Designing and Delivering Effective Online Instruction

The Spring of 2020 saw educational institutions around the world abruptly convert to online teaching formats. While this transition may be unfamiliar—and even uncomfortable—the skills and techniques needed to engage and empower online learners can be learned and mastered to serve the current and ever-expanding need. This indispensable resource focuses on combining multimodal teaching strategies with innovative technology to help adult learners engage more meaningfully. The book distills decades of research in adult learning and education to provide evidence-based strategies that directly and practically apply to online environments. The author identifies five core areas for focus: principles of adult learning, engagement through presence, diversity and inclusion, community building, and enhancing learner empowerment; thereby demonstrating how to prepare for the online learning environment, design and deliver engaging course content, and effectively evaluate the learning experience.

Book Features:

• A holistic approach that addresses and integrates every key dynamic to ensure the design, development, and delivery of optimal online learning experiences.
• Appropriate for instructors and course designers as they manage blended or fully online teaching models.
• Content is readily applicable across disciplines and institutional types.
• Grounded firmly in research, theory, and best practices related to social presence, engagement, inclusive pedagogy, Understanding by Design (UBD), Universal Design for Learning (UDL), reflective practice, and principles of adult learning and development.
• Comprehensive checklists provide overviews of key action items and associated steps involved in course design, development, and delivery.
• Reflection is a cornerstone of deep learning, and reflective questions are included in each chapter.

Linda Dale Bloomberg has published extensively on online pedagogy, serves on online teaching advisory boards, and holds the positions of associate director of faculty support and development and full professor in the School of Education at Northcentral University. She is committed to developing materials that will ensure teaching excellence in the online environment. Read her posts on the TC Press blog: https://www.tcpress.com/blog/

“In my role as an academic strategist, I am often asked to recommend a guidebook for faculty transitioning to online instruction. Dr. Bloomberg provides an outstanding practical framework for designing and delivering engaging online experiences, supported by the latest research. Comprehensive without being ponderous, practical without being simplistic—I will be recommending this book frequently to my colleagues.”
—John E. Neal, vice president, university relations, 2U

“Linda Bloomberg’s latest book, Designing and Delivering Effective Online Instruction, could not come at a more important time in education. Dr. Bloomberg not only addresses the ‘how to’ of designing instruction but emphasizes the most important elements of building relationships—both instructor-to-student and between students. Addressing equity and bias sets her book apart from others, and her expertise, commitment, professionalism, and passion for teaching come through in her writing. This book should be a must-read for all online faculty members!”
—Rebecca Wardlow, dean, College of Education, United States University

“An engaging, relevant roadmap that is a must-read for any online instructor. This book is a practical guide to the pedagogy of online teaching that will help instructors to be present and to foster authentic interactions with their students.”
—Allison Moore, online adjunct instructor, Grand Canyon University

Contents (Tentative)

Preface
Purpose and Function of This Book
Organization of This Book
What Sets This Book Apart?
Additional Defining Features of This Book

Introduction: Going the Distance—
An Overview of the Online Learning Landscape
The Landscape of Online Learning
The Role of the Online Instructor

PART I: The Art of the Start: Design and Develop Online Instruction
The Set-Up Cycle

1. Develop Course Learning Outcomes
Outcomes Are Aligned With Your Vision for the Course
Outcomes Are Sequenced
Outcomes Are Specific and Measurable
Course Content Is Aligned With Outcomes
Chapter Summary and Synthesis
Reflection Checkpoint

2. Plan for Assessment of Learning
Assessment Instruments and Methods
Formative and Summative Assessment
Guidelines for Effective Assessment
Chapter Summary and Synthesis
Reflection Checkpoint

3. Create Course Content
Adult Learning Principles
The Multimedia Principle
Organization and Presentation of Material
Collaborative Learning Opportunities
Scaffolding
Inclusion, Equity, and Accessibility
Chapter Summary and Synthesis
Reflection Checkpoint

Part I Synthesis

PART II: Traveling the Educational Journey: Deliver Engaging and Empowering Learning Experiences
The Engagement Cycle

4. Onboard and Welcome Learners: Prepare, Support, Monitor
Learner Engagement and Teaching Presence
Prepare for the Online Learning Experience
Strategies for Onboarding Engagement
Support Learners to be Successful
Strategies for Ongoing Supportive Engagement
Monitor and Address Progress and Development
Strategies for Effective Monitoring
Chapter Summary and Synthesis
Reflection Checkpoint

5. Establish and Build Teaching Relationships
Benefits of Positive Working Relationships
Develop Your Working Relationships
Engage Through Presence
Foster a Growth Academic Mindset
Power and Positionality
Chapter Summary and Synthesis
Reflection Checkpoint

6. Multimodal Teaching Strategies to Engage and Empower Learners
Respect Diversity and Strive for Inclusion
Culturally Responsive Teaching
Address Unequal Access to Technology
Develop a Learning Community
Strategies for Facilitating Group Work and Collaboration
Feedback as the Medium of Instruction
Prepare to Provide Feedback
Guiding Principles for Substantive and Engaging Feedback
Streamlining Your Feedback
Multimodal Teaching
Assessment and Grading
Tips for Getting Started
Chapter Summary and Synthesis
Reflection Checkpoint

Part II Synthesis

PART III: Taking Stock: A Review of Multimodal Engagement

7. Revisiting Your Engagement Strategies
Engagement Indicators
Chapter Summary and Synthesis

8. Instructor as Reflective Practitioner
Reflective Practice
Implicit Bias
Final Reflection

Glossary

References

Index

About the Author

Online Appendixes
Appendix A: Bloom’s Taxonomy of Learning
Appendix B: Accessibility Resources
Appendix C: Sample Welcome Letter
Appendix D: Learner Support Resource: How to Benefit from Feedback and Critique
Appendix E: Sample Learning Contract
Appendix F: Guidelines for Conducting Peer Review
Appendix G: Guidelines for Implementing Peer Dialogue Journals
Appendix H: Satisfactory Versus Unsatisfactory Written Feedback Samples
Appendix I: Samples of Feedback Commentary
Appendix J: Sample Grading Rubric
Appendix K: Sample Grade Justification Rubric
Appendix L: Engagement Evaluation Rubric
Appendix M: Annotated Research Resources: Engagement in Online Learning
Appendix N: Online Support Resources