SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference
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SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference



SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference ...

SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference

Presenter: Kelly Hinson and Angie Rudd, Gaston College

Strengthening Academic Internet Learning (SAIL) is Gaston College's online quality enhancement project (QEP). This initiative has been in place for 4 years, and places an increased effort on online course quality and a comprehensive online student support system to improve student learning in online courses. The SAIL initiative is an ongoing adaptive environment. In this session, Angie and Kelly will share the changes that have been made in the past year and why, along with the student feedback that promoted the direction of this initiative, and the reasoning behind the project and the standards put in place. Further goals for this session include: presenting a student perspective of the online environment, demonstrating the layout of our online courses in the Blackboard environment, and showing the current statistics of how these standards have improved student learning outcomes. Presenters Angie Rudd and Kelly Hinson have worked with the SAIL initiative since it was opened to instructors. Kelly has spent the summer redoing three courses using the updated SAIL standards. She and Angie work closely with the SAIL team to keep their courses at the highest standards. Both instructors are involved in online standards committees. In a lecture-based co-presentation, these two Gaston College instructors will show attendees how these SAIL standards are used to improve their online course quality. Examples will be presented from Introduction to Computers, Emerging Technologies and Management Information Systems courses. The main emphasis will be in the Introduction to Computers course. Statistics will be used to show the increase in student learning outcomes from the SAIL initiative. Attendees will take away the updated online course requirements for the QEP along with an understanding of what makes a great online course for students.



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SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference Presentation Transcript

