INDEX
A
Academe (journal)
Accommodator learning style
Accreditation issues. See also Online course standards
Administrative issues: considering two scenarios on
debate and controversy over online teaching
faculty and student support, training, and development
faculty time, compensation, and tenure
governance and intellectual property
last thoughts on
online program planning and development
student retention
Administrators: common concerns about technology by
emerging issues of online learning for faculty and
online learning lessons for
tips for creating a technological infrastructure
Agnew, D.
Akridge, J.
Albrecht, B.
Alejandro, J.
Allen, I. E.
Ally, M.
American Association of University Professors
American Life Project (Pew Research Center)
Anderson, K. M.
Anderson, T.
Angwin, J.
Archer, W.
Arkansas State University
Arnedillo Sánchez, I.
Aslanian, C. B.
Assessment: of course student performance
guidelines for course
as part of teaching-learning process
promoting self-reflection. See also Evaluation
Assignments: course development of the
given out via texting or Twitter
planning course schedule and
required for course completion. See also Testing
Assimilator learning style
Association of Public and Land-Grant Universities
Asynchronous learning environments: discussion boards as
learning advantages of
the representation we make when posting to
supplementing with synchronous chat sessions
Attendance requirements
Audio clips
Auditory learners
Avery, M. D.
B
Babson Survey Research Group study (2012)
Balthazard, P. A.
Bannan-Ritland, B.
Barnum, K.
Barone, C.
Barsch, J.
Bates, A. W.
Becker, K. L.
Beddall-Hill, N.
Bell, B. S.
Bernard, C.
Blackboard
Blended courses. See Hybrid (or blended) courses
Blended model of K-12 online education
Blogs: description of
as Web 2.0 technology
Boettcher, J. V.
Bonk, C. J.
Bourne, K.
Bower, B.
Brain Track website
Braunlich, L.
Brenner, J.
Brookfield, S.
Brooks, J.
Brooks, M.
Brown, A. H.
Budget issues: choosing technology and
as technology infrastructure factor
Building Learning Communities in Cyberspace (Palloff and Pratt)
C
Cartwright, G. P.
Cell phones: differences between smart phones and
as mobile technology. See also Smart phones
Center for Universal Design
Chamberlain, M. A.
Chat (or synchronous) discussions: CMS deficiencies for
description of
supplementing asynchronous learning with
Cheating
Choon-Ling, S.
Chunking content
Classroom-based model of K-12 online education
Clinefelter, D. L.
Clough, G.
Collaborative learning: collaborator roles taken by students for
course development that encourages
encouraging students to use communication tools for
future trends for faculty-student interaction for
learning experience through student interaction and
through meaningful peer feedback
model of online
promoting student
Twitter used for. See also Learning community
Online learning
Students
Collective intelligence (learner-generated context)
Collura, M.
Communication: asynchronous discussion board
balancing online discussion
chat or synchronous discussions
discussion board
encouraging students to work together through tools for
flaming by students
how time gaps impact online
student introduction postings
students who dominate discussions. See also Participation
Community building
Compensation: as instructor incentive
lessons for administrators on supporting fair faculty
Conceição, S.
Conflict-confrontation: as indication of successful group development
online classroom
whether or not to intercede in case of student
Conflict resolution
Conrad, R.
Constructivist theory
Content: characteristics of online course
chunking
customization of
online course development focus on interactivity instead of
teaching that is focused on
Content development: defining learning in the content area
ensuring it is functional
ensuring it is user friendly, visually appealing, and easy to navigate
making it simple for both faculty and students
Converger learning style
Coombs, N.
Copyright law. See also Intellectual property
Cormier, D.
Course completion guidelines
Course development. See Online course development
Course management systems (CMSs): faculty comments on deficiencies of
recommended for use in training instructors
training students to use
to transfer material to a course site
Course site: developing the organization of the
guidelines for students on using the
sample discussion board on
Courses. See Hybrid (or blended) courses
Online courses
Cronje, J. C.
