koenigbel7004 8 guide
TRANSCRIPT
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Online InstructorStaff Guide
Click Here for Online Version
of the Guide.
https://koenig-academic-tech.wikispaces.com/AAA_Online_Instructor_Guidehttps://koenig-academic-tech.wikispaces.com/AAA_Online_Instructor_Guidehttps://koenig-academic-tech.wikispaces.com/AAA_Online_Instructor_Guidehttps://koenig-academic-tech.wikispaces.com/AAA_Online_Instructor_Guidehttps://koenig-academic-tech.wikispaces.com/AAA_Online_Instructor_Guide -
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Staff Guide Information
ContentsContentsContents
This guide provides detailed documentation of the expectations of the district online
program concerning online instructors roles and responsibilities.
1: Role of the Instructor
Competencies 3
Forming Relationships 4
Challenges 5
2. Guidelines for Communication
Setting Norms 6
Norm Activity Example 7
Faculty Response to Students 8
Student Response to Faculty Inquire 8
Faculty Feedback Regarding Assignments 8
3. Syllabus Expectations
Introduction 9
Requirements and Expectations 10
Expectations for Grade Reporting 12
4. Resources to Support Students
Online Resources 13
5. References 14
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Role of the Instructor
Competencies
Instructors and distance learning programs in
higher education must truly understand the
learner's needs, understand how they learn, and
be willing to embrace critical competencies of
the online instructor. Instructors must focus on
relationship building and forming a sense of
community, engaging the students not only
with the course content but with their peers as
well, and challenging their students to take partin a community building process (Paloff
&Pratt, 2009). Competency is defined for the
purpose of distance education instructors, as:
involves a related set of knowledge,
skills, and attitudes that enable a person
to effectively perform the activities of a
given occupation or function in such a
way that meets or exceeds the standards
expected in a particular profession or
work setting (Richey, et. al, 2001).
There is tremendous growth in studies related
to online instructor competencies for distance
teaching (Abdulla, 2004). The search for the
reasons why the high attrition and dropout rate
of online learners is encouraging such research
(Paloff & Pratt, 2004). Connors (n.d.) supports
the concept of relationship building as a key
factor of online instructor competencies and
states that good mentors are enthusiastic and
takes the time to interact with their students;
share personal experiences and relate to the
learner in a flexible way.
Top Ten Competencies forDevelopment for an
Online Instructor
1. Effective Syllabus
2. Develop Community
3. Teach how to be an
Online Student
4. Incorporate Students Livesinto the Course
5. Give Power and Control to the
Learner Become a Facilitator ofKnowledge Development
6. Prompt Feedback andCommunication
7. Translate Content to
Online Delivery
8. Be Informed ConcerningTechnological Advances,
Trends and Issues.
9. Use Best Practices in OnlineLearning
10. Provide Opportunities forReflection, Critical Analysis and
Student Feedback
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Role of the Instructor
Relationships
Instructors of these online classes need to have
means to create a welcome learning
environment and foster positive relationships.
Understanding the learners skills with
technology is imperative to avoiding
unnecessary frustration and assisting the
learners to navigate successfully within the
online environment (Conrad & Donaldson,
2004). Palloff and Pratt (2003) establish
seven key components of distance learning that
instructors can foster and focus on. These
consist of: access to skills, openness to share
personally, communication skills,
commitment, collaboration, reflection, and
flexibility (2003).
Levine (2005) suggests that there are several
responsibilities of the person hosting the
learning. Whether they are referred as learner
facilitator, mentor, teacher, or educator, this
person has the responsibility to be an active
participant within the distance learners process.
These responsibilities include: knowing who
your students are, asserting a level of control of
the class, and balancing out the learning
environment between educational opportunities
and technology (2005). Varvel (2001) identify
six skills to develop within the distance learner
to increase success and they are: time
management skills, discipline and motivation,
sense of community, communication,
technology skills, and access, either due to
technical issues or through disability
accessibility conditions.
