![Page 1: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/1.jpg)
2016 Cengage Learning Computing Conference
Michael M. Grant, University of South Carolina Charles B. Hodges, Georgia Southern University
Tried & Tested More Grounded Pedagogies for Online & Blended Courses
![Page 2: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/2.jpg)
Michael M. Grant The University of South Carolinahttp://viral-notebook.com@michaelmgrant
![Page 3: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/3.jpg)
Charles B. Hodges Associate Professor Instructional Technology [email protected]
Follow me on Twitter: @hodgesc
![Page 4: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/4.jpg)
What this session is …
Image from h+p://upload.wikimedia.org/wikipedia/commons/5/5d/Minnesota_State_Capitol_Woodworkers_Toolbox_Historical_Society.jpg
![Page 5: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/5.jpg)
By the way, feel free to plagiarize the heck out of anything we’re sharing with you today!
![Page 6: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/6.jpg)
Learning Theories & Learning Management Systems
1
![Page 7: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/7.jpg)
Behaviorist Learning
![Page 8: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/8.jpg)
Quizzes
![Page 9: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/9.jpg)
Goals & ObjecOves
![Page 10: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/10.jpg)
CogniOve Learning
![Page 11: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/11.jpg)
Module Structure
![Page 12: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/12.jpg)
Course Calendar
![Page 13: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/13.jpg)
MulOmedia Content
![Page 14: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/14.jpg)
ConstrucOvist Learning
![Page 15: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/15.jpg)
Discussions
![Page 16: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/16.jpg)
Blogs & Journals
![Page 17: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/17.jpg)
Assignment Dropbox & Rubrics
![Page 18: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/18.jpg)
Organizing & Managing Online or Blended Courses
2
![Page 19: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/19.jpg)
Many insOtuOons use a course design template for online courses because it provides students a standardized web navigaOon experience. (Collins, Weber & Zambrano, 2014)
2016 Cengage Learning Computing Conference 19
![Page 20: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/20.jpg)
Online Course OrganizaOon IntroducOon or overview Provide a brief introducOon or overview of the unit or topic.
Provide your own voice here. Emphasize your personality. Use media (e.g., slideshows, videos, graphics, graphic organizers) to gain the learner’s a+enOon. Reference the media in your introducOon. Use links.
Standards or ObjecOves/SPIs
Share the objecOves/standards: “At the end of this unit, YSBAT…” This is helpful for accreditaOon.
Readings & Media List here the texts and other media you would like the learners to digest. Be sure you’ve considered how these KSAs will be embedded within other learning acOviOes. (Use other media beyond the text. Embed others’ content.)
AddiOonal Learning Resources
Consider adding a secOon for addiOonal learning (i.e., differenOaOon). For example, bookmarks to tools and instruments, parOcipaOon in a blog conversaOon, links to relevant sites or examples.
AcOviOes List here the acOviOes learners will engage in to apply and process the KSAs from the Readings & Media (e.g., projects, discussions, interviews, assessments, summaries). Consider a cafeteria plan opOon.
Developed in collaboraOon with Lee Allen, Trey MarOndale & Clif Mims.
![Page 21: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/21.jpg)
Project Page Template
CollaboraOon with Lee Allen, Trey MarOndale & Clif Mims.
![Page 22: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/22.jpg)
Using a screen and video capturing program, I post a short weekly video announcement to: (1) let students see me and recognize that I am a real person; (2) conduct housekeeping acOviOes, such as reminders of upcoming assignments and due dates; (3) provide “just-‐in-‐Ome” comments and discussion about topics that need further explanaOon or clarificaOon; and (4) discuss current events. These weekly video announcements reinforce … that I am here, acOve, and enthusiasOc about the course. (Hoffman, 2010)
2016 Cengage Learning Computing Conference 22
![Page 23: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/23.jpg)
Video Introduc-on
![Page 24: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/24.jpg)
PhonecasOng with AudioBoom https://audioboom.com/boos/2565201-task-analysis-at-percy-kent
![Page 25: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/25.jpg)
Introductory Email
CollaboraOon with Lee Allen, Trey MarOndale & Clif Mims.