Customization. See Online course customization
D
Dabbagh, N.
Dahl, B.
Dawley, L.
Delivery. See Online course delivery
DeMay, L.
Design. See Online course design
Deubel, P.
Dickinson, G.
Difficult students
Digital divide
Discussion boards: sample course site
as Web 2.0 technology
Diverger learning style
Dominating discussions
Downs, S.
Duderstadt, J.
E
Educational technologies. See Technologies
El-Hussein, M. O.
Electronic personality
End-of-Year Scramble approach
Engel, G.
Evaluation: as part of teaching-learning process
quality assurance benchmarks for
of technology under consideration. See also Assessment
The Excellent Online Instructor (Palloff and Pratt)
Extrovert online participation
F
Face-to-face classes: applying best practices to encourage online participation
technology integration or supplementation of
Facebook: description of
privacy concerns over
Faculty instructor training: to construct high-quality courses
future trends in professional development and
mobile technology used in
for online teaching
recommendations for successful
understanding the need for
Faculty instructors: assumption made about ability to teach by
changing attitudes toward online learning by
common concerns about technology by
compensation and tenure incentives for
concerns over design and delivery of training programs for
developing online courses
emerging issues of online learning for administrators and
future trends for interactions between students and
increased demand for online teaching by
initial resistance to online learning by
instructor workload concerns of
intellectual property and copyright issues of
maximizing the potential of the virtual student
MOOCs (massively open online courses) as challenging necessity of
need for changing online learning roles of
no need to fear online learning
online learning lessons for
professional development trends for
qualities that determine readiness by
relinquishing the traditional power role of
royalties paid to
satisfaction of
supporting them to make the transition to online teaching
teaching a course developed by others
time required for course development and teaching by
tips for design/delivery of successful online course
VOCAL for qualities of effective online
what to do when the selected technology is a problem
whether to intercede or not in student conflict
working with difficult students. See also Online teaching
Faculty time: faculty resistance due to concerns over
instructor workload and
required for developing and teaching courses
Farrell, A.
Father-Knows-Best approach
Feenberg, A.
Fetzner, M. J.
Final exams
Financial issues: choosing technology and
as technology infrastructure factor
Finkelstein, J.
Flaming
Flickr
“Flipped classrooms,”
Foshee, D.
Fritz, S.
Frohberg, D.
Futch, L.
G
Garrison, D. R.
Google Apps
Google Docs
Gorman, R.
Governance: accreditation issue related to
administrative concerns and approach to
definition of
faculty and administrator concerns over
Grading rubrics
Graham, C. R.
Grandzol, C. J.
Grandzol, J. R.
Green, T.
Group development: characteristics of effective online
conflict as indication of successful
McClure's model on
Group dynamics: characteristics of effective online
conflict-confrontation
integration of systems theory on
McClure's model of group development and
regressive
stage theory on five distinct stages of
“status incongruence”
in. See also Online classroom dynamics
H
Hanson, D.
Harasim, L.
Hargreaves, A.
Hawke, C. S.
Hee, J. C.
Herbert, M.
Herrington, A.
Higher education: accreditation issues of
comparing K-12 online education to
regulatory environment of
transition and economic pressures facing. See also Institutions
Online education
Hiltz, S. R.
Hoffer, J. A.
Hollingshead, A.
Holton, J. A.
Huberman, B. A.
