Transforming Online Teaching in Higher Education

Drawing on their years of experience leading transformative online classrooms in higher education, the authors present an approach for teaching online that is both engaging and effective. This practical book provides an overview of essential approaches, bolstered by examples from various instructors who are teaching online courses. The authors examine how progressive practices are useful for instructors new to the online classroom as well as for experienced online educators seeking to enhance their existing practices. The topics discussed include engagement, equity, presence, and community—all relevant areas for today’s college and university classrooms. Each chapter introduces and defines a specific topic and then provides stories based on interviews with members of the authors’ online teaching network. The end result is a narrative guide that will help faculty strengthen their students’ online experience by creating an atmosphere that is connected and robust.

Book Features:

• An accessible resource for faculty seeking to create more equitable and communal online classroom spaces.
• Practical examples from experienced educators who have developed innovative online environments.
• Ideas for creating engaging, student-centered teaching and learning.
• A progressive approach with practices that are relevant to all digital classrooms.

Steven Goss is clinical faculty and chair of the graduate programs in the Department of Management and Technology at New York University's School of Professional Studies. Robin E. Hummel is codirector of online teaching and learning and program director of Leadership in Mathematics Education at Bank Street Graduate School of Education. Laura Zadoff is codirector of online teaching and learning at Bank Street Graduate School of Education.

“This book tackles many of the most important issues in learning today, from equity to engagement to presence. The authors introduce each concept in an approachable style and then share relevant experiences of experts from across higher education. Reading this book is like being in meaningful conversation with the field.”
—Dave Cormier, learning specialist, University of Windsor

“This book is a refreshing and contemporary study of online education that provides online teachers, both novice and expert, with real-world teaching practices for facilitating student engagement, building community, and creating an inclusive and equitable online learning environment. A wonderful and much-needed addition to the field of online education.”
—Kristen Sosulski, professor and executive director of the Learning Science Lab, NYU Stern School of Business

Contents

Introduction  1
Setting the Stage  1
Overview of Chapters  2
Our Theoretical Framework  5
Why We Wrote This Book  7

1.  Engagement  11
Distinguishing Between Participation and Engagement  11
Describing the Engaged Online Classroom  13
Creating Engaged Classroom Experiences  17
Encouraging and Supporting Engagement  19
Assessing Online Engagement  25

2.  Inquiry  31
Inquiry Transcends Asking Questions  31
Centering the Online Classroom in Inquiry  32
Inquiry in the Course Design  33
Students as Inquirers  39

3.  Equity  45
Elements of the Equitable Classroom  45
Describing the Equitable Classroom  47
Designing an Equitable Classroom  49
Defining and Creating Equity Online: Ideas to Consider  59

4.  Presence  63
Presence in Student-Centered Online Courses  63
Designing for Presence  65
Redefining Teacher Presence  68
Inviting Student Presence  73

5.  Communities  79
Online Classroom Communities  79
Getting to Know the Students  82
Creating Opportunities for Community Interaction  83
Going Beyond the Boundaries of the Physical Classroom  86
Communities of Teachers  91

6.  Time and Space  93
Redefining Time and Space  93
Using Synchronous and Asynchronous Time as Class Time  95
Prioritizing Responsiveness and Feedback  99
Flexible Spaces and Multiple Voices in the Classroom  100
The Internet as Community Space  105

7.  Conclusions: Shifting Your Mindset and Sifting Through Your Residue  111
Chapter Highlights From Our Evolving Pedagogy  111
A Way Forward for Developing Your Online Practice  114
Lingering Issues and the Possibilities of Teaching and Learning Online  117

References  121

Index  123

About the Authors  133