Highlights of this section include: scholarly research, technical articles, evaluation reports and policy documents. Browse through these recommended readings to gain a better understanding of the importance and attention given to distance, online or blended education in the literature.
Should you choose to go beyond the essential readings and investigate further themes in distance and online education, additional links to publications, organizations, institutes and governmental units are provided below.
Sometimes there are events that cause disruption to our ability to teach classes face to face. Regardless of the reason, there are tools an instructor can take advantage of to continue their course with minimal interruption. Online instruction is a great way to bridge the gap until you and your students are able to return to the classroom. We must also remember that there is a distinct difference between teaching online as the chosen mode and teaching online as a response to an emergency, such as COVID-19. To get an idea of these differences please read the following articles.
NDSU Teaching Certification Courses
Office of Teaching and Learning (OTL), LAIC, and Blackboard Instructional Design Services teamed up to develop four Faculty Certificate courses including an Exemplar Course Design Rubric. These non-credit, certificate courses have been vetted externally, as well as internally, and are ready for enrollment.
These teaching and learning courses have been designed for asynchronous, self-paced learning. If you are interested in taking the courses as a cohort, that option is also available which provides a valuable learning experience, connecting and interacting with colleagues. Courses will be facilitated by LAIC instructional design staff and faculty volunteers (as available) providing help with questions and feedback, as needed.
- Evaluating Quality Course Design (4-6 weeks – cohort or self-paced available)
- HyFlex Design and Facilitation (6-8 hours – cohort or self-paced available)
- Online Design and Facilitation (6-8 hours - cohort or self-paced available)
Universal Design for Learning and Digital Accessibility (6-8 hours - cohort or self-paced available)
NDSU Instructional Design Team
The instructional design team has developed resources to assist with converting a face-to-face class to an online class, their webpage covers the following topics and more.
- Equipment needed to teach remotely.
- Instructions for activating your Blackboard course.
- Posting key classroom content.
- Communicating with your class through Blackboard.
- Assessing your students remotely.
- How to hold a synchronous (at the same time) class online.
NDSU Bookstore and Digital Materials
The NDSU Bookstore has announced a partnership with digital course materials provider, VitalSource, and leading publishers, to launch VitalSource Helps, a program that provides access to eBooks to all NDSU students through May 25th. Students may begin accessing these materials today at bookshelf.vitalsource.com.
Publishers Offer Free Access for Remote Teaching and Learning
Publishers and other information providers have responded in full force to support remote teaching and learning needs. Find academic and research content that has temporarily been made available for free.
Resources from Other Universities
For more strategies and resources, consider reviewing information available on these university Office of Teaching and Learning websites. Please note, not all resources listed are used at NDSU. Universities with good remote learning resources include: University of California Berkley, Rice University Information Technology, Harvard's Derek Bok Center for Teaching and Learning and Harvard's teach remotely website.
Association of Colleges and University Educators (ACUE) - The ACUE organization has an excellent set of videos, online webinars, and an online teaching tool kit to assist faculty with their online classes. Topics include: maintaining your online presence, recording effective microlectures, planning effective online discussions, how to organize your class, and so many more.
- Teaching in a Time of COVID-19, Dr. Carrie Anne Platt, NDSU Department of Communication - PDF | Audio(MP3)
- Best Practices for Teaching Online, Great Plains IDEA Consortium - PDF | Audio(MP3)
- Instructor Class Best Practices Checklist, Great Plains IDEA Consortium - PDF | Audio(MP3)
- Principles of Effective Online Teaching, Great Plains IDEA Consortium - PDF | Audio(MP3)
- LeighAnn Tomaswick's compilation of online simulations, labs, and other instructional resources
- POD (the society for Centers for Teaching and Learning) has promising practices and resources for moving courses online.
- The Society for the Advancement of Biology Education Research (SABER) has a discussion board with resources and ideas for biology faculty.
- PhysPort has expert recommendation on physics/astro-specific advice and resources.
- Ecology/Environmental Science online learning resources.
- Geoscience Materials for Teaching Online.
- The American Astronomical Society (AAS) curated online teaching resource.
- Resources for teaching inclusively from the Aspire Alliance.
- Clinical experiences for teacher ed programs.
- National Science Foundation (NSF) - Seven NSF-Supported Resources for K-12 Students.
Scholarly Research Articles
Annetta, L., & Shymansky, J.A. (2008). A comparison of rural elementary school teacher attitudes toward three modes of distance education for science professional development. Journal of Science Teacher Education, 19(3), 255-267.
Artino, A.R. (2010). Online or face-to-face learning? Exploring the personal factors that predict students' choice of instructional format. The Internet and Higher Education, 13(4), 272-276.
Bernard, R.M., Abrami, P.C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P.A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
Bolliger, D.U., & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30(1), 103-116.
Conrad, D. (2005). Building and maintaining community in cohort-based online learning. Journal of Distance Education, 20(1), 1-20.
Husson, W.J., & Waterman, E.K. (2002). Quality measures in distance learning. Higher Education in Europe, 27(3), 253-260.
Mandernach, B.J., Donnelli, E., Dailey, A., & Schulte, M. (2005). A faculty evaluation model for online instructors: Mentoring and evaluation in the online classroom. Online Journal of Distance Learning Administration, 8(3).
McGorry, S.Y. (2003). Measuring quality in online programs. The Internet and Higher Education, 6(2), 159-177.
Reich, J. & Ruiperez-Valiente, J.A. (2019). The MOOC Pivot: What happened to disruptive transformation of education? Science, 363(6423), 130-131.
Rovai, A.P., & Downey, J.R. (2010). Why some distance education programs fail while others succeed in a global environment. The Internet and Higher Education, 13(3), 141-147.
Rubin, B., Fernandes, R., Avgerinou, M.D., & Moore, J. (2011). The effect of learning management systems on student and faculty outcomes. The Internet and Higher Education, 13(1/2), 82-83.
Savery, J.R. (2005). BE VOCAL: Characteristics of successful online instructors. Journal of Interactive Online Learning, 4(2), 141-152.
Schrire, S. (2004). Interaction and cognition in asynchronous computer conferencing. Instructional Science, 32(6), 475-502.
Simonson, M., Scholsser, C., & Orellana, A. (2011). Distance education research: A review of the literature. Journal of Computing in Higher Education, 23(2/3), 124-142.
Swan, K., Matthews, D., Bogle, L., Boles, E., & Day, S. (2011). Linking online course design and implementation to learning outcomes: A design experiment. The Internet and Higher Education.
Van de Vord, R. (2010). Distance students and online research: Promoting information literacy through media literacy. The Internet and Higher Education, 13(3), 170-175.
Villar, L.M., & Alegre, O.M. (2008). Measuring faculty learning in curriculum and teaching competence online courses. Interactive Learning Environments, 16(2), 169-181.
Woods, R., Baker, J.D., & Hopper, D. (2004). Hybrid structures: Faculty use and perception of web-based courseware as a supplement to face-to-face instruction. The Internet and Higher Education, 7(4), 281-297.
Boettcher, J.V. (2011, February). Evidence of learning online: Assessment beyond the paper. Campus Technology.
Demski, J. (2010, July). A better blend. Campus Technology.
Hai-Jew, S. (2010). An instructional design approach to updating an online course curriculum. EDUCAUSE Quarterly, 33(4).
Matchett, N.L, & Main, C. (2010). Faculty collaboration at a distance: Using online peer review to improve course design. EDUCAUSE Quarterly, 33(3).
Schaffhauser, D. (2010, September). Getting faculty buy-in for the LMS. Campus Technology.
Evaluation and Technical Reports
Allen, I.E., & Seaman, J. (2010). Learning on demand: Online education in the United States, 2009. Retrieved from The Sloan Consortium website.
Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K., (2011). The 2011 Horizon Report.
Means, B., Toyama, Y., Murphy, R., Bakia, M, & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Retrieved from the U.S. Department of Education, Office of Planning, Evaluation and Policy Development website.
Parsad, B., & Lewis, L. (2008). Distance Education at Degree-Granting Postsecondary Institutions: 2006–07 (NCES 2009–044). Retrieved from the U.S. Department of Education, National Center for Education Statistics, Institute of Education Sciences website.