![Page 26: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/26.jpg)
Image from ~FreeBirD®~ at flickr.com
Flipped Classroom
![Page 27: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/27.jpg)
Screen recording to embed/link
![Page 28: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/28.jpg)
• Don't have to flip everything, all the Ome, all at once. Do a day or two where you have good content/media for outside of class.
• Also, don't worry too much about the quality of your video.
• If you make your own video, it won't be perfect, studio quality.
2016 Cengage Learning Computing Conference 28
![Page 29: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/29.jpg)
h8p://www.slideshare.net/andreasdewanto/ 8th-‐ipsg-‐20160127-‐57677124
![Page 30: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/30.jpg)
Use groups or teams
Image from ~FreeBirD®~ at flickr.com
![Page 31: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/31.jpg)
![Page 32: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/32.jpg)
Students should be required to complete an orientaOon to online learning as a prerequisite for enrolling in an online course, followed by a course navigaOon skills quiz. (Collins, Weber & Zambrano, 2014)
2016 Cengage Learning Computing Conference 32
![Page 33: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/33.jpg)
![Page 34: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/34.jpg)
Consider the use of outside guest speakers. "That was something the instrucOonal designers pushed me to do," recalled Mills. "I thought, I'm the expert. Why am I doing this?" (Shaqauser, 2015)
2016 Cengage Learning Computing Conference 34
![Page 35: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/35.jpg)
![Page 36: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/36.jpg)
Student Engagement 3
![Page 37: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/37.jpg)
![Page 38: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/38.jpg)
Through quick quizzes an instructor can uncover what isn’t fully understood by the students. (Shaqauser, 2015)
2016 Cengage Learning Computing Conference 38
![Page 39: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/39.jpg)
Encourage student interacOon with the content by offering mulOple self-‐assessment opportuniOes (e.g., short quizzes, exercises, acOviOes). (Hoffman, 2010)
2016 Cengage Learning Computing Conference 39
![Page 40: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/40.jpg)
Undergrads cared most about these teacher behaviors in an online class (Hodges & Cowan, 2012) • Makes course requirements clear • Creates a course that is easy to navigate • Provides clear instrucOons on how to parOcipate in course learning
acOviOes • Clearly communicated important due dates/Omeframes for learning
acOviOes • Clearly communicates important course topics • Clearly communicated important course goals • Sets clear expectaOons for discussion parOcipaOon • Always follows through with promises made • Provides Omely feedback on assignments and projects • Lets me know how I am doing in the course
2016 Cengage Learning Computing Conference 40
![Page 41: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/41.jpg)
Providing Feedback with Rubrics • Developing rubrics and lerng them evolve from class-‐to-‐class is worth the Ome
• You may need to teach students how to interpret the rubric before they start the assignment
• And to understand that the scored one probably gives them a good idea what they did wrong.
2016 Cengage Learning Computing Conference 41
![Page 42: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/42.jpg)
![Page 43: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/43.jpg)
Blogging
![Page 44: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/44.jpg)
Guest Bloggers
![Page 45: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/45.jpg)
![Page 46: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/46.jpg)
Twi+er
![Page 47: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/47.jpg)
![Page 48: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/48.jpg)
Learni.st
![Page 49: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/49.jpg)
MANIC Discussion Strategy • What was the Most important thing in the reading? • What was something you Agree with in the reading? • What was something you do Not agree with in the reading?
• What was something you found InteresOng in the reading?
• What was something you found Confusing in the reading?
