Themes and Strategies for Transformative Online Instruction: A Review of Literature
Robert Mayes, University of Wyoming, United States
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
Abstract: The number of online graduate courses for K-12 teachers is burgeoning across all subject areas. The proliferation of online courses for teachers begs the question, what research- and experience-based practices are known to provide a quality online course experience? The authors of this paper have addressed this question in designing and delivering a number of national distance education programs focused on mathematics and mathematics education. In this article we summarize the results of in-depth literature reviews conducted to inform best practice in online teaching for these projects. The review includes research and experiential articles which together provide a broad base of recommendations for online teaching of interest to faculty in all subject areas. We emphasize findings and recommendations focused on teaching mathematics and mathematics education online.
Mayes, R. (2011). Themes and Strategies for Transformative Online Instruction: A Review of Literature. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 2121-2130). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved January 17, 2019 from https://www.learntechlib.org/primary/p/37455/.
© 2011 Association for the Advancement of Computing in Education (AACE)
- Anderson, T., Rourke, L., Garrison, D.R., Archer, W. (2001). Assessing Teaching Presence in a Computer Conferencing Context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
- Arend, B.D. (2007). Course assessment practices and student learning strategies in online courses. Journal for Asynchronous Learning Networks 11 (4), 3-13.
- Bouzidi, L., & Jaillet, A. (2009). Can Online Peer Assessment be Trusted? EducationalTechnology & Society, 12 (4), 257–268.
- Cady, J.A. (2007). Using online courses to bolster rural mathematics teachers’ pedagogical content knowledge. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New York, New York, NY Online. Retrieved from http://www.allacademic.com/meta/p142262_index.html
- Carey, R., Kleiman, G., Russell, M., Venable, J., & Louie, J. (2008). Online courses for math teachers: Comparing self-paced and facilitated cohort approaches. Journal of Technology, Learning, and Assessment, 7(3), 1-36.
- Chinnappan, M. (2006). Using the productive pedagogies framework to build a community of learners online in mathematics education. Distance Education, 27(3), 355-369.
- Choy, S.C., McNickle, C., & Clayton, B. (2002). Learner expectations and experiences. Student views of support in online learning. In: Guthrie, H. (Ed) Online learning. Research readings. National Centre for Vocational Education Research, Adelaide, pp. 106-122. Retrieved from http://eprints.qut.edu.au/7250/1/7250.pdf Cooper, L. (2000). Online courses. THE Journal, 27(8), 86-92.
- Cope, E.W., & Suppes, P. (2002). Gifted students’ individual differences in distance-learning computer-based calculus and linear algebra. Instructional Science, 30(2), 79-110.
- Cowan, J. (2006). Introduction. In J.O’Donoghue (Ed.), Technology supported learning and teaching-a staff perspective. London: Idea Group. Craig, A. Coldwell, J., & Goold, A. (2009). The role of the online teacher in supporting student learning: A case study. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning inCorporate, Government, Healthcare, and Higher Education 2009 (pp. 1181-1187). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/32614 Dipaolo, A. (2002). The rise of a new educational industry: Lessons Learned in the
- Engelbrecht, J., & Harding, A. (2005). Teaching undergraduate mathematics on the internet: Part1: Technologies and Taxonomy. Educational Studies in Mathematics, 58(2), 235-252.
- Evans, B., Bean, H., Romagnano, L., Gilmore, D., Loats, J., & McKenna, P. (2008). Online mathematics content course creating community: Metro’s mathematics for rural schools program. Paper presented at ICME 11. Garrison, D., R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
- Gaytan, J. & McEwen, B.C. (2007). Effective online instructional and assessment strategies. The American Journal of Distance Education, 21(3), 117-132.
- Geelan, D.R., & Taylor, P.C. (2001). Embodying our values in our teaching practices: Building open and critical discourse through computer mediated communication. Journal of Interactive Research, 12(4), 375-401.
- Goodyear, P., Salmon, G., Spector, J.M., Seeples, C., & Tickner, S. (2001). Competences for online teaching: A special report. Educational Technology Research and Development, 49(1), 65-72.
- Hall, J.W. (1990). Distance education: Reaching Out to Millions. Change, 22(4), 48.