Humor
Hybrid (or blended) courses: blended model used for K-12 online courses
considering online delivery for
different models used for
“flipped classrooms”
used for delivery of
increasing number of
matching and selecting technology to
student attendance issues
technology decisions made on
technology used to support. See also Online courses
I
Illinois Online Network
Inception. See Performing
Infrastructure. See Technology infrastructure
Institute for Higher Education Policy: quality assurance benchmarks list by
What's the Difference report (1999) issued by
Institute for Higher Education Policy report (1999)
Institutions: developing an technology infrastructure
faculty/student support, training, and development by
governance and intellectual property issues of
increasing rates of online courses offered by
need to develop a strategic plan for online programs
program planning and development by
student retention in online programs of
when money for technology is an issue for the
when technological access is a concern for. See also Higher education
Instructional designers: online learning lessons for
tips for design/delivery of successful online course. See also Online course design
Online course development
Instructional strategy factor
Instructor workload
Instructors. See Faculty instructors
Intellectual property: American Association of University Professors' statement on
definition of
faculty and administrator concerns over
institution concerns and approach to
online course customization and issues of
respecting student
when the course has been developed by another. See also Copyright law
International Association for K–12 Online Learning (iNACOL)
International Association for K–12 Online Learning standards
Internet, educational use of resources of the
Internet World Stats
Introduction postings: ask that students make
post a welcoming response to
Introvert online participation
iPads
iPod Touches
J
Jaschik, S.
Jensen, M.
Johnson, K. M.
Jonassen, D.
Jones, A. C.
Jones International University
K
K-12 online education: administrative issues for
availability of
blended models of
classroom-based models of
comparing higher education online learning to
growing acceptance and development of
increasing rates of “virtual schooling” of
online tutoring of students aspect of
recent developments in
standards for
statewide level of planning for
supplemental models of. See also “Virtual schooling”
Kalmon, S.
Kapus, J.
Kearsley, G.
Keegan, D.
Kim, K.
Kinesthetic learners
Kircher, J.
Knowledge creation: changing attitudes about online learning
constructivist theory on
knowledge generator student role for
Knowledge generator role
Knowles, M.
Kolb, D.
Koole, M.
Kozlowski, S.W.J.
Kromrey, J.
Kwok-Kee, W.
L
Learners. See Students
Learning. See Online learning
Learning community: building a
elements of the. See also Collaborative learning
Learning-generated context (LGC)
Learning outcomes: defining the content area
defining what the course
examples of specific course
Learning styles: auditory, visual, and kinesthetic
Kolb's convergers, divergers, assimilators, accommodators
technologies to accommodate different
Lecture-capture technologies
Lederman, D.
Lee, M.J.W.
Lefoe, G. E.
Lehman, R.
Litzinger, M.
Liu, Y.
London Research Group
Lonsdale, P.
Lorenzo, G.
Luker, M.
Lukin, R.
Lunsford, J.
M
Magennis, S.
Major, H.
Maloney, W.
Manning, S.
Marquis, C.
Martin, W. A.
Marx, D.
McAndrew, P.
McClure, B.
McGivney, V.
McGrath, J.
McLoughlin, C.
McNett, M.
McQuilkin, J. L.
Menges, J.
Mennecke, B. E.
Merisotis, J.
Middle States Commission on Higher Education
Mobile learning: benefits of
contexts of
Mobile technology: empowering student learning through
used in faculty training
helping to diminish the digital divide
higher education's gradual acceptance of use of
how education has been impacted by. See also Smart phones
MOOCs (massively open online courses): description and purpose of
future trends for
as “proof”
that instructors are not needed
Moore, J. C.
MySpace
Myths of online learning
N
Naismith, L.
National Center for Educational Statistics (NCES)
National Education Association
National Standards for Quality Online Courses
National Standards for Quality Online Teaching
Neo-Passe Chaos approach
Nesson, R.
Nielsen, J.
Nipper, S.
“Noisy learners
North American Council for Online Learning
North Central Association of Schools and Colleges
O
Olcott, D.
Olney, I. W.