Helpful Hints for Building
Positive Relationships
1. Send a Welcome Email
reach out to the learner
2. Encourage sharing of
personal experiences
3. Determine the learners
technology competency
4. Offer Resources to
struggling students
5. Have an Open Digital
Door policy
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Role of the Instructor
Challenges
Initial challenges for both the instructor and the
student of an e-learning classroom are how to
engage each other through a technology-based
medium. Setting up norms and appropriate
methods of communication is a foundation of
forming that sense of belonging and
community where participants, both instructors
and pupils, feel welcome, appreciated and open
to learn together (Conrad & Donaldson, 2004).
How to set this up successfully takes work
from the instructor and a commitment from the
students.
Collaborative learning through technology is a
process of appropriation, which is defined as a
process where both students and teacher have
an active role in creating the learning
environment with their earlier knowledge and
ideas (Vesisenaho, Valtonen, Kukkonen,
Havu-Nuutinen, Harikainen, &Karkkainen,
2010, p. 273). Because of this, the opening
week of a class is critical to get to know each
other quickly, know the rules of engagement
and expectations. Ice Breaker activities are a
good method to crack open the means of cold
communication that technology often fosters
and allow the participants to have bonding
experiences with each other. These activities
can also allow the participants to recognize
they are no longer in a regional learning
environment but a part of a global learning
community. Authentic learning at a global
level allows the distance learner to make
connections to their own lives.
Ice BreakersBreaking Through for form
Connections
Personal Emails
Audio files
Skype
Discussion Thread Activities
Phone Meetings
Students Introduce Each other
Discussion of Geographiclocations
By any means, communicate,
communicate, and communicate!
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Guidelines for Communication
Setting Norms for
Communication
As stressed earlier in this guide, relationships are
the foundation for successful interaction and mayeven help in the retention of online students as
current statistics show that the dropout rates can be
10-20% higher in online programs than their
traditional counterparts (Lewis, 2010).
The users may be in large cities, remote villages,
in restrictive countries, the need to address cultural
barriers or concerns while constructing thelearning is evident. Certain countries politicalbeliefs and control may pose barriers for students
from their areas to successfully interact with thecourse (Sadykova & Dautermann, 2009).
Kurubacak (2011) suggests that culture then, can
be more of a source of conflict than synergy and
educational institutions should have more of afocus of the idea of pluralism and this should be
recognized during norm development.
Pluralism in e-
Learning can be defined as a classwith participants from diverse ethnic, racial,
religious and social groups maintain participation
in and development of their traditions and special
interests while working together with otherstudents toward the completion and understanding
of course materials. Institutions then should
construct courses which the background andcircumstances of learners can be determined and
the class norms can reflect the need of diverse
students and instructors.
Having students participate in
group norm formation can
create buy-in and a sense of
ownership...try a wordle!
The authors of the Pluralism Project at Harvard
University (2009) stated that pluralism is the:
Energetic engagement with diversity
Active seeking of understanding across lines ofdifference
Encounter of commitments
Based on dialogue
With these four components in mind, institutions
can form learning communities that share their
commonalities and differences and work together
for a global understanding of materials and
cultures. Institutions should address the onlineprogram from a needs standpoint when looking at
fee structures and out of state tuition to ensurefairness between traditional and online learners
who are at a distance (Paloff & Pratt, 2003).
Institutions should reflect on their online programeffectiveness through complete evaluations of the
program which includes educational measurement,
assessment, and evaluation (Levine, 2005).
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Guidelines for Communication
Example Norm Activity:
The group will develop norms that they agree upon to complete high-level collaborative work later in theclass. The groups will be from 6-8 participants and they will participate both synchronously and
asynchronously to complete the assignment. The group will individually list a few suggestions of group
norms and post them in a threaded discussion. Each person is required to add the group learning moment
through the discussions. The group will read the thread and in a synchronous discussion, they will then pick
five key norms for their team to focus on and set these rules of engagement.
Goals/Objectives:
Students will set groups norms for communication in the group collaborative activities in an online setting.
Collaborative Learning:
Small Group Interaction.
Recommended Experience Level
Learner Beginner and up
Facilitator- Moderate and up
Mode:
Synchronous and Asynchronous
Time Required:
Two to four days for full evolution.