  • SAILing – To Where Your Course Ought To Be! Kelly Hinson and Angie Rudd, Gaston College
  • • serves Gaston and Lincoln County • enrolls over 5,000 students each term in curriculum programs and about 16,000 students in continuing education programs. • part of the statewide North Carolina Community College System • made up of 58 schools • is the 3rd largest in the nation based on number of colleges • is accredited by the Southern Association of Colleges and Schools (SACS) to award Associate Degrees. Gaston College Statistics
  • Why is SAIL part of QEP? • Promotes student learning • Responds to the increased demand in distance education • Expands the College‘s commitment to online course excellence and to distance education as a viable method of course delivery
  • SAIL Standard Course Our SAIL program has been approved by SACS as part of QEP. We have a QEP/SAIL director who keeps us “in line”. She provides training and support. She also provides the Blackboard Shell with all the required information and with “blanks” where the course information goes. She checks behind us, makes recommendations, and approves our course as SAIL certified for payment.
  • So, why are we here? Because we are the instructors who have to implement what she comes up with!
  • 1. Course Introduction 2. Learning Outcomes 3. Assessment Strategies 4. Instructional Materials 5. Interaction 6. Course Navigation and Technology 7. Student Support 8. Accessibility SAIL Objectives
  • The overall design of the course is made clear to the student at the beginning of the course. Course Introduction
  • 1.1 Instructions make clear to the student how to get started and where to find various course components, including a welcome message on the front page. 1.2 A statement introduces the student to the purpose of the course and to its components, and how best to approach the online learning environment. 1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly.
  • 1.4 A self-introduction by the instructor is appropriate and available online. This includes an instructor “bio” with a photo, along with multiple forms of communication (for example, email, phone, chat, etc.), office hours and clear instructions on how best to contact the instructor. 1.5 Minimum technical skills of the student are clearly stated. 1.6 An approved syllabus as determined by the divisional dean is present. 1.7 A course calendar/timeline detailing all due dates for assignments is present.
  • Learning outcomes are clearly stated and explained. They assist students in focusing their efforts in the course. Learning Outcomes
  • Learning Outcomes 2.1 The course learning outcomes are clearly stated and measurable. 2.2 The module/unit learning outcomes are clearly stated and measurable, and are consistent with the course level outcomes.
  • Established methods are used to measure effective learning, evaluate student progress by reference to stated learning outcomes, and are designed to be integral to the learning process. Assessment Strategies
  • 3.1 Varied assessments measure all of the stated learning outcomes and are consistent with course activities and resources. 3.2 A variety of types of assignments are used to assess student learning (i.e., quizzes, discussion forums, projects, papers, exams, surveys, etc.) and to accommodate different learning styles; activities occur frequently throughout the duration of the course. . Assessment Strategies
  • . Assessment Strategies 3.3 The course grading policy is stated clearly, detailing the method by which assignments will be graded and including how the grades will be made available. 3.4 Grades are made available to students online in a secure environment and posted within 1 week of due date (some assignments may require more grading time; details of extended times must be clarified by instructor.) 3.5 “Self-check” or practice assignments are provided, with timely feedback to students.
  • Instructional Design Instructional materials are sufficiently comprehensive to achieve stated course learning outcomes and are prepared by qualified persons competent in their fields.
  • Instructional Design 4.1 The relationship between the instructional materials and the assignments is clearly explained to the student. 4.2 The instructional materials have sufficient depth for the student to master the required outcomes. 4.3 The instructional materials provide activities that help students develop critical thinking, analysis and problem-solving skills and are explained with examples or models; individualized instruction, remedial activities, or resources for advanced learning activities are provided.
  • Instructional Design 4.4 Clear instructions are provided for completing and submitting course assignments, activities, and assessments. 4.5 Course content has been evaluated by a content expert and adequately reflects potential mastery of the course student learning outcomes.
  • Interaction Meaningful interaction between the instructor and students, among students, and between students and course materials is employed to motivate students and foster intellectual commitment and personal development.
  • Interaction5.1 Learning activities require instructor- student, content-student, and if appropriate to the course, student-student interaction. 5.2 Clear standards are set for instructor responsiveness or availability. Instructor’s methods of collecting and returning work are clearly explained. Turn-around time for response is one (1) business day and grades should be posted within one (1) week.
  • Interaction5.3 The requirements for student interaction are clearly articulated. 5.4 Learning activities use a variety of technology tools/teaching methods to facilitate communication, enhance learning, and interactively engage students. 5.5 The instructor must provide five (5) opportunities for synchronous and/or asynchronous communication events throughout the semester
  • Course Navigation and Technology Course navigation and the technology employed in the course foster student engagement and ensure access to instructional materials and resources.
  • Course Navigation and Technology 6.1 Navigation follows the college standard and is logical, consistent, and efficient. Content is made available or “chunked” in manageable segments (i.e., presented in distinct learning units or modules). Courses are to be structured per the SAIL template with the first three items being; Announcements, Course Information, then Faculty Information, with the use of sub headers and dividers. 6.2 Students have ready access to the technologies required in the course. 6.3 Course materials use standard formats to ensure accessibility.
  • Student Support Services The course facilitates student access to institutional services essential to student success.
  • Student Support Services 7.1 The course instructions articulate or link to a clear description of the technical support offered. 7.2 Course instructions articulate or link to an explanation of how the Institution’s academic support system can assist the student in effectively using the resources provided. 7.3 Course instructions articulate or link to an explanation of how the Institution’s student support services can help students reach their educational goals. 7.4 Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information.
  • Accessibility The face-to-face and online course components are accessible to all students.
  • 8.1 The course incorporates ADA standards and reflects conformance with Institutional policy regarding accessibility in all courses. 8.2 Course pages and course materials provide equivalent alternatives to auditory and visual content. 8.3 Course pages have links that are self-describing and meaningful. 8.4 The course ensures screen readability. (Fonts are easy to read and consistent throughout the course.)
  • • Attend SAIL training • Discuss with the Department Chair • Fill out the SAIL Request form • Get the appropriate signatures • Have the SAIL shell created in Blackboard • Meet with the SAIL QEP administrators • Begin work on the course • Meet with the SAIL QEP administrators as needed • Have course content verified by a content expert • Submit the course for SAIL evaluation • Fix anything suggested or work out differences • Get paid! • Maintain your course at the SAIL standard. Instructor Process
  • Retention Rate Fall 2011 Retention Rate Fall 2012 Retention Rate Fall 2013 Failure Rate Fall 2011 Failure Rate Fall 2012 Failure Rate Fall 2013 Online WAVE Section 69.09% 79.25% 76.79% 7.89% 16.67% 25.58% Seated, Traditional Sections 84.01% 82.53% 88.75% 14.93% 16.43% 14.12% Difference -14.92% -3.28% -11.96% -7.03% 0.24% 11.46% Indirect Assessments by Year
  • Student Learning Outcomes 1. Demonstrate proper use of terminology in relation to information technology. 2. Use critical thinking to identify legal, ethical, social, and security issues related the different areas of information technology, including ways to safeguard against computer viruses, worms, and Trojan horses. 3. Demonstrate knowledge of current application packages (including word processing, spreadsheet, database, and presentation tools) and operating systems (including basic operating system functions) and the relationship between them.
  • Student Learning Outcomes 4. Demonstrate understanding of the interrelationship between hardware, application packages, systems software and servers by being able to: • Describe the categories of computers • Summarize how various input devices work • Identify the various types of printers • Describe the characteristics of various storage devices • Describe commonly used communications devices • Differentiate among the various types of programming languages. 5. Demonstrate knowledge of how the Internet and World Wide Web work, including explaining how to view pages and search for information on the Web.
  • How do we assess student learning outcomes? 1. Use the learning outcomes as a guide 2. Pull the test questions in Exam View test creation software (only the concepts are tested) 3. Group the test questions by learning outcome 4. Import the test into Blackboard 5. Don’t randomize the test 6. All instructors must give the same test with a 2-hr time limit 7. Exam statistics are sent to a QEP person for evaluation and comparison and feedback
  • Student Learning Outcome #1 Student Learning Outcome #2 Percentage of Points Earned Fall 2011 Percentage of Points Earned Fall 2012 Percentage of Points Earned Fall 2013 Percentage of Points Earned Fall 2011 Percentage of Points Earned Fall 2012 Percentage of Points Earned Fall 2013 Online WAVE Section 91.05% 87.06% 82.73% 92.93% 78.20% 91.72% Seated, Traditional Sections 90.46% 81.60% 81.50% 88.31% 75.04% 86.19% Difference 0.59% 5.46% 1.23% 4.62% 3.16% 5.53% Student Learning Outcome #3 Student Learning