Misconceptions and realities about teaching online

Science and Engineering Ethics

Volumn 11, Issue 3, 2005, Pages 329-340

  Sieber, Joan E ^a,b  

^a CALIFORNIA STATE UNIVERSITY   (United States)

^b NONE   (United States)

Author keywords

Goals of online instruction; Misconceptions; New roles; Online course development

Indexed keywords

EID: 25444499158     PISSN: 13533452     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11948-005-0002-7     Document Type: Conference Paper

References (8)

1. Conrad, D. (2004). University instructors' reflections on their first online teaching experiences. Journal of Asynchronous Learning Networks, 8 (2): 32-44. http://www.sloan-c.org/publications/jaln/v8n2/vin2_conrad.asp#conrad25
2. Palloff, R.M. and Pratt, K. (1999). Building learning communities in Cyberspace: Effective strategies for the online classroom. Jossey-Bass, San Francisco.
3. Collins, M. & Berge, Z. L. (1996). Facilitating interaction in computer-mediated online courses. Available: http://www.emoderators.com/ moderators/flcc.html
4. Bishop, A. (2000). Come into my parlour said the spider to the fly: Critical reflections on web-based education from a student's perspective. Distance Education, 23(2): 231-236.
5. Rimmer, S. An online learning journey. http://online.nmit.vic.edu.au/ resources/suerimmer.htm.
6. Keeton, M., Sheckley, B. & Krejci-Griggs, J. (2002) Effectiveness and efficiency in higher education for adults. Council on Adult and Experiential Learning. Kendall-Hunt, Chicago.
7. DiBiase, D. (2004). The impact of increasing enrollment on faculty workload as student satisfaction over time. Journal of Asynchronous Learning, 8(2): 45-60.
8. Purdue University's OWL or Online Writing Laboratory, http://owl.english.purdue.edu/.