Materials:
Team threaded discussion board or full-class discussion board depending on size.
E-mail access learner to facilitator/facilitator to learner for questions and final submission.
Process:
Learners will receive there group assignments and instructions for the activity.Learners will post in the threaded discussion area, five key ideas about norms for the team and appropriate
rules of engagement for the collaborative activity.
In a synchronous team activity, the group will decide on five key norms they will submit for final
admission to the facilitator.
Facilitator Notes:
Facilitators make and assign groups for this activity.Facilitators provide the threaded discussion area.
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Guidelines for Communication
Faculty Response to
Students
All communications must be responded to
within 24 hours. If additional research or time
is needed for a resolution, this should be put in
the response. Regardless of the initiator, other
staff member, administration, student, outside
vender, a response is required within 24 hours
and a resolution should be given within 72
hours of initial contact. If the instructor notavailable, a secondary support staff should be
made available and the appropriate out of
office notification with details of the return is
also expected.
Students Response toFaculty
A standard 24 hour response time is part of ournorms at this institutions. Students and other
faculty members should adhere to this policy.
Feedback for Assignments
Each faculty member is responsible for making
initial contact with their learners before the
class begins and should include this
expectation in the email. Due dates are set by
the pacing and planning for the course and
should be followed. Communications of late
assignments from the students should be saved
as with all communications with students. It is
left to instructor discretion for urgent
situations. Feedback on assignments is also
covered in detail under Syllabus Expectations
within this guide.
It is Your Responsibility
to initiate communication,
respond in an appropriatetime,
contact students who youare concerned with,
maintain the well-being ofthe class includingmonitoring discussions and
discipline,
communicate allexpectations, objectives,values and resources foryour course.
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Syllabus Expectations
Introduction
It is required that the online instructor reads the
institutions enrollment and student expectations
to ensure that they know what is expected of the
student. With this in mind the instructor must
use the template for the course provided by the
institution.
The instructor should keep in mind the five key
questions when developing a syllabus to make
sure that the course is student centered and the
instructor is in the facilitator of knowledge, not
a keeper of the knowledge mode of interacting.
The institution has resources for students to
access the online library, grading systems, and
technical support. It is helpful to echo these
practices within your syllabus as support to the
students.
When developing the syllabus, consider that
high quality instruction means that each faculty
member is aware of the complexities of the
online adult learner and is familiar with the
institutions mission and vision. The online
faculty member must know the importance of
the creation of community and relationship
building within their course and work to
understand the online learner as an individual
(Schwiebert, 2008). The online learner has
many complexities and the more the faculty
member interacts to understand the learner and
their motivations become clear, the better the
chance of success for the learner (Styer, 2007).
Five Key Questions to Ask Yourself
When Developing a Syllabus
1. What do people need to learn?
2. What is the best way for them to
learn this: informal, self-paced,
leader-led, performance support
or blended?
3. How will I effectively
communicate with the learner?
4. What are the potential pitfalls
using technology?
5. How will the I evaluate success?
Adapted from (Broadbent, 2002, p. 90)
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Syllabus Expectations
Requirements and
Expectations
It is required that the online instructor follows
the institution syllabus template provided at the
instructor orientation. The following is required
to be on the syllabus:
Course Description -
Complete overview of broad-scope topics of the
course with implications for the content area ofstudy, global impact, and critical success factors
for the course.
Learning Objectives-
Using the modified Blooms Taxonomy for the
21st century learner,
http://www.schrockguide.net/bloomin-
apps.html
Focus on higher level concepts and howtraditional learning objectives can be adapted to
the online environment. Schrock (2012), has
many helpful online suggestions on her site.
The objectives will tie to each activity and
target instruction.
Key Course Concepts-
Course concepts will give a high-level overview
of the activities that contribute to the overallgrade of the course.
Resources, Materials and Supplies
A complete list of text books, linked resources,
materials and consumable supplies must be
made available to the student before the class
begins.
Five Key Questions to Ask Yourself
When Developing a Syllabus
1. What do people need to learn?
2. What is the best way for them to
learn this: informal, self-paced,
leader-led, performance support
or blended?
