References

Angelo, T. A. & Cross, K. P. (1993), Classroom assessment techniques: A handbook for college teachers (2nd ed.) Jossey-Bass: San Francisco, CA.

Azuza Pacific University (n.d.), List of Bloom’s Cognitive Taxonomy verbs (pdf, 47k)

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational objectives. Handbook I: The Cognitive Domain, David McKay.

Brindley, J. E.,  Walti, C., & Blaschke, L. M. (2009). Creating Effective Collaborative Learning Groups in an Online EnvironmentThe International Review of Research in Open and Distance Learning, 10(3).

Buhdai (2016) Designing Effective Team Projects in Online Courses. Faculty Focus.

Budhai, S. S., & Williams, M. (2016). Teaching presence in online courses: Practical applications, co-facilitation, and technology integration (pdf, 131k). Journal of Effective Teaching16(3), 76-84.

CAST (2018).UDL on campus: Universal design for learning in higher education

Chang, B. & Kang, H. (2016). Challenges facing group work online (pdf, 480k). Distance Education 37(1), 73-88.

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin. 3, 7.

Ching, D. (2010). Multimedia learning (2009) – ch, 4-8 (Richard E. Mayer)Reading for Pleasure. (a nice redux of the main 4 chapters of Mayer’s book Multimedia Learning.)

Crews, K. (2012). Fair Use Checklist, Columbia University Libraries/Information Services.

Delaney, E., & States, T. (2014). How to make the most of a video introduction for an online course. Campus Technology.

Drake, P. (2014). Is your use of social media FERPA compliant? Educause Review.

Dringus, L. P., & Cohen, M. S. (2005, October). An adaptable usability heuristic checklist for online courses. In Frontiers in Education, 2005. FIE’05. Proceedings 35th Annual Conference (pp. T2H-6). IEEE.

Epp, C. D., Phirangee, K., & Hewitt, J. (2017). Student actions and community in online courses: The roles played by course length and facilitation method (pdf, 469k). Online Learning21(4).

Field, R. (n.d.) John Dewey (1859—1952). Internet Encyclopedia of Philosophy.

Fink, D. (2005). A self-directed guide to designing courses for significant learning (pdf, 435k).

Fink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed.). San Francisco, CA: Jossey Bass:

Fisher, E. A., & Wright, V. H. (2010). Improving online course design through usability testing. Journal of Online Learning and Teaching, 6(1), 228.

Glazier, R. A. (2016). Building rapport to improve retention and success in online classes (pdf, 807k). Journal of Political Science Education, 12(4), 437-456.

Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos (pdf, 1.6MB). In Proceedings of the first ACM conference on Learning @ scale conference (pp. 41-50). ACM.

Habanek, D.V. (2005). An examination of the integrity of the syllabus. College Teaching, 53(2), 62-64. doi: 10.3200/CTCH.53.2.62-64

Hibbert, M. (2014) What makes an online instructional video compelling? Educause Review.

Hodges, L. C. (2017, August). Ten research-based steps for effective group work, IDEA Paper #65, IDEA. (~7 pages) This paper is about group work in general but applies to online group work.

Hoey, R. (2017). Examining the characteristics and content of instructor discussion interaction upon student outcomes in an online course Online Learning21(4). (~15 pages not counting tables, charts, and references)

Horton, W. (2006). e-Learning by design (2nd ed.). San Francisco, CA: Pfeiffer.

Ingeno, L. (2013) Online accessibility a faculty duty. Inside Higher Ed.

IU Bloomington Center for Innovative Teaching and Learning. Use of cloud services in instruction.

Kelly, R. (March, 2013). Managing controversy in the online classroomFaculty Focus.

Kelly, R. (March, 2014). Discussion board assignments: Alternatives to the question-and-answer format. Faculty Focus.

Kelly, R. (October, 2014). Alternative assessment methods for the online classroomFaculty Focus

Kirschner, P. A. (2017). Stop propagating the learning styles mythComputers & Education106, 166-171.

Krathwol, D. A. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4). (accessed from JSTOR)

Mayer, R. E. (2014). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 43-71. (Redux of Chapters 4-8)

Mintu-Wimsatt, A., Kernek, C., & Lozada, H. R. (2010). Netiquette: Make it part of your syllabusJournal of Online Learning and Teaching6(1), 264.

