“Index” in “Teaching in Blended Learning Environments”
Index
affective expression, 57
assessment (see also self-assessment): design of, 33
of inquiry study, 69
by instructor, 91–94
and learning contracts, 71–72
of peers, 87–91
principles of, 82–83
student/teacher views of, 81–82
tied to critical thinking, 41–42
triad-approach to, 94–95
asynchronous communication: advantages of, 39–40, 41
and assessment, 93–94
and facilitation, 47
importance of, 9
strategies for facilitating, 51, 52, 54
Blackboard, 26, 29, 88, 111, 118
blended learning: and assessment, 94–95
described, 8–10
and facilitation, 45–46
and future of technology, 119–120, 122
introductory survey questions for, 127–129
blogs, 60, 86, 89, 93, 104–106, 107
Classroom Survey of Student Engagement (CLASSE), 43
cognitive presence: design of, 34–44
and direct instruction, 64–65
direct instruction strategies for, 75–79
as part of Community of Inquiry framework, 11–12
strategies for facilitating, 55–60
collaboration (see also Community of Inquiry (CoI)): assessment of, 42
and future of social media, 119–120
in inquiry-based project, 68–71
and interpersonal relationships, 66–67
as key to Community of Inquiry, 3, 99–100
and leadership, 123–125
and shift in higher education, 97–100
in strategies for facilitating cognitive presence, 55–60
synchronous applications of, 118
collaborative constructivism, 34, 125
committed relativism, 58
Community of Inquiry (CoI): and assessment principles, 83
and changing technology, 121–122
design concerns, 19–21
and direct instruction, 64–65
and leadership, 123–125
responsibilities of direct instruction in, 73–75
Survey, 43
theoretical framework for, 10–15
course evaluation, 43
course textbooks, 110
critical thinking: activities for, 38–39
and assessment, 41–42
and cognitive presence, 36, 57–58
in inquiry-based project rubric, 69–70
through Community of Inquiry, 10
debates, 104
design. see instructional design
digital storytelling, 116
digital technologies, 69, 84–85, 87–91, 92–95
direct instruction: in delivery of cognitive presence, 39
principle of cognitive presence, 72–73
principle of social presence, 65–67
responsibilities for cognitive presence, 73–75
strategies for online discussion, 75–79
strategies for social presence, 68–71
engagement: and cognitive presence, 41, 43, 54
and direct instruction, 67
and guidelines for online discussion, 30–31
importance of, 9
modelling of, 32
and teaching presence, 47
expert assessment, 69, 70, 74, 93
exploration, 34, 36, 57–59, 69, 75, 79, 108
Facebook, 111–112
facilitation: and discussion, 31–33
importance of, 45–46
integrating face-to-face with online, 60–61
role of, 47–48
strategies for facilitating cognitive presence, 55–60
strategies for facilitating social presence, 50–54
techniques for cognitive presence, 40–41
Galileo Educational Network, 68–71
group cohesion: activities for, 27, 28
designing for, 25–26
and direct instruction, 66–67
and facilitation by instructor, 31–33
as focus at beginning of inquiry process, 13
and guidelines for online discussion, 30–31
strategies for facilitating, 49, 50–54
group essays, 108
group projects, 26, 27, 28. see also team–based learning
individual presentations, 114
inquiry (see also Community of Inquiry (CoI)): and design of cognitive presence, 34–44
as focus of principles of practice, 4
as part of critical thinking, 10
practical model for, 75–76, 79, 102, 108
principle of, 54–55
project rubric for, 68–71
strategies for facilitating, 55–60
instructional design: of cognitive presence, 34–44
planning process of, 21–24
questions and concerns about, 19–21
of social presence, 24–33
instructor assessment, 91–95
integration, 9, 10–11, 60–61, 76, 79, 108
Internet, 20, 32. see also blogs; social media; social networking; wikis
interpersonal relationships, 25, 29, 49, 50, 66–67
Just-in-Time Teaching (JiTT), 102–103
learning contracts, 71–72
learning objects, 113–114
mashups, 114–116
metacognition, 74–75, 77, 83–84
Multimedia Educational Resource for Learning and Online Teaching (MERLOT), 113–114
online discussion: activities for, 38–39
and assigned readings, 41
for building group cohesion, 26, 27
design of, 36
direct instruction strategies for, 75–79
guidelines for etiquette of, 30–31
and narrated presentations, 114
and social networking, 111–112
in strategies for facilitating cognitive presence, 56–60
and student’s preferred learning style, 40
open communication: activities for, 28
and availability of instructor, 36
designing for, 25–26
and direct instruction, 66–67
and facilitation by instructor, 31–33
as focus at beginning of inquiry process, 13
and guidelines for online discussion, 30–31
peer assessment, 69, 75, 87–91
podcasts, 112–113
Practical Inquiry Model, 75–76, 79, 102, 108
pre-class activities, 102–103, 112–113
principles: of assessment, 82–83
of blended learning, 3–4, 17–18
of cognitive presence, 54–55, 72–73
of Community of Inquiry, 4, 17–18, 49
as guide to design, 22
of social presence, 48–49, 65–67
of teaching and learning, 15–16
resolution, 58, 73, 76, 79, 108
rubric, 68–71, 76–77, 84–85, 87
scaffolding, 58
scripting, 40
self-assessment, 42, 69, 76–77, 83–87
self-coding, 75–76
self-regulation, 48, 57, 65, 74
social bookmarking, 101–104
social content, 112–114
social media, 26–28, 60, 98–99, 100–101, 119–120
social networking, 110–112
social presence: design of, 24–33
as part of Community of Inquiry framework, 11, 12, 13
principle of direct instruction, 65–67
principle of facilitation, 48–49
responsibility for, 14
strategies for direct instruction of, 68–71
strategies for facilitating, 50–54
storytelling, 116
student moderation, 77–78
study groups, 110–111
synchronous communication: advantages of, 39–40, 41
applications of, 116–118
and assessment, 93–94
and facilitation, 47
importance of, 9
strategies for facilitating, 51, 52, 54
teaching presence: defined, 2
and design concerns, 20
and direct instruction, 64
explained, 46–48
as part of Community Inquiry framework, 11, 12
and principles of practice, 3–4
requirements of, 14–15
shared responsibility for, 13–14, 47–48
team-based learning, 67, 68–71, 104, 106
technology, 119–122, 123–125. see also digital technologies
triggering event, 56, 58, 75, 79, 102, 108
wikis: applications of, 106–110
and mashups, 115
and online discussion, 89–90, 108, 109
strategies for using, 60
used in inquiry-based project, 69
word clouds, 115–116
We use cookies to analyze our traffic. Please decide if you are willing to accept cookies from our website. You can change this setting anytime in Privacy Settings.