3. How will I effectively
communicate with the learner?
4. What are the potential pitfalls
using technology?
5. How will the I evaluate success?
Adapted from (Broadbent, 2002, p. 90)
http://www.schrockguide.net/bloomin-apps.htmlhttp://www.schrockguide.net/bloomin-apps.htmlhttp://www.schrockguide.net/bloomin-apps.htmlhttp://www.schrockguide.net/bloomin-apps.htmlhttp://www.schrockguide.net/bloomin-apps.htmlhttp://www.schrockguide.net/bloomin-apps.html -
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Syllabus Expectations
Detailed Activity Descriptions
The expanded details of each activity,
associated objective, and requirements must be
provided at the beginning of the course. If
threaded discussions, group discussions are in
the design, these should be set up before the
course begins to avoid technical issues.
General Course Requirements
The following will be provided by theinstitutions and will consist of pre-formatted
information regarding:
Course Credit
Participation Requirements
Technology Survey, Pre-, and Post-
Assignment Submission Schedules
Schedule for course
Academic Policy-
Including Academic DishonestyProtocol
Associated Course Grading Rubric
Additional Institution Information
Library Tour
Technical Support
Academic Advisor Resources
Counseling Resources
Informational Support
Student Orientation
It is also a requirement that you incorporate a
student orientation or summary of expectations
for the course within the first week. This can
take may forms and should be a prerequisite for
the student to begin the first graded activity.
This will spiral the concepts and resources the
institution has.
http://www.google.com/imgres?q=4&hl=en&biw=1280&bih=588&tbm=isch&tbnid=_RaGZN_x5HNB8M:&imgrefurl=http://www.astrogle.com/numerology/number-4-in-numerology.html&docid=WDmM8SbUorhRpM&imgurl=http://www.astrogle.com/images/articles/numerology/number-4.jpg&w=http://www.google.com/imgres?q=hit+the+mark&hl=en&biw=1280&bih=588&tbm=isch&tbnid=WBS0c5SYI_haBM:&imgrefurl=http://magneticmarketingsolutions.com/tag/bass-fishing/&docid=1qgh6gKfOWnNtM&imgurl=http://magneticmarketingsolutions.com/wp-content/uploads/2009/ -
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Syllabus Expectations
Expectations for Grade
Reporting
Student feedback on assignments should be
giving within 72 hours for asynchronous
projects. Synchronous activities should beposted in the grading area within 48 hours upon
completion of the activity.
Uploading final grades needs to be completedwithin 48 hours from the final course closing
date to ensure appropriate posting through the
transcript system.
The value of online learning comes from
quality feedback from the instructor that is
timely (Berg, 2008). Providing timely feedbackis a critical success factor of online instructors
(Abdous, 2010). This engagement often
motivates and engages the students, especiallywhen given in a friendly and conventional
tone (2010).
Specific feedback reinforces the demands,goals, and expectations of the course and allows
the students to reflect and make proper
adjustments for future assignments.
Abdous (2010) states that it is important for the
instructor to reach out to the students and getfeedback from them concerning the course and
appropriately and promptly address any
concerns. Williams (2006) reported that
providing grades and feedback were essential
with online instruction.
