Bridging the Gap Between Online and Onsite Teaching.

 

ANNOTATED BIBLIOGRAPHY

 

Bridging the Gap Between Online and Onsite Teaching.

Routledge (n.d.). The Theory and Practice of Online Teaching and Learning: A Guide for Academic Professionals (3rd ed). Routledge Taylor & Francis Group. Retrieved from: https://n9.cl/k85v2

Summarizes and advertises: Teaching Online: A Practical Guide (Ko & Rossen,2010); Essentials of  Online Course Design: A Standards-Based Guide (Vai & Sosulski, 2011); E-tivities: The Key to Active Online Learning (Salmon, 2012); Learning Online: What Research Tells Us About Whether, When and How (Means, Bakia & Murphy, 2014); Reusing Open Resources: Learning in Open Networks for Work, Life and Education (Littlejohn & Pegler, 2013) and Teaching as a Design Science: Building  Pedagogical Patterns for Learning and Technology (Laurillard, 2012). Makes a parallel between online and onsite learning. Delineates both teachers’ and students’ roles. Discusses the issues of online skills training. Contends that teaching online improves teachers’ performance by promoting reflective practice. Establishes the peculiarities of online course design. Studies the benefits of asynchronous learning in terms of its flexibility. Enumerates the teacher’s duties and responsibilities. Describes the objectives, values and purpose of e-tivities (Salmon, 2012) and details the roles of participants, designers and moderators.  Emphasizes the importance of design to enhance technology’s potential. Presents a framework for categorizing online courses according to its context, design features, student-teacher interaction and intended outcomes (Means, Bakra & Murphy, 2014). Outlines the level of accessibility to open resources. Stresses the importance of collaborative knowledge instruction and the social impact of making content accessible for most people i.e.: the shift in paradigm from the individual to the collaborative construction of knowledge. Qualifies course design as a form of art and a science. Weighs the significance of becoming proficient in the use of new technologies to be applied to educational contexts under a pedagogical rather than a technological led fashion.