Building Online Learning Communities further explores the development of virtual classroom environments that foster a sense of community and empower students to take charge of their learning to successfully achieve learning outcomes. This is the second edition of the groundbreaking book by Rena Palloff and Keith Pratt and has been completely updated and expanded to includeBuilding Online Learning Communities further explores the development of virtual classroom environments that foster a sense of community and empower students to take charge of their learning to successfully achieve learning outcomes. This is the second edition of the groundbreaking book by Rena Palloff and Keith Pratt and has been completely updated and expanded to include the most current information on effective online course development and delivery. A practical, hands-on guide, this resource is filled with illustrative case studies, vignettes, and examples from a wide variety of successful online courses. The authors offer proven strategies for handling challenges that include:Engaging students in the formation of an online learning community. Establishing a sense of presence online. Maximizing participation. Developing effective courses that include collaboration and reflection. Assessing student performance. Written for faculty in any distance learning environment, this revised edition is based on the authors many years of work in faculty development for online teaching as well as their extensive personal experience as faculty in online distance education. Rena M. Palloff and Keith Pratt share insights designed to guide readers through the steps of online course design and delivery....
|Title||:||Building Online Learning Communities: Effective Strategies for the Virtual Classroom|
|Number of Pages||:||292 Pages|
|Status||:||Available For Download|
|Last checked||:||21 Minutes ago!|
Building Online Learning Communities: Effective Strategies for the Virtual Classroom Reviews
Rena Palloff and Keith Pratt, building from work which began while they were Ph.D. students in 1993, offer an educators' view of how to create and sustain effective online learning opportunities which lead to communities of learning. Their focus is on "teaching and learning" rather than on technology (p. xvii); the result is rewarding and inspirational. The first of the two sections of the book concentrates on the philosophy and mechanics of developing communities of learning online; the second section explores hands-on methods for producing those communities and includes explicit guidance on how to inspire collaboration by providing learners with clear guidelines as well as effective facilitation and feedback (pp. 111-125). A chapter on transformative learning (pp. 129-143) makes a strong case for how effective online learning can be by providing learners with time for engagement and reflection, and also reminds readers that effective online learning is a learner-centered process (p. 135). Sample course outlines, syllabi, lists of learning objectives, and online course guidelines make this an indispensable tool for anyone involved in online presentations and online learning. (Note: updated edition published in 2007.)
Redundant and boring. Also a bit outdated. Texts related to technology need to have more current sources than '89, '97, and '00 to be relevant currently. This isn't to say there is no value in older sources, but they should be intermingled with more current sources rather than being the main source of information.
Although content is important, one of the most critical components of an online class is building community. With that aspect in place, the teacher is no longer the sole source of knowledge. Peers share with each other helping one another understand the content and deeper analysis of the material.
Some good points, but they could all be covered in a few bullet points. Lengthy and redundant.
Boring, long, repetitive and done, thank goodness
Again, a great compiliation of ideas.
I can't say I loved this book, or even liked it, but I did get some learning from it.