Lessons from the Cyberspace Classroom: The Realities of Online Teaching

By R. Palloff, K. Pratt. 2001

695 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/46a5393b7bf5849c1788eb62b1f7f3b542d2c9a1

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In Education

Citations in the corpus

When to jump in: The role of the instructor in online discussion forums (2007, methodology): “In our earlier study ( Mazzolini & Maddison, 2003 ) we analysed (anonymous) student responses to university evaluation surveys and found significant correlations suggesting that SAO students tend to perceive instructors who post often as being more enthusiastic and displaying greater expertise, as c”
Sage, guide or ghost? The effect of instructor intervention on student participation in online discussion forums (2003, background): “It is also recognized that instructor participation may be overdone: too much participation by the instructor may reduce the amount of student–student interaction and create an unnecessary degree of reliance on the teacher (Paloff & Pratt, 2001).”
Leading the Band: The Role of the Instructor in Online Learning for Educators. (2004, background): “Discussion of the instructor’s role in adult learning is guided by a constructivist perspective where adult learners create their own knowledge and which is learner- rather than instructor-centered ( Palloff & Pratt, 2001 ).”
Mobile learning: A framework and evaluation (2007, background): “Mobile applications generally allow the user to control or filter the information flow and communication through the W/H device; namely, these devices are usually personalized or individualized.”
Award-Winning Faculty Online Teaching Practices: Roles and Competencies (2019, background): “Palloff and Pratt (2001) emphasize that in the online environment, the instructor plays the role of the facilitator and, in addition to the technology, needs to be given professional development and training to be a successful with online teaching.”
Mind Maps As Classroom Exercises (2004, background): “As noted earlier, topics that fit into a traditional outline are good subjects for Mind Maps.”
Evaluation and Application of Andragogical Assumptions to the Adult Online Learning Environment (2007, background): “The average online adult learner returns to the learning environment to accomplish specific, predetermined goals (Palloff & Pratt, 1999; Robinson, 1992). believed that adults were best motivated to learn primarily by internal factors, such as increased self-esteem, self-actualization, or…”
An examination of asynchronous communication experiences and perspectives of students in an online course: a case study (2003, background): “According to Palloff and Pratt (2001) , traditional courses do not necessarily prepare students for the level of interdependence required in an online course.”
Asynchronous Discussion Forums: Success Factors, Outcomes, Assessments, and Limitations (2009, background): “What appears to be occurring in this situation is that the instructor can decrease learner – learner interaction because the learners begin to rely on the instructor to answer questions, becoming the export or sage to " settle " debates (Guldberg and Pilkington, 2007; Paloff and Pratt, 2001).”
Factors influencing faculty satisfaction with online teaching and learning in higher education (2009, background): “Policies that clarify intellectual property issues (Durette, 2000; Palloff & Pratt, 2001; Passmore, 2000; Simonson et al., 2009; Sloan Consortium, 2006) need to be in place.”
Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback (2012, background): “As a result new pedagogical and assessment approaches were created which included the development of e-portfolios to support students’ projects and the use of online peer feedback through a blog hosted on these portfolios as promoted by Palloff and Pratt ( 2001 ) and by Keppell, Au and Chan ( 2006 )”