What the best online teachers should do

dc.contributor.authorBrinthaupt, Thomas M.
dc.contributor.authorFisher, Lawanna S.
dc.contributor.authorGardner, Justin G.
dc.contributor.authorRaffo, Deana M.
dc.contributor.authorWoodward, Jennifer B.
dc.date.accessioned2017-01-20T19:58:52Z
dc.date.available2017-01-20T19:58:52Z
dc.date.issued2011-12
dc.description.abstractAs 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.identifier.citationMERLOT Journal of Online Learning and Teaching, Vol. 7, No. 4, December 2011en_US
dc.identifier.urihttp://jewlscholar.mtsu.edu/handle/mtsu/5180
dc.language.isoen_USen_US
dc.publisherMiddle Tennessee State University, Department of Psychologyen_US
dc.subjectBest practicesen_US
dc.subjectOnline pedagogyen_US
dc.subjectKen Bainen_US
dc.subjectEffective teachingen_US
dc.titleWhat the best online teachers should doen_US

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