Online classroom dynamics: characteristics of effective–175
concluding thoughts on
conflict-confrontation
disharmony
disunity
four modes of operation during
the group as element of
harmony
how time gaps impact
the instructor/facilitator element of
lessons to learn when it just doesn't work
McClure's group experience model applied to
McGrath and Hollingshead's model of work groups and
performing as term progresses
performing at beginning of course
Pratt's electronic personality concept of
problem solving model of
regressive
“status incongruence” in
student element of
the task element of
the technology element of
tips for working with
unique issues of
unity
working with difficult students. See also Group dynamics
Participation
Students
Online course customization: ability to adjust a course developed by another
examples of
intellectual property issues of
when it isn't possible
Online course delivery: effectiveness of
planning the
tips for creating a successful
of training programs for instructors and students
Online course design: concerns over who makes decisions on
issue of adequate training to construct high-quality
that promoting self-reflection
technology selected without faculty input
tips for creating a successful. See also Instructional designers
Online course development: of assignments
characteristics of content to include in
considerations in the planning of
of course schedule and assignments
need to focus on interactivity and not content
process of the course consideration during
sample rubric to use during
tips for successful. See also Instructional designers
Online course development questions: how comfortable am I in releasing control to learners?
how do I define learning in content and learning outcomes?
how do I plan to deliver course material?
how do I want to organize the course site?
how will I assess student performance?
what do I want to accomplish through this course?
what guidelines need to be established for course completion
who are my students?
will this course successfully transfer to online environment?
Online course process: beginnings
description of the
endings
once the course has started
Online course standards: future trends in
iNACOL development of
International Association for K–12 Online Learning
National Standards for Quality Online Courses category of
National Standards for Quality Online Teaching category of
Quality Standards for Quality Online Programs category of. See also Accreditation issues
Quality benchmarks
Online courses: assignments of
characteristics of a well-constructed
choosing the right technology for the
common faculty and administrator concerns about technology and
concerns over design and delivery of training programs for
concerns over intellectual property, design, and ownership of
establishing guidelines and procedures for
establishing participation guidelines for
evaluating one that was developed by another
increasing number of institutions offering
increasing rates of student enrollment in
issue of adequate training to construct high-quality
MOOCs (massively open online courses)
process of the
rolling admission
The Search for Soul and Spirit in the Workplace
tips for creating successful. See also Hybrid (or blended) courses
Online teaching
Technologies
Online education: future trends in
The Sloan Consortium on five pillars of quality
two key assumptions and about teachers and students in. See also Higher education
Online environment: asynchronous
MOOCs (massively open online courses)
synchronous (or chat)
teaching students to learn in the
Online learning: assumption made about student ability to manage
Babson report (2012) on
changing attitudes toward knowledge creation by
creating successful
definition of online education
different learning styles and
early history and development of
effectiveness of distance delivery of
emerging issues for faculty and administrators
empowered through mobile technology
evaluation and assessment as part of process of
future trends of
how emerging technologies are changing the face of
informal
initial resistance by faculty to
learner role in process of
mobile
myths about
by “noisy learners,”
recognizing and working with students who do not success
regulatory environment of
surveys showing increased demand for
teaching defined as activities that make possible
What's the Difference report (1999) on. See also Collaborative learning
Students
Online learning concerns: course design decisions
instructor and student training decisions
instructor workload
intellectual property, course design, and course ownership
regulatory environment
technology decisions and governance
Online learning lessons: for administrators
for faculty
for instructional designers and faculty developers
Online programs: choosing the right technology for the
faculty/student support, training, and development issues of
governance and intellectual property issues of
need for institutional strategy plan for
planning and development of
student retention in
tips for creating successful
when money for technology is an issue for the
when technological access is a concern for
Online teaching: ability to customize the course as needed for
assessing and evaluating role in
assumption made about instructor's ability for
building community into process of
changing attitudes of faculty toward
characteristics of excellent
of courses developed by others
disparity between preparation time and time spent
examples of customization of
five I's of effective
focusing on content when
to help students learn in online environment
increased demand for faculty able to engage in
instructor workload and time issues of
keys to successful
lack of preparation for
mobile technology used in faculty training for
new processes and relationships required for
pedagogy for
role of planning and development to support
stories on uninspired
training for
unique requirements of
when customizing is not possible. See also Faculty instructors
Online courses
Online teaching five I's: information
innovation
integration
interaction
introspection
Online teaching practices: achieving maximum participation
assessing and evaluating students and ourselves as instructors
chunking content
ensuring access to and familiarity with technology
establishing guidelines and procedures
promoting collaboration
promoting reflection
respecting student intellectual property
Online teaching transition: assessing and evaluating students and ourselves for
supporting instructors to make the
Osif, B.
