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Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included (a) developing a foundation based on relationships; (b) preventing disruptions with procedures and routines; (c) responding to disruptions and rule violations; (d) providing inclusion for students with special needsKeywords: online learning, classroom management, teacher preparation, andragogy lassroom management is a major challenge for beginning teachers as indicated by a strong consensus among researchers and practitioners (Evertson & Weinstein, 2006;Garrett, 2014;Goodwin, 2012;Greenberg, Putnam & Walsh, 2014;Jones, 2006;Simonsen & Myers, 2015). Even for experienced teachers, classroom management is frequently cited as a primary cause for teacher burnout (Friedman, 2006;Freiberg & Lapointe, 2006;Simonsen & Myers, 2015). Inadequate training in classroom management during initial teacher preparation programs has been identified as the primary source of the problem (Chesley & Jordan, 2012;Evertson & Weinstein, 2006;Garrett, 2014;Greenberg, Putnam, & Walsh, 2014;Jones, 2006;Stough & Montague, 2014). Stough and Montague (2014) contended that teacher preparation has emphasized content knowledge at the expense of training in classroom management, and behavior management techniques have been largely ignored within the context of content preparation. Jones (2006) revealed that a strong majority of beginning teachers state that they were inadequately prepared by their teacher preparation programs to deal with classroom management. Evertson and Weinstein (2006) cited a lack of consensus about the content of courses dealing with classroom management, the result frequently being a presentation of several models without sufficient depth to prepare students for professional practice. Greenberg, Putnam and Walsh (2014) harshly criticized teacher preparation programs for ignoring research based management strategies, for embedding fragments of classroom management in multiple courses, and simply instructing teacher candidates to develop their own, personal philosophy of classroom management. Additionally, they cited a complete disconnect between the little that is taught about classroom management and accountability for implementing management practices in clinical teaching experiences (Greenberg, Putnam, & Walsh, 2014). Need for the StudyHow and when to provide training in classroom management has been a matter of debate among experts in education. As previously cited, pre-service teacher education has been criticized for failing to adequately prepare candidates for the realities of managing the classroom. Moreover, in-service training has often proven inadequate in that it primarily consisted of workshops with limited scope and little or no follow-up. New approaches embodying the principles of adult lear...

Establishing a level of comfort in which students feel at ease in an online course is primarily the responsibility of the professor, but fostering this community of inquiry is a complicated task. While research is rich with regard to broad instructional practices that can be used to foster social presence, practical strategies and examples for faculty to use are lacking in the literature. This chapter describes specific social presence-related instructional strategies used to foster an atmosphere of sharing, support, and success for students enrolled in online courses.

The primary purpose of this study was to establish perceptions of faculty members regarding the benefits of Massive Open Online Courses (MOOCs) in higher education. In addition, the study sought to determine what the challenges of offering MOOCs were and what accounted for the low completion rates of MOOCs. Data were collected using an online survey from 1,057 faculty members in a major university system based in the southern United States. Of the 1,057 target faculty population who completed the online survey, 939 responses were viable, and only 396 of the faculty respondents provided answers to the open-ended question regarding the benefits of MOOCs. Overall, the researchers analyzed 396 faculty responses using the Atlas Ti qualitative program. Open-ended coding was conducted to determine what key concepts faculty provided in their responses to describe the benefits of MOOCs. Axial codes were developed to group primary codes into broader concepts which enabled the researchers to create themes based on the axial codes. The responses provide rich and robust descriptions about the benefits and drawbacks of MOOCs. The paper presents the results of the open-ended question.

In 2013-2015, two