION USINGA PERSON-CENTERED MODELOF INSTRUCTION
• 16: EVALUATING COLLEGESTUDENTS’ EFFORTS INASYNCHRONOUS DISCUSSION
• 17: PRAGMATIC METHODSTO REDUCE DISHONESTYIN WEB-BASED COURSES
• 18: ORGANIZINGINSTRUCTIONAL CONTENTFOR WEB-BASED COURSES
• 19: AN INSTRUCTIONALDESIGN APPROACHFOR EFFECTIVE SHOVELWARE
• 20: INVESTIGATING THE USEOF ADVANCE ORGANIZERSAS AN INSTRUCTIONALSTRATEGY FOR WEB-BASEDDISTANCE EDUCATION
• 21: STREAMLINING THE ONLINECOURSE DEVELOPMENTPROCESS BY USING PROJECTMANAGEMENT TOOLS
• 22: THE LEARNINGCONTRACT PROCESS
• IV: BEST ENGAGEMENT STRATEGIES
• 23: INTERACTION IN ONLINELEARNING ENVIRONMENTS
• 24: INTERACTION ONLINE
• 25: ONLINE LEARNERS’PREFERENCESFOR INTERACTION
• 26: LEARNER SUPPORT NEEDSIN ONLINEPROBLEM-BASED LEARNING
• 27: DEEP LEARNING
• 28: IT’S THE SAMEONLY DIFFERENT
• 29: DOES SENSE OFCOMMUNITY MATTER?
• CONCLUSION
• 30: DESIGNING THE“PERFECT” ONLINE COURSE
• AUTHOR AFFILIATIONS
• ORIGINAL PUBLICATIONS