P
Palloff, R. M.
Park, J.
Participation: ask broad and stimulating questions to promote
asynchronous
use best practices from face-to-face classrooms to encourage
chat (or synchronous)
comparing introverts and extroverts
contact students who have been absent from
establishing guidelines for
include humor to make students feel welcome and safe during
instructor role in balancing online discussion
lessons to learn when it just doesn't come together
log on as often as necessary to keep up discussion and
looking for changes in level of
offer or connect students to technical support to facilitate
post a welcoming response to student introductions to encourage
promoting collaborative
self-reflection form of
whether to intercede or not in student conflict during. See also Communication
Online classroom dynamics
Students
Patten, B.
Pedagogy: asynchronous and synchronous technologies contributing to
challenges of online
as one criteria for course readiness
Peer feedback
Perez, E.
Performing: at the beginning of the course
description of inception or
as the term progresses
Perley, J.
Personal digital assistants (PDA)
Pew Research Center's Internet and American Life Project
Phipps, R.
Podcasts
Pollyanna-Phillpanna Utopia approach
Pomales, C.
Posting introductions
Potter, R. E.
PowerPoint slides
Pratt, K.
Privacy issues
Problem solving group mode
Process management role
Q
Quality benchmarks: evaluating online courses using
focus on course development and delivery by
future trends in
Quality Matters Program recommendations for
recommendations for content evaluation using. See also Online course standards
Quality Matters Program (QM) [University of Maryland Online]
Quality Standards for Quality Online Programs
R
Raper, J.
Readiness: course
instructor
learner
Regulatory environment: accreditation issues related to the
faculty and administrator concerns over the
keeping up on the new
Rice, K.
Rice, M.
Rocco, S.
Rockwell, S. K.
Rolling admission
Romero, D. M.
Rovai, A.
Rowe, N. C.
Royalties
RSS (Really Simple Syndication)
Rubrics: course development
grading
QM (Quality Matters Program)
Russell, T.
S
Sangrà, A.
Savery, J.
Scanlon, E.
Schaffauser, D.
Schauer, J.
Schutte, J.
Seaman, J.
The Search for Soul and Spirit in the Workplace course: concluding thoughts about
conflict-confrontation during the
disharmony during the
disunity group dynamics during
effective social area created during the
harmony during the
performing as the term progressed
performing at the beginning of
unity group dynamics during
Second Life (SL)
Security breaches
Self-reflection
Sharples, M.
Sheahan, M.
Shirley, D.
Siemens, G.
Skype
The Sloan Consortium
Sloan Consortium Survey of Online Learning
Slow starter students
Smart phones: differences between cell phone and
incorporating into online courses. See also Cell phones
Mobile technology
Smith, A.
Smith, R.
Social Compare
Social media: tip for using streaming
as Web 2.0 technology
Social networking: description of
educational use of
Stage theory
Standards. See Online course standards
Stansbury, M.
Stewart, B.
Strasburg, J.
Strayer, J.
