Resources for Online Teaching & Learning

ITC Recording Studio

The ITC Recording Studio is now located in R-19.  You can use the Recording Studio to record lectures, the introduction video for the course as well as podcasts.  More details.

Recording Lectures & Podcasts

Handout: Creating Lectures and Podcasts for Online Courses

Online Resources

Online Journals

Other Online Resources


Online Course Evaluation

Online Evaluation Examples:
Connecticut Distance Learning Consortium: Online Course Evaluation
University of Washington Office of Educational Assessment: Sample Form
University of New Brunswick College of Extended Learning: Online @UNB Course Evaluation Form
Quality Scorecard for the Administration of Online Education Programs

List of Evaluation Sites
Online Learning: Course Evaluation Sites

Presentation regarding Course Evaluation
WISC-Online: Focused Student Evaluation Questions

Other Resources for Online Courses

AST: Caption Sync
Establishing a Quality Review for Online Courses
Effective Practices for Online Education (Sloan Consortium)
REPORT: Class Differences: Online Education in the United States, 2010
SURVEY RESULTS: 2010 Managing Online Education Survey

Training for Teaching Online

Online Instructor Training (free) from University of California Irvine


Teaching Online

Brinthaupt, L.S., Fisher, L.S., Gardner, J. G., Raffo, D.M. and Woodard, J.B. (2011) What the Best Online Teachers Should Do.  Journal of Online Learning and Teaching, 7 (4), 515 – 524.  Link

SUMMARY:  The eLearning Pedagogy Faculty Learning Community at Middle Tennessee State University choose to apply the core characteristics of exemplary college teachers as stated in Ken Bain’s book What the Best College Teachers Do (2004) to online teaching.  This article explores the methods of fostering student engagement, stimulating intellectual development, and building rapport with students while teaching online.

Cole, J. E., & Kritzer, J. B. (2009). Strategies for success: Teaching an online course. Rural Special Education Quarterly, 28(4), 36-40. Retrieved from the Academic Search Premier database.  Link

SUMMARY: “The authors describe some strategies that have helped improve their online teaching and make their online courses be more effective. Some of the practices include persistent presence, discussion boards, weekly video messages, problem-solving climate, scaffolding, inverted classroom, and use of organizational modules” (from abstract).

Fish, W. W., & Wickersham, L. E. (2009). Best practices for online instructors: Reminders. Quarterly Review of Distance Education, 10(3), 279-284. Retrieved from the Academic Search Premier database  Link

SUMMARY: This article provides a basic overview of online instruction. “Teaching online requires a faculty member to think differently about teaching and learning, learn a host of new technological skills, and engage in ongoing faculty development for design and development of quality online instruction” (from abstract). Authors talk about three areas related to quality design and implementation: Organization and planning, Instructor and student interaction, and Ongoing evaluation.
****A recommended read if you are new to online learning and teaching.

Wagner, R. J., Vanevenhoven, J. P., & Bronson, J. W. (June 2010). A top ten list for successful online courses. Journal of Online Teaching and Learning, 6(2), 542. Link

SUMMARY: Three experienced online professors share a list of “pragmatic practices” required for a successful online course. Guidelines are: Finish before you start (organization of files), Walk before you run (create check list for each module), GPS it (begin each module with a road map), Ready, aim,…open the course (open the course as soon as possible), Defog it (clarify as much as possible), No speeding (make sure students keep up), Zombie awareness (communicate issues), Okay, jump (trust your students and communicate course issues), and Beat your students (state expectations then meet or beat them).
*****This is an easy to read, highly recommended article to get your started.

Online Discussions

Alexander, M. E., Commander, N., Greenberg, D., & Ward, T. (June 2010). Using the four-questions technique to enhance critical thinking in online discussions. Journal of Online Learning and Teaching, 6(2), 409. Link

SUMMARY: The authors of this article define critical thinking as “a purposeful and reflective process in which learners ‘engage in actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action’ (Scriven & Paul, 1987)” (p 409). They  developed four questions that help students focus on Analyzing – “Identify one important concept, research finding, theory, or idea…that you learned while completing this activity”, Reflecting – “Why do you believe that this concept, research finding, theory, or idea…is important?”, Relating – “Apply what you have learned from this activity to some aspect of your life”, and Questioning – “What question(s) has the activity raised for you? What are you still wondering about?” Study results indicate that the four-question technique enhanced critical thinking in online discussions.
**Appendix B provides a rubric for participation in discussion activity.

McLoughlin, D., & Mynard, J. (2009). An analysis of higher order thinking in online discussionsInnovations in Education & Teaching International, 46(2), 147-160. Retrieved from the Education Research Complete database. Link

SUMMARY: Higher order is defined as using skills such as comprehension, analysis, synthesis, evaluation and application. The benefits of online discussions include that they are student-centered rather than dominated by the instructor, that learners work collaboratively with peers, and that together they construct meaningful knowledge. The research used the Community of Inquiry approach (Triggering, Exploration, Integration and Resolution). Students were given specific guidelines (see chart on p 151). The findings were that the discussion went beyond sharing and comparing to higher order thinking. The discussion included: “The presence of higher-order thinking processes may indicate that the medium itself is important. Regular face-to-face classroom discussions with the same students were generally limited in terms of length and complexity of ideas discussed. The more fluent, confident learners tended to dominate such discussions. The online medium provided students with time to reflect on their ideas before sharing them and also reduced the anxiety students often feel when speaking in front of others. In addition, a permanent record of the discussion was being generated so that students could more effectively build on others’ ideas” (p 154).
Three factors were listed as contributing to the level of thinking and participation: The importance of the initial prompt, that students received a grade for participation, and the short time limit for each discussion (p 154).
**See Appendix #1 Discussion Board Guide Sheet & Appendix #2 Discussion Rubric

Article List:Spiritual Formation and Online Education