Mintz, S. (2016) Reimagining regular and substantive interaction. Inside Higher Ed

Morrison, D. (2014). How to make group work collaborative in online courses: Four strategiesOnline Learning Insights.

Motameni, R., Rice, W., & LaRosa, P. (2015). Taking or not taking a class: Students’ perceived physiognomies associated with syllabi. International Journal of Marketing Studies, 7(1). 78-92.

Newbold, C. (2014). Would a course syllabus be better as an infographic? The VCB Blog.

Nilson, L. B. (2007). The graphic syllabus and the outcomes map: Communicating your course. San Fransisco: Jossey-Bass.

Office for Distance Education and eLearning (n.d.). What is Universal Design for Learning? Ohio State University.

Olesova, L., Slavin, M., & Lim, J. (2016). Exploring the effect of scripted roles on cognitive presence in asynchronous online discussions. Online Learning, 20(4).

Osaka, E. R. (2006). Assessing student learning online: It’s more than multiple-choice. Faculty Focus.

Pacansky-Brock, M. (May, 2016). How to keep the human element in online classes

Palmer, M. S., Bach, D. J. & Streifer, A. C. (2014), Measuring the promise: A learning-focused syllabus rubricTo Improve the Academy, 33, 14–36. doi: 10.1002/tia2.20004

Peery, T. S. & Veneruso, S. S. (2012). Balancing act: Managing instructor presence and workload when creating an interactive community of learners. Faculty Focus.

Pelletier, P. (Sept,  2013). What online teachers need to know. Faculty Focus.

Poulin, R. (2016). Interpreting what is Required for “Regular and Substantive Interaction. WECT Frontiers

Project Zero (2015). Connect/extend/challenge. Harvard Graduate School of Education.

Project Zero (n.d.) Thinking routines. Harvard Graduate School of Education. (Examples of more thinking routines)

Rafferty, J. (2017). 8 things you should know before using social media in your course. OLC Insights, Online Learning Consortium.

Robertson, E. & Bishop, N. (2013). Toolkit of active learning options, Gardner-Webb University.

Romanov, K., & Nevgi, A. (2007). Do medical students watch video clips in elearning and do these facilitate learning? Medical Teacher, 29, 490-494.

Rubin, J., Chisnell, D. & Spool, J. (2008). Handbook of usability testing: how to plan, design, and conduct effective tests (2nd ed.). Indianapolis, IN: Wiley.

Sharlanova, V. (2004). Experiential learningTrakia Journal of Sciences2(4), 36-39.

Shea, V., & Shea, C. (1994). Netiquette. Albion Books.

Simunich, B., Robins, D. B., & Kelly, V.  (2015). The impact of findability on student motivation, self-efficacy, and perceptions of online course quality (pdf, 305k). American Journal of Distance Education, 29(3), 174-185.

Sloan, D. (n d ). Reflection strategies for classroom activities. UMSL Center for Teaching and Learning.

Smith, V. & Palenque, S. M. (2015) Ten tips for more efficient and effective grading, Faculty Focus.

Sulic, G. & Keys, J. (2014). “Many students really do not yet know how to behave!”: The syllabus as a tool for socializationTeaching Sociology, 42(2), 151-160. doi: 10.1177/0092055X13513243

Talbert, R. (Feb., 2018). How do students with learning disabilities experience online and blended courses? 

Torosyan, R. (2011). Time management reminders that boost efficiency, peace of mind. Faculty Focus.

Tucker, C. (2016) Vary sentence structure in voiceover scripts. Experiencing eLearning.

Usability First (2015). Principles of Accessible and Universal Design.

Usability First (2015). Types of Accessibility Aids.

Usability Professionals Association (n.d.). Principles for Usable Design. Usability Body of Knowledge.

Vogt, J. A. (2017). Designing assignments to promote academic honesty.

Wiggens, G. (2012) Seven keys to effective feedback. Educational Leadership.

Wiggens, G., & McTighe, J. (2005). Understanding by design, (2nd ed). Upper Saddle River, NJ: Pearson.

Wilson, L. O. (2016).  Anderson and Krathwohl – Understanding the new version of Bloom’s Taxonomy. The Second Principle.

Winkelmes, M. A. (2013). Transparency in Teaching: Faculty Share Data and Improve Students’ Learning (pdf, 338k)Liberal Education, 99(2).

Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, Jr., J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness (pdf, 256k). Information & Management, 43, 15-27.

 

License

Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Online Course Development Basics by Trustees of Indiana University is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.