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What the best online teachers should do

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dc.contributor.author Brinthaupt, Thomas M.
dc.contributor.author Fisher, Lawanna S.
dc.contributor.author Gardner, Justin G.
dc.contributor.author Raffo, Deana M.
dc.contributor.author Woodward, Jennifer B.
dc.date.accessioned 2017-01-20T19:58:52Z
dc.date.available 2017-01-20T19:58:52Z
dc.date.issued 2011-12
dc.identifier.citation MERLOT Journal of Online Learning and Teaching, Vol. 7, No. 4, December 2011 en_US
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/5180
dc.description.abstract As a core project, a university eLearning Pedagogy Faculty Learning Community (FLC) chose to apply recommendations for the “art” of good teaching to the online realm. There is relatively little discussion of this issue in the literature. In this paper, we use Bain‟s (2004) book What the Best College Teachers Do to discuss some of the major ways that the practices of effective teaching in general can be applied to online teaching in particular. Specifically, we explore methods of fostering student engagement, stimulating intellectual development, and building rapport with students when teaching online. This analysis provides a much-needed “art of teaching” set of recommendations that complements the “science of teaching” best practices approach to online pedagogy. en_US
dc.language.iso en_US en_US
dc.publisher Middle Tennessee State University, Department of Psychology en_US
dc.subject Best practices en_US
dc.subject Online pedagogy en_US
dc.subject Ken Bain en_US
dc.subject Effective teaching en_US
dc.title What the best online teachers should do en_US


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