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Discussion-Based Online Teaching To Enhance Student Learning: Theory, Practice and Assessment Paperback – June 30, 2012

ISBN-13: 978-1579227470 ISBN-10: 1579227473 Edition: 2nd

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Product Details

  • Paperback: 256 pages
  • Publisher: Stylus Publishing; 2 edition (June 30, 2012)
  • Language: English
  • ISBN-10: 1579227473
  • ISBN-13: 978-1579227470
  • Product Dimensions: 9 x 6.1 x 0.6 inches
  • Shipping Weight: 13.6 ounces (View shipping rates and policies)
  • Average Customer Review: 4.3 out of 5 stars  See all reviews (15 customer reviews)
  • Amazon Best Sellers Rank: #308,228 in Books (See Top 100 in Books)

Editorial Reviews

Review

"The new edition of Tisha Bender’s book exceeds even the virtues of the first. She has made her work more timely than ever, with attention to current debates about cognition, reading, networked communications, and other features of life in the digital age. She also knows how today’s online students think and behave, and what can be done to make them effective learners. But unlike others writing about online teaching and learning, Bender takes nothing for granted about the transformational features of the digital age for education. She believes in what’s new, but makes the case for online pedagogical innovation reflecting thoughtful judgments about what the digital age means for students and instructors alike. This book offers a practical discourse of online course design framed by recognition of how the best teaching is also theoretical and critical. Much more than a simple 'how-to', this book offers a deep reading of a significant dimension of online teaching. Readers will learn how to be better online teachers and also better thinkers about what they do in the virtual classroom.”

“I’ve been teaching at Rutgers University since 1968 and Tisha Bender’s wonderful little book served as the primer for designing my first online course two years ago. Now we have the second edition, even wiser and more useful than the first in a rapidly advancing field where even old dogs can learn new tricks. A must read for the novice deciding whether to go online, or forced to do so by circumstances, and a necessary reference guide throughout the semester when the unexpected starts happening. Bender’s been there and she tells all.”

From reviews of the first edition:
“An ideal book for teachers who are just making the transition from face-to-face to online teaching. As one new to online instruction, as well as hybrid teaching for the benefit of extended discussion and group work out side of class, I found Bender's book both informational and beneficial to the furtherance of my thinking about how to bring the best of my classroom teaching to this technological extension for learning in the global village….[I]…recommend Bender's book as an addition to the professional library of anyone hoping to implement (or improve) online discussion-based teaching and learning."

"I recommend this book to two audiences: to new online teachers who want to generate thoughtful discussion in their courses, and to experienced online instructors who have not been satisfied with the degree to which students in their courses engage each other about the material they are studying.
In a chapter filled with imaginative strategies for learning in the online course, Bender describes how she and others have used debates, role playing in literary analysis, virtual field trips, guest 'lecturers', writing games, journals, team teaching and other innovations. It is a fascinating and highly creative chapter that will give the teacher new to online learning lots of fodder for designing their courses and thinking through activities that will challenge students to learn in different ways. Bender gives enough information so that a novice can borrow her ideas and put them into practice. She also outlines a number of strategies for using the synchronous online tools. She believes adamantly in the feasibility of human connection in a text-based online class in which no one knows what anyone else ‘in class’ looks or sounds like."

