By Rena M. Palloff, Keith Pratt
Authors Rena Palloff and Keith Pratt have written a complete reference for school to exploit to hone their talents as on-line teachers and for college kids to take advantage of to develop into more desirable on-line newbies. jam-packed with a variety of examples from genuine on-line classes and insights from lecturers and scholars, classes from the our on-line world lecture room covers the total on-line educating strategy. This crucial advisor bargains necessary feedback for facing such severe concerns as comparing powerful courseware, operating with on-line school room dynamics, addressing the wishes of the net scholar, making the transition to on-line educating, and selling the improvement of the educational neighborhood.
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Extra resources for Lessons from the Cyberspace Classroom: The Realities of Online Teaching (Jossey Bass Higher and Adult Education Series)
The question then becomes, Is higher education ready for them? The Effectiveness of Distance Delivery A debate that is likely to continue for quite some time is whether online distance learning is as effective as the face-to-face classroom in achieving learning outcomes. Research on this topic continues to emerge as, for example, in a recent report released by the Institute for Higher Education Policy entitled What’s the Difference? (Phipps and Merisotis, 1999). The essence of this report is a review of the research, which compares the outcomes of online and face-to-face instruction.
The issue, then, is not the technology itself but rather how we use it in the design and delivery of online courses. 06Pall/Ch. 2 1/26/01 2:25 PM Page 27 The Art of Online Teaching 27 The most visually appealing course, complete with audio, video, and chat, is useless if a student is using old hardware or living in a remote area with limited Internet access. As students enter online degree programs and courses, they are generally told that in order to access a particular course they must have access to a certain level of technology.
Unfortunately, in our experience, rarely are they brought into the selection process in any meaningful way. Feenberg states, “Salespeople often seem to have the ear of administrators in a way that faculty do not, and they use their access to sell not just devices but also the idea that the new tools can be used to reproduce the live classroom experience or, better yet, to automate its elements and deliver it as a package” (p. 30). Although administrators have the dollars and authority with which to spend them, faculty are the end users of the software and should have a say in its choice.