Web-Teaching

Brooks, David W., Nolan, Diane, & Gallagher, Susan (2001).  Web-teaching: A guide to designing interactive teaching for the world wide web (2^nd Ed.).  New York: Klewer Academic/Plenum.

CHAPTER 1: INTRODUCTION

After presenting a brief history of the Internet, the authors present a parallel between the server/client model of computing and the teacher/student relationship.

CHAPTER 2: RESEARCH ON TEACHING: WEB ISSUES

Learning involves changes in the connections (synapses) of nerve cells (neurons).

In many cases, educational research has nothing but face validity (i.e., it seems reasonable and appropriate).

A few learning strategies that have been found to be effective:  mastery learning, cooperative learning, and active learning.  As it happens, the web supports these three teaching strategies very well.

Using technology tools doesn’t guarantee superior learning:  for example, while graphing calculators tend to demonstrably improve the learning of mathematics, the use of software in chemistry classes has had more checkered results.

Think of the web as a comprehensive multimedia delivery system.

A confound: while two meta-analyses of computer-assisted instruction both found that computer-based methods were superior, a possible confound exists in that the computer-based classes were able to use more active learning techniques.  Is it the case that the computers are superior, or that active learning is superior?

CHAPTER 3: SOFTWARE FOR MANAGING WEB COURSES

Learning courseware takes time, but it probably pays back in teacher time eventually.

The “Feature Set” of Traditional Courses

Most, if not all, of these features can be implemented in an online class.

Support

Models of Courseware

CHAPTER 4: STUDENTS AND WEB USE: EXPECTATIONS

As yet, a framework for web metacognition (“thinking about thinking”) has not emerged.

Should you screen out students without the necessary web skills or attempt to teach them those skills?

Common Help Desk Questions

CHAPTER 5: ENCOURAGING DISCUSSION

(Explanation of the differences between Asynchronous vs. Synchronous communication)

Need to use taxonomy of questioning (e.g., Bloom’s Taxonomy) and question at several levels

Uses for Discussions

Other Forms of Communication

Hopefully, that’s enough to give you an idea of the book’s content.  Here are the other chapters:

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