About the Author

Tisha Bender Tisha Bender is Assistant Director in the Rutgers Writing Program, and is the Hybrid Coordinator as well as the Coordinator of Research Writing. She is currently embarking on a project in which she will train teachers from China to teach effectively online, and they will then team-teach online international Rutgers Research Writing courses with teachers in the Rutgers Writing Program. She is the founder of Hybrid teaching in the Rutgers Writing Program, having trained groups of teachers since 2007 to the present to adapt their pedagogy to effectively teach online. Prior to this she was an Online Faculty Development Consultant, who has extensively trained online faculty at New York University, the SUNY Learning Network, New School Online University and Cornell University-ILR Extension. She currently teaches in the Rutgers Writing Program and the Geography department at Rutgers, and had also taught as an online instructor at Cornell and the New School. Tisha Bender is also the author of "Facilitating Online Discussion in an Asynchronous Format" in Issues in Web-Based Pedagogy: A Critical Primer (ed. Robert Cole), Greenwood Press 2001; "Role Playing in Online Education: A Teaching Tool to Enhance Student Engagement and Sustained Learning" in Innovate, April, May 2005; and “Engaging the Student: Learning for Life”, chapter 1 of Pedagogical Models: The Discipline of Online Teaching, edited by Michael F. Shaughnessy and Susan Fulgham, Nova Publishers, February 2011. In addition she features in the following online interview: “An Interview with Tisha Bender: Discussion Based Online Teaching,” by Michael Shaughnessy. In Education News, April 19, 2010, and online at http://www.educationnews.org/michael-f-shaughnessy/95329.html.

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Customer Reviews

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This book was by far the most comprehensive, balanced, and useful book of the four.
AFOWLER
This is a great book for teachers who either teach a completely online course or anticipate a course with an that component.
Pamela Orel
Dr. Bender offers a well balanced view of online discussion as a teaching tool in asynchronous education.
Paul Chenoweth

Most Helpful Customer Reviews

35 of 35 people found the following review helpful By Paul Chenoweth on March 16, 2004
Format: Paperback
Dr. Bender offers a well balanced view of online discussion as a teaching tool in asynchronous education. Clear, concise, practical and well documented concepts and applications fill this easily read textbook. The last section of the book provides a wonderful overview of the hot buttons on assessment in the online environment. Regardless of whether you are already implementing online discussion or if you are just considering online discussion as a new tool to add to your arsenal, you will find helpful insight in this book.
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39 of 41 people found the following review helpful By AFOWLER on October 20, 2005
Format: Paperback
I am an instructional designer of online learning and in an effort to implement discussions in the courses I create, I ordered four books on discussion-based online learning. This book was by far the most comprehensive, balanced, and useful book of the four. While reading the book, I was immediately able to implement the strategies outlined in the book, and justify my reasons for implementing groups/discussions to the college instructors teaching the courses I create. I think that this book is valuable to anyone creating and supporting online learning: instructors, professors, instructional designers, trainers, and training managers. I even copied several pages of the book that justify online learning as a whole for my director.
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10 of 12 people found the following review helpful By Chris W on June 6, 2010
Format: Paperback Verified Purchase
I am getting ready to create some online training courses and bought several books to review and this book was one of the least helpful to me. I might have found it more useful if I was in an institutional environment which appears to be the intended audience. There is a great deal of theory and discussion here, but not a lot of practical information. I also didn't find the writing style very engaging and lost focus many times.

If you are looking for more real, hands-on information, I highly recommend E-Learning by Design by William Horton which I found covered most of the topics discussed here in a more engaging and useful manner.
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2 of 2 people found the following review helpful By Daisy Picker on May 18, 2009
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Well written with several great references. Does try to "defend" online teaching a little more than I would like, but it's still a nice resource and it covers several necessary points.
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This book outlines the importance of document based questions, it provides strategies and techniques for developing appropriate content questions for further discussion.
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I'm going to be a dissenter here.

I felt like I was reading a collection of summaries of scholarly articles on online teaching, rather than reading the author's ideas about how to effectively teach online.

I guess if you come away with one good idea that a book is worthwhile. In this case, the idea of role-playing (pages 123-126) was new to me, and I'm going to try it. However, I really can't recommend this to anyone else.
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This is a great book for teachers who either teach a completely online course or anticipate a course with an that component. The examples are from someone who has seen both the rewards and challenges of this new world of instruction. I appreciate Dr. Bender's wise guidance -- it has been a great help to me as I move forward in my teaching.
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By arlloyd on August 16, 2013
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This book came just as described and in perfect condition! I ordered it for a college course that requires it. Thanks so much!!
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