http://www.google.com/imgres?q=success&hl=en&biw=1280&bih=588&tbm=isch&tbnid=_CKl2CJNgDD6hM:&imgrefurl=http://sadiyazaheer.wordpress.com/2012/05/19/you-and-your-aims-my-personal-experiences/&docid=_PMv3HP0AZygRM&imgurl=http://sadiyazaheer.files.wordpress -
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Resources for Online Instructors
Resources for Online Instructors
http://www.onlinecollege.org/2011/07/07/open -online-resources-for
-online-instructors/
http://www.onlinecollege.org/2011/07/07/open -online-resources-for-online-instructors/
http://www.onlinecollege.org/2011/07/07/open-online
-resources
-for
-online
-instructors/
http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/
Pages/Handbook2009.aspx
http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/
Pages/Handbook2009.aspx
http://www.diigo.com/list/wiredinstructor/online -intructor-toolkit
http://www.uis.edu/colrs/learning/gettingstarted/copy.html
http://www.dmoz.org/Reference/Education/Distance_Learning/Online_Teaching_and_Learning/Instructors_Resources/
http://www.pearsonhighered.com/educator/index.page
http://www.pearsonhighered.com/educator/index.page
http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.google.com/imgres?q=help&num=10&hl=en&biw=1280&bih=588&tbm=isch&tbnid=nUS4N-zJErzaBM:&imgrefurl=http://trinitytravel.brinkster.net/trinity/help.htm&docid=ObJfsKs2YHCsRM&imgurl=http://trinitytravel.brinkster.net/trinity/images/help.jpg&w=418&h=http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Pages/Handbook2009.aspxhttp://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asphttp://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/http://www.onlinecollege.org/2011/07/07/open-online-resources-for-online-instructors/ -
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References
References
Abdous, M. (2011). A process-oriented framework for acquiring online teaching competencies.Journal of Computing in Higher Education, 23(1), 60-77. doi: 10.1007/s12528-010-9040-5
Abdulla, A. G. (2004).Distance learning students' perceptions of the online instructor roles andcompetencies. The Florida State University).ProQuest Dissertations and Theses, , 166 p. Retrieved
from http://search.proquest.com/docview/305185937?accountid=28180
Boling, E. C., Hough, M. M., Krinsky, H. H., Saleem, H. H., & Stevens, M. M. (2012). Cutting the distance I
n distance education: Perspectives on what promotes positive, online learning experiences.Internet &Higher Education, 15(2), 118-126. doi:10.1016/j.iheduc.2011.11.006
Berge, Z. L. (2008). Changing instructor's roles in virtual worlds. Quarterly Review of DistanceEducation, 9(4), 407-414. Retrieved from http://search.proquest.com/docview/231200340?
accountid=28180
Broadbent, B. (2002).ABCs of e-Learning: reaping the benefits and avoiding the pitfalls. San Francisco:
Jossey-Bass/Pfeiffer.
Connors, S. (n.d.). Assessing mentor characteristics in an online course. Retrieved from 4- AssessingOnlineCharacteristics.pdf Northcentral University at
http://learners.ncu.edu/CourseRoom/Default.aspx?course_code=EL7004&learner_course_id=213818
Conrad, R., & Donaldson, J. A. (2004).Engaging the online learner: activities and resources for
creative instruction. San Francisco, Calif.: Jossey-Bass.
Jackson, L. C., Jones, S. J., & Rodriguez, R. C. (2010). Faculty actions that result in student satisfaction inonline courses.Journal of Asynchronous Learning Networks, 14(4), 78-96. Retrieved from http://
ehis.ebscohost.com
Kurubacak, G. (2011). eLearning for Pluralism: The Culture of eLearning in Building a Knowledge
Society.International Journal on E-Learning, 10(2), 145-167.
Levine, S. J. (2005).Making distance education work: understanding learning and learners at adistance. Okemos, Mich.: LearnerAssociates.net.
Lewis, G. S. (2010). I would have had more success if . . . : Student reflections on theirperformance in online and blended courses. American Journal of Business Education, 3(11), 13-21.
Retrieved from http://search.proquest.com/docview/818558735?accountid=28180
Liu, J. (2012). Schema Theory and Its Instructional Applications on EFL. US-China Foreign Language, 10 (2), 915-920.
http://learners.ncu.edu/CourseRoom/Default.aspx?course_code=EL7004&learner_course_id=213818http://learners.ncu.edu/CourseRoom/Default.aspx?course_code=EL7004&learner_course_id=213818http://learners.ncu.edu/CourseRoom/Default.aspx?course_code=EL7004&learner_course_id=213818 -
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References
References (continued)
Maeroff, G. I. (2003).A classroom of one: how online learning is changing our schools and colleges. New
York: Palgrave Macmillan.
Oliver, R. ( (n.d.)). Developing online learning environments that support knowledge
construction.
Palloff, R. M., & Pratt, K. (2003). The virtual student: a profile and guide to working with online
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