Streaming media tips
Student introductions: ask that students post a
post a welcoming response to
Student learner roles: collaborators
knowledge generators
need to change their
process managers
Student maximizing strategies: ask broad and stimulating questions to promote
use best practices from face-to-face classrooms
contact students who have been absent for a week
include humor to make students feel welcome and safe
log on as often as necessary to keep the discussion going
offer or connect students to technical support
post a welcoming response to student introductions
reporting security breaches to restore sense of privacy
whether to intercede or not in case of student conflict
Student retention
Student training: CMS orientation
concerns over design and delivery of
understanding the need for
Students: assumption made about ability to manage learning process
characteristics of older online
characteristics of successful online
cheating by
conflict between
course attendance requirements for
creating successful online learners from among
demographics of
establishing guidelines and procedures for online
establishing participation guidelines for online
future trends for interactions between faculty and
giving peer feedback to each other
increasing number enrolled in online courses
maximizing the potential of the virtual
mobile technology diminishing the digital divide among
need for changing online learning roles of
“noisy learners,”
planning how to assess course performance by
posting introductions of themselves
promoting self-reflection by
readiness by
recognizing and working with unsuccessful
releasing control to the
rolling admission of
teaching them to learn in the online environment
technologies that accommodate various learning styles of
tips for successfully working with the virtual
“wiki etiquette” practiced by
working with difficult. See also Collaborative learning
Online classroom dynamics
Online learning
Participation
Supplemental model of K-12 online education
Supplementation (Web facilitation)
Syllabus, inclusion of tips for successful completion included in
Synchronous (or chat) discussions: CMS deficiencies for
description of
planning and selecting technology for
supplementing asynchronous learning with
T
Tangney, B.
Tanguay, M.
Tasks: as element of online classroom dynamics
four group modes used to achieve
of online groups
Taylor, D.
Teaching. See Online teaching
Teaching as learning
Technologies: accommodating various learning styles
advances in twenty-first century
common concerns by faculty and administrators about
course readiness determined by faculty understanding of
current and emerging
as element of online classroom dynamics
future trends in online education
how the face of online learning is changed by emerging
lecture-capture
making decisions for wisely choosing
matching the course to the
mobile
planning for online program
streaming media
supplementation in most face-to-face classes
when access is a major concern
when money is an issue
widespread use of educational. See also Online courses
Technology decisions: definition of
faculty and administrator concerns over
made by an inclusive committee
on selecting or choosing technology
Technology infrastructure: as consideration of selecting technology
as first institutional task for building online program
people, resources, and money factors that make up
Technology selection: access and accessibility issues of
evaluating the technology for
by an inclusive committee
institution infrastructure factor for
instructional strategy as factor for
overview of considerations for
tips for choosing appropriate
trying out the technology before
what to do when the selected technology is a problem
Teles, L.
Testing: final exam
grading rubrics for. See also Assignments
Texas Distance Learning Association
Texting, assignments given out via
Thelin, J.
There Are No Children Here (Kotlowitz)
Thompson, K.
Tips: for choosing appropriate technology for an online course
for creating a technological infrastructure
for creating successful courses and programs
for design and delivery of successful online course
for successfully teaching a class developed by another
for successfully transforming a course for online delivery
for working with online classroom dynamics
for working with the virtual student
Tomei, L.
Tools. See Technologies
Training. See Faculty instructor training
Student training
Truman-Davis, B.
Tuckman, B.
Turoff, M.
Twitter: assignments given out via
community building and collaboration through
description of
generation gap in use of
student resistance to teaching using
U
University of Central Florida
University of Maryland Online
Unsuccessful students
U.S. Department of Education
V
Van Dusen, C.
Varvel, V.
Vaughan, N. D.
Vavoula, G.
Video clips
“Virtual schooling. See also K-12 online education
Visual learners
VOCAL (effective online instructor)
W
Watson, J. F.
Web 2.0 technologies: blogs
description of
examples of
learning-generated context (LGC)
using in online courses
podcasts
process manager role facilitated by
RSS (Really Simple Syndication)
Second Life (SL)
Skype
social networking
wikis
Web 3.0 technologies
Web facilitation
Week Zero
What's the Difference? report (IHEP, 1999)
“Wiki etiquette,”
Wikis: description of
as Web 2.0 technology
Works-for-hire
Wright, R.
Wu, F.
Wynne, B. E.
Y
Yeonjeong, P.
Yonekura, F.
Young, R. C.
YouTube