(Curry & Cook, 2014)
2016 Cengage Learning Computing Conference 49
![Page 50: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/50.jpg)
SeRng Expecta-ons
![Page 51: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/51.jpg)
Include a model or example of typical discussion responses and final products. (Kerr, 2011)
2016 Cengage Learning Computing Conference 51
![Page 52: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/52.jpg)
SeRng Expecta-ons When responding to someone with whom they disagree, students are instructed to (1) state the person’s name to create some inOmacy, (2) paraphrase the other person’s point to demonstrate understanding the post, and then (3) provide an alternaOve perspecOve or construcOve criOcism. (Collins, Weber & Zambrano, 2014)
![Page 53: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/53.jpg)
Assign roles to students (e.g., QuesOoner, Responder, Reviewer) for online discussions that would require students to facilitate and monitor course discussions. (Kerr, 2011) Use online role play with different points of view (e.g., Sage, Devil’s Advocate, Supporter, etc.) And consider debates from differing POVs (e.g., Manager, Developer, End User, Client, etc.) (Bonk, 2015; McGee & Reis, 2012)
2016 Cengage Learning Computing Conference 53
![Page 54: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/54.jpg)
Peer, Instructor & Content InteracOons 4
![Page 55: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/55.jpg)
Each type of interacOon had a significantly posiOve average effect size:
§ Student-‐Student = 0.49 § Student-‐Instructor = 0.32 § Student-‐Content = 0.46
Student-‐student and student-‐content interacOons were significantly higher than student-‐instructor interacOon. (Abrami et al., 2011, p. 85-‐86)
2016 Cengage Learning Computing Conference 55
![Page 56: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/56.jpg)
In computer-‐supported learning — 122 studies — small group learning had significantly more posiOve effects than individual learning on student individual achievement. (Abrami et al., 2011)
2016 Cengage Learning Computing Conference 56
![Page 57: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/57.jpg)
Small group learning was enhanced when a) students had group work experience or
instrucOon b) specific cooperaOve learning strategies were
employed, and c) group size was small. (Abrami et al., 2011)
2016 Cengage Learning Computing Conference 57
![Page 58: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/58.jpg)
Assessing Group Work
![Page 59: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/59.jpg)
Group work can leverage: 1) Goal interdependence (shared group learning and
product goals) 2) Resource interdependence (each group member
provides porOons of the learning resources necessary to the group learning outcomes), and
3) Role interdependence (each group member performs an assigned role to achieve the learning outcome or product).
(Collins, Weber & Zambrano, 2014)
2016 Cengage Learning Computing Conference 59
![Page 60: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/60.jpg)
Games & Gamifica-on Terminology • Games & gaming disOnguished by their original purposes
of entertainment. • Serious games, which are most akin to simula-ons, are
designed to educate first (Michael & Chen, 2005). • Gamifica-on applies game design elements or
mechanics, parOcularly those engendering moOvaOon, to non-‐game processes (Kapp, 2012), like courses & instrucOonal units.
2016 Cengage Learning Computing Conference 60
![Page 61: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/61.jpg)
Games h+p://www.thiagi.com/resources/#/games-‐3/ h+p://depaulwimba.pbworks.com/ f/SynchronousGames.pdf
Drs. Sivasailam “Thiagi” Thiagarajan & Marie Jasinski
Just found!
![Page 62: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/62.jpg)
C3PO
Challenge, Pool, Poll, Predict, Outcome h+p://www.ascilite.org/conferences/coffs00/papers/marie_jasinski.pdf
![Page 63: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/63.jpg)
Course ideas based on … • Kenneth Pierce at The University of Texas at San Antonio • Craig Shepherd at the University of Wyoming, • David Gibson & Chris Haskell at Boise State University
2016 Cengage Learning Computing Conference 63
![Page 64: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/64.jpg)
• Content modules designated as “core levels”
• Assignments idenOfied as quests & opOonal modules as “upgrade quests”
• Player Omelines • Player discussions • Grades converted to experience
points (XP) • Badges awarded for compleOon
of specific levels or acOviOes
![Page 65: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/65.jpg)
![Page 66: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/66.jpg)
![Page 67: Tried & TestedMore Grounded Pedagogies for Online & Blended Courses](https://reader033.vdocument.in/reader033/viewer/2022052514/5871bd531a28ab55058b5e9b/html5/thumbnails/67.jpg)
References • Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). InteracOon in distance educaOon and online learning: Using evidence and theory to improve pracOce.
Journal of Compu-ng in Higher Educa-on, 23, 82–103. h+p://doi.org/10.1007/s12528-‐011-‐9043-‐x
• Allen, I. E., & Seaman, J. (2014). Tracking online educa-on in the United States. Babson Park, MA. Retrieved from www.onlinelearningsurvey.com/reports/gradechange.pdf
• Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Curng the distance in distance educaOon: PerspecOves on what promotes posiOve, online learning experiences. Internet and Higher Educa-on, 15(2), 118–126. h+p://doi.org/10.1016/j.iheduc.2011.11.006
• Bonk, C. (2015, March 18). Adding some TEC-‐VARIETY for online mo-va-on. Paper presented at the 20th annual Cengage Learning CompuOng Conference, Phoenix, AZ.
• Cerniglia, E. G. (2011). Modeling best pracOce through online learning building relaOonships. Young Children, 66(May), 54–59.
• Collins, D., Weber, J., & Zambrano, R. (2014). Teaching business ethics online: PerspecOves on course design, delivery, student engagement, and assessment. Journal of Business Ethics, 125, 513–529. h+p://doi.org/10.1007/s10551-‐013-‐1932-‐7
• Crews, T., & Bu+erfield, J. B. (2014). Data for flipped classroom design: Using student feedback to idenOfy the best components from online and face-‐to-‐face classes. Higher Educa-on Studies, 4(3), 38–47. h+p://doi.org/10.5539/hes.v4n3p38
• Curry, J. H., & Cook, J. (2014). FacilitaOng online discussions at a MANIC pace: A new strategy for an old problem. The Quarterly Review of Distance Educa-on, 15(3), 1–11.
• DiPietro, M., Ferdig, R. E., Black, E. W., & Preston, M. (2008). Best pracOces in teaching K-‐12 online: Lessons learned from Michigan Virtual School teachers. Journal of Interac-ve Online Learning, 7(1), 10–35. Retrieved from h+p://search.proquest.com/docview/233293907?accounOd=14723
• Eng, N. (2015). K-‐12 MOOCs must address equity. Educa-on Week. Retrieved from h+p://www.edweek.org/ew/arOcles/2015/02/04/k-‐12-‐moocs-‐must-‐address-‐equity.html
• Hodges, C. B., & Cowan, S. F. (2012). Preservice teachers’ views of instructor presence in online courses. Journal of Digital Learning in Teacher Educa-on, 28(4), 139–145.
• Hoffman, S. J. (2010). Teaching the humani-es online: A prac-cal guide to the virtual classroom. Armonk, NY: M.E. Sharp Inc.
• Kapp, K.M. (2012). The gamificaOon of learning and instrucOon: Game-‐based methods and strategies for training and educaOon. San Francisco, CA: Pfeiffer.
• Kerr, S. (2011). Tips, Tools, and Techniques for Teaching in the Online High School Classroom. TechTrends, 55, 28–31. h+p://doi.org/10.1007/s11528-‐011-‐0466-‐z
• McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best pracOces. Journal of Asynchronous Learning Networks, 16(4), 7–22.
• Michael, D., & Chen, S. (2005). Serious games: Games that educate, train, and inform (1st ed.). Course Technology PTR.
• Schaqauser, D. (2015). 8 best pracOces for moving courses online. Campus Technology. Retrieved from h+p://campustechnology.com/arOcles/2015/02/11/8-‐best-‐pracOces-‐for-‐moving-‐courses-‐online.aspx
• Smith, C. (2015). GeXng started: The online course development toolkit. Paper presented at FantasTech 2015, Online conference.
• Wei, H., Peng, H., & Chou, C. (2015). Can more interacOvity improve learning achievement in an online course? Effects of college students’ percepOon and actual use of a course-‐management system on their learning achievement. Computers & Educa-on, 83, 10–21. h+p://doi.org/10.1016/j.compedu.2014.12.013
2016 Cengage Learning Computing Conference 67