Teaching Large Online and Blended Classes
Statement of Purpose
As the interest in online learning continues to grow, many higher education institutions offer large classes in online and blended learning formats. Such courses may prompt managerial and pedagogical challenges for effective teaching and learning. Most online classes depend on text-based information and communication. While there are advantages to text-based information and asynchronous written assignments and discussions, large online classes may lack student-centered, and active learning environments. In addition, providing timely and effective feedback to the students can be challenging and time-consuming for instructors of large online classes.
Instructional strategies that rely on collaborative online tools and mobile applications can help facilitate student engagement and active learning while addressing pedagogical challenges of large online and blended classes. Mobile technologies can facilitate formative assessment and personalized instruction while augmented reality applications can help engage students in authentic learning and the transfer of knowledge and skills to real-life situations (Fritschi & Wolf, 2012). In addition, recent technology tools can provide just-in-time access to resources and shared collaborative spaces for students or teachers to work together on projects.
This book aims to provide practical assistance to those who teach large online and blended classes by addressing the following research questions with practical implications for teaching and learning:
● What teaching and assessment strategies do instructors use to facilitate active learning in large online and blended classes?
● What strategies do instructors use to reduce instructor and learner cognitive overload?
● What does research suggest for effective teaching and learning in large online and blended classes?
● What are suggestions for professional development of instructors who teach large online and blended classes?
● What are suggestions for orienting students for effective learning in large online and blended classes?
This book can be used by higher education faculty in guiding their teaching and research as well as instructional designers and e-learning support staff and tutors. Administrators can benefit from a programmatic and organizational perspective in developing and support for large online and blended coursework and programming. In addition, graduate students in higher education who are particularly learning to teach online or in blended learning environments can benefit from the book. Potential audience is:
● Higher education faculty and administrators
● Instructional designers and e-learning support staff and tutors
● Graduate students in higher education
Topics to be Covered
● Teaching large classes online and blended: theoretical frameworks and guidelines for effective practice
● Summative and formative assessment (techniques, strategies, issues), and rubrics/guidelines for user-friendly implementation
● Instructional design and development
● Innovative programming
● Innovative use of instructional technology
● Use of technology for feedback and assessment
● Dealing with plagiarism and cheating
● Course design and strategies for active learning
● Course design and strategies for student-centered learning
● Orienting students for success and study strategies
● Strategies for promoting trust and mutual respect
● Communities of inquiry and learning
● Supporting student learning, time management, self-discipline
● Motivating students and strategies to promote student engagement
● Asynchronous and synchronous discussions
● Group work and discussions
● Testing and assessment, and use of technology
● Managing logistical issues
● Teaching assistants and tutors - support and management
● Perspectives and experiences of instructors
● Factors that influence student learning outcomes and effectiveness of instruction
● Addressing accessibility issues and student needs
● Research on teaching in large online and blended courses (course design, development, implementation, assessment, effectiveness, etc.)
Tentative Project Timetable
Chapter proposals: November 1, 2019
Notification of decision: December 1, 2019
Full chapter submission: March 15, 2020
Blind reviews: April 1 - May 1, 2020
Authors submit accepted and revised chapters to editors: June 15, 2020