- Harrison, N., & Bergen, C. (1999). Mathematics for the liberal arts student: Pedagogical issues and strategies for a successful distance learning course. Mathematics and Computer Education, 33(1), 52-61.
- Hawkes, M. (2001). Variables of interest in exploring the reflective outcomes of network-based communication. Journal of Research on Computing in Education, 33, 299-315.
- Hillman, D.C.A., Willis, D.J., & Gunawardena, C.N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. The American Journal of Distance Education, 8(2), 30-42.
- Hodges, C. (2009). Self-regulation of learners in an asynchronous university math course. Quarterly Review of Distance-2128 DASHDASH
- Hofmann, J. (2004). Live and online! Tips, techniques, and ready to-use activities for the virtual classroom. San Francisco, CA: Pfeiffer.
- Hovermill, J., & Crites, T. (2008). Integrating Content, Pedagogy, and Reflective Practice: Innovative New Distance Learning Courses and Programs for Mathematics Teachers. Online Journal of Distance Learning Administration, 11(3).
- Huff, C. (2002). Technical skills required in distance education graduate courses. USDLA Journal, 16(9). Retrieved from http://www.usdla.org/html/journal/SEP02_Issue/article03.html
- Hughes, J.E., McLeod, S., Brown, R., Maeda, Y., & Choi, J. (2007). Academic achievement and perceptions of the learning environment in virtual and traditional secondary mathematics classrooms. The American Journal of Distance Education, 21(4), 199-214.
- Inman, E., Kerwin, M., & Mayes, L. (1999). Instructor and student attitudes toward distance learning. Community College Journal of Research and Practice, 23(6), 581-591.
- Johnson, E.L., & Green, K.H. (2007). Promoting mathematical communication and community via blackboard. Problems, Resources, and Issues in Mathematic Undergraduate Studies, 17(4), 325-337.
- Karr, C.L., Weck, B., Sunal, D.W., & Cook, T.M. (2003). Analysis of the effectiveness of online learning in a graduate engineering math course. The Journal of Interactive Online Learning, 1(3), 1-8.
- Kashy, D.A., Albertelli, G.H., Bauer, W., Kashy, E. & Thoennessen, M. (2003). Influence of nonmoderated and moderated discussion sites on student success. Journal of Asynchronous Learning Networks, 7, 1, 31-36, 2003.
- King, F., & Puntambekar, S. (2003). Asynchronously conducted project-based learning: Partners with technology. International Journal on E-learning, 2(2), 46-54.
- Kramarski, B., & Mizrachi, N. (2006). Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy. Journal of Educational Research, 99(4), 218-230.
- Kubala, T. (2000). Teaching community college faculty members on the internet. Community College Journal of Research and Practice, 24(5), 331-339.
- Lawless, C. (2000). Using learning activities in mathematics: workload and study time. Studies in Higher Education, 25(1), 97112.
- Lim, K., & Lee, D.Y. (2008). A comprehensive approach to the teacher’s role in computer supported learning environments. Proceedings of Society for Information Technology and Teacher Education International Conference McFerrin. Chesapeake, VA: AACE.
- Lou, Y. (2004). Understanding process and affective factors in small group versus individual learning with technology. Journal of Computing Research, 31(4), 337-369.
- Lou, Y., Dedic, H., & Rosenfeld, S. (2003). Feedback model and successful e-learning. In S. Naidu (Ed.), Learning and teaching with technology: Principles and practice (pp.249-260). Sterling, VA: Kogan Page.
- Lou, Y., & MacGregor, K.S. (2002). Enhancing online learning with between group collaboration. Paper presented at the Teaching Online in Higher Education Online Conference.
- Love, T., Keinert, F., & Shelley, M. (2006). Web-based implementation of discrete mathematics. Journal of STEM Education: Innovations& Research, 7(3/4), 25-35.
- Ludlow, B.L., Collins, B.C., & Menlove, R. (2006). Online instruction for distance education delivery: Preparing special educators in and for rural areas. Victoria, BC: Trafford Publishing.
- Luebeck, J.L., & Bice, L.R. (2005). Online discussion as a mechanism of conceptual change among mathematics and science teachers. Journal of Distance Education, 20(2), 21-39.
- Maor, D. (2003). The teacher's role in developing interaction and reflection in an online learning community. Educational Media International, 40(1/2), 127.
- Mayes, R., Luebeck, J., Mays, M., & Niemiec, E. (2006). Mathematics on-line: A virtual reality or impossibility. Retrieved from http://www.iml.sitespace.wvu.edu/r/download/15292 McKnight, C.B. (2001). Supporting critical thinking in interactive learning environments. Computers in Schools, 17(3-4), 17-32.
- Offenholley, K. (2006). Threaded discussion: Lifeblood of online math courses. Online Classroom, 2, 8-8.
- Owston, R.D., Sinclair M., & Wideman, H. (2008). Blended learning for professional development: An evaluation of a program for middle school mathematics and science teachers. Teacher College Record, 110(5), 1033-1064.
- Ramasamy, R. (2009). Mathematics in online-learning: The difference in its approach compared to face-to-face teaching. Paper presented at ICI9-International Conference on Information.
- Riccomini, P. (2002). The comparative effectivenessof two forms of feedback: Web-based model comparison and instructor delivered feedback.Journal of Educational Computing Research 27(3), 231–228.
- Rovai, A.P. (2003). Strategies for grading online discussions: effects on discussions and classroom community in internet-based university courses. Journal of Computing in Higher Education, 15(1), 89-107.
- Schmidt, K.J., Sullivan, M.J., & Hardy D.W. (1994). Teaching migrant students algebra by audioconference. The American Journal of Distance Education, 8(3), 51-63.
- Sendag, S., & Odabasi, H. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers and Education, 53(1), 132-141.
- Serwatka, J.A. (2002). Improving student performance in distance learning courses. THE Journal, 29(9), 46-51.
- Signer, B. (2008). Online professional development: Combining best practices from teacher, technology and distance education. Journal of In-service Education, 34(2), 205-218. Retrieved from http://www.informaworld.com/smpp/content~content=a793319505~db=all Smith, G.G., Ferguson, D., & Caris, M. (2001). Online vs. Face-to-face. THE Journal, 28(9), 18-25.
- Smith, G., Torres-Ayala, A., & Heindel, A. (2008). Disciplinary differences in e-learning instructional design: The case of mathematics. Journal of Distance Education, 22(3), 63-87.
- Sullivan, P. (2001). Gender differences and the online classroom: Male and female college students evaluate their experiences. Community College Journal of Research& Practice, 25(10), 805–819.
- Sunderland, J. (2002). New communication practices, identity and the psychological gap: The affective function of e-mail on a distance doctoral programme. Studies in Higher Education, 27(2), 233-246.
- Taylor, J.A. & Mohr, J. (2001). Mathematics for math anxious students studying at a distance. Journal of Developmental Education, 25(1), 30-37.
- Testone, S. (2003) Quality on-line development math courses: The instructor’s role. Research and teaching in developmental education, 19(2), 59-63.
- Thompson, M.M. (2004). Evaluating online courses and programs. Journal of computing in Higher Education, 15(2), 63-84.
- Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education, 39(3), 309-328.
- Weems, G.H. (2002). Comparison of beginning algebra taught onsite versus online. Journal of Developmental Education, 26(1), 10-18.
- Wen, M.L. & Tsai, C. (2008). Online peer assessment in an inservice science and mathematics teacher education course. Teaching in Higher Education, 13(1), 55-67.
- Wiggins, G., & McTighe, J. (2005). Understanding by Design (2nd ed.). Upper Saddle River: Prentice-Hall.
- Winkelmann, C.L. (1995). Electronic literacy, critical pedagogy, and collaboration: A case for cyborg writing. Computers and the Humanities, 29(6), 431-448.
- Yang, Y., & Cornelious, L.F. (2005). Preparing instructors for quality online instruction. Online Journal of Distance Learning Administration, 8 (1). Retrieved from http://www.westga.edu/~distance/ojdla/spring81/yang81.html
- Zemel, A., Xhafa, F., & Stahl, G. (2005). Analyzing the organization of collaborative math problem solving in online chats using statistics and conversation analysis. Lecture notes in computer science. Berlin: Springer-Verlag.
- Zhou, N., & Stahl, G. (2007). Towards building a math discourse community: Investigating collaborative information behavior. Lecture notes in computer science. Berlin: Springer-Verlag.-2130 DASHDASH
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.