19
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2), 9–14. https://doi.org/10.19173/irrodl.v4i2.149
Astin, A. W., Banta, T. W., Cross, K. P., El-Khawas, E., Ewell, P. T., Hutchings, P., Marchese, T. J., McClenney, K. M., Mentkowski, M., Miller, M. A., Moran, E. T., & Wright, B. D. (2005). 9 principles of good practice for the assessment of student learning. American Association for Higher Education; Stylus Publishing. https://www.atu.edu/assessment/documents/other/aahe_nine_principles.pdf
Barber, C. R, McCollum, J.K., & Maboudian, W.L. (2020). The new roadmap for creating online courses: An interactive workbook. Cambridge University Press.
Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips. Wiley Publishing.
Boucher, E. (2016, August 22). It’s time to ditch our deadlines: Why you should stop penalizing your students for submitting work late. The Chronicle of Higher Education 63(3), 28. https://www.chronicle.com/article/its-time-to-ditch-our-deadlines/
Bawa, P. (2016). Retention in online courses: Exploring issues and solutions—a literature review. SAGE Open. https://doi.org/10.1177/2158244015621777
CAST (2018). Universal Design for Learning guidelines, version 2.2. http://udlguidelines.cast.org
Centre for Teaching and Learning, Concordia University/Université Concordia. (2021, May 17). Providing feedback to students online. https://www.concordia.ca/ctl/digital-teaching/giving-feedback.html
Centre for Teaching Support & Innovation, University of Toronto. (n.d.). Syllabus design and course information. https://teaching.utoronto.ca/teaching-support/strategies/inclusive-teaching/strategies-for-instructors/design-information/
Center for Academic Innovation, University of Michigan. (2020, July 8). Giving good online feedback. https://onlineteaching.umich.edu/giving-good-online-feedback/
Centre for Extended Learning, University of Waterloo. (2020). Fostering engagement: Facilitating online courses in higher education.
https://contensis.uwaterloo.ca/sites/open/courses/FEFOCHE/toc/home/home.aspx
Centre for Teaching & Learning, Queen’s University. (2021, May 24). Showcase 2021: The ethics of prompting passion [Video]. YouTube. https://www.youtube.com/watch?v=UGeO64BAU7k
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7. https://www.aahea.org/articles/sevenprinciples1987.htm
Clark, K. F. and Graves, M. F. (2005, March). Scaffolding students’ comprehension of text. The Reading Teacher, 58(6), 570–580. https://doi.org/10.1598/RT.58.6.6
Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity. Athabasca University Press. https://doi.org/10.15215/aupress/9781771992329.01
Darby, F., & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass.
deNoyelles, A., Zydney, J. M., & Chen, B. (2014). Strategies for creating a community of inquiry through online asynchronous discussions. MERLOT Journal of Online Learning and Teaching. 10(1), 153–165. https://jolt.merlot.org/vol10no1/denoyelles_0314.pdf
Dixon, C. S. (2014). The three E’s of online discussion. Quarterly Review of Distance Education, 15(1), 1–8. https://search-ebscohost-com.myaccess.library.utoronto.ca/login.aspx?direct=true&db=eue&AN=97849237&site=ehost-live
Ellis, C., van Haeringen, K., Harper, R., Bretag, T., Zucker, I., McBride, S., Rozenberg, P., Newton, P., & Saddiqui, S. (2020). Does authentic assessment assure academic integrity? Evidence from contract cheating data. Higher Education Research & Development, 39(3), 454–469. https://doi.org/10.1080/07294360.2019.1680956
Harrison, D. (2020, April 29). Online education and authentic assessment. Inside Higher Ed. https://www.insidehighered.com/advice/2020/04/29/how-discourage-student-cheating-online-exams-opinion
Garrison, D. R., Cleveland-Innes, M. & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13, 31–36. https://doi.org/10.1016/j.iheduc.2009.10.002
Jaggars, S. & Xu, D. (2016). How do online course design features influence student performance? Computers & Education, 95, 270–284.
James, L. T. & Casidy, R. (2018). Authentic assessment in business education: Its effects on student satisfaction and promoting behaviour. Studies in Higher Education, 43(3), 401–415. https://doi.org/10.1080/03075079.2016.1165659
Khan, A., Egbue, O., Palkie, B., & Madden, J. (2017). Active learning: Engaging students to maximize learning in an online course. The Electronic Journal of e-Learning, 15(2), 107–115. https://files.eric.ed.gov/fulltext/EJ1141876.pdf
Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34–43. https://doi.org/10.1016/j.iheduc.2019.04.001
Masland, L. (2021, February 9). Cameras in Zoom. Center for Academic Excellence, Appalachian State University. https://cae.appstate.edu/news/cameras-zoom. Used under CC BY-NC 4.0 license.
Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659
Nicol, D. J. & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Nilson, L. (2015). Specifications grading: Restoring rigor, motivating students, and saving faculty time. Stylus Publishing.
Rettinger, D. (n.d.). Small, scalable changes for academic integrity. University of Mary Washington. https://academics.umw.edu/academicintegrity/academic-integrity/faculty-resources/academic-integrity-materials/small-scalable-changes-for-improving-academic-integrity/
Rottmann, A., & Rabidoux, S. (2017, September 6). How to provide meaningful feedback online. Inside Higher Ed. https://www.insidehighered.com/digital-learning/views/2017/09/06/how-provide-meaningful-feedback-online-course
Schisler, L. (2019, September 23). A headache-free late work policy. Faculty Focus. https://www.facultyfocus.com/articles/effective-classroom-management/late-work-policy/
Scott, K., & McCurty, K. (2021, August 3). The online teaching strategy: How to personalize motivation. Faculty Focus. https://www.facultyfocus.com/articles/philosophy-of-teaching/the-online-teaching-strategy-how-to-personalize-your-motivation/
Sotiriadou, P., Logan, D., Daly, A., & Guest, R. (2020). The role of authentic assessment to preserve academic integrity and promote skill development and employability. Studies in Higher Education, 45(11), 2132–2148. https://doi.org/10.1080/03075079.2019.1582015
Spangler, S. (2020, September 28). Cinderella deadlines: reconsidering timelines for student work. Faculty Focus. https://www.facultyfocus.com/articles/course-design-ideas/cinderella-deadlines-reconsidering-timelines-for-student-work/
Sutherland-Smith, W. (2008). Plagiarism, the internet and student learning improving academic integrity. Routledge.
Troop, M., White, D., Wilson, K. E., & Zeni, P. (2020). The user experience design for learning (UXDL) framework: The undergraduate perspective. The Canadian Journal of Scholarship of Teaching and Learning, 11(3), 1–25. https://doi.org/10.5206/cjsotl-rcacea.2020.3.8328
University of Edinburgh (n.d.). Reflection toolkit: Assessing assignments. https://www.ed.ac.uk/reflection/facilitators-toolkit/assessment/assess-assignment
UW Office of Academic Integrity. (2021, January 7). Academic integrity (Linda Carson, Continuing Lecturer at UWaterloo) [Video]. YouTube. https://www.youtube.com/watch?v=vQFu5KP8zzo
Vecellio, S. (2021, October 8). The appreciative close: A strategy for creating a classroom community. Faculty Focus. https://www.facultyfocus.com/articles/effective-teaching-strategies/the-appreciative-close-a-strategy-for-creating-a-classroom-community/
Villarroel, V., Boud, D., Bloxham, S., Bruna, D., & Bruna, C. (2019). Using principles of authentic assessment to redesign written examinations and tests. Innovation in Education and Teaching International, 57(1), 38–49. https://doi.org/10.1080/14703297.2018.1564882
Walvoord, B. E. F., & Anderson, V. J. (2010). Effective grading: A tool for learning and assessment in college (2nd ed.). Jossey-Bass.
Way, K. A., Burrell, L.; D’Allura, L., & Ashford-Rowe, K. (2020). Empirical investigation of authentic assessment theory: An application in online courses using mimetic simulation created in university learning management ecosystems. Assessment & Evaluation in Higher Education, 46(1), 17–35. https://doi.org/10.1080/02602938.2020.1740647
Wiggins, G. (2012, September 1). Seven keys to effective feedback. ASCD.
https://www.ascd.org/el/articles/seven-keys-to-effective-feedback
Wise, A. F., Speer, J., Marbouti, F., & Hsiao, Y. T. (2013). Broadening the notion of participation in online discussions: examining patterns in learners’ online listening behaviours. Instructional Science, 41, 323–343. https://link.springer.com/article/10.1007%2Fs11251-012-9230-9
Xu, D., & Smith, S. (2013). Adaptability to online learning: Differences across types of students and academic subject areas. Teacher’s College, Columbia University. https://files.eric.ed.gov/fulltext/ED539911.pdf
Yukselturk, E., & Top, E. (2006). Reconsidering online course discussions: A case study. Journal of Educational Technology Systems, 34(3), 341–367. https://doi.org/10.2190/6GQ8-P7TX-VGMR-4NR4
The definition of the key term Asynchronous is derived from original in Fostering Engagement: Facilitating Online Courses in Higher Education, Unit 4a by K. E. Wilson and D. Opperwall and the Centre for Extended Learning, which is licensed under a CC BY-NC-SA 4.0 International License, except where otherwise noted. The derivative work has been adapted through modification of text and headings and retains the CC BY-NC-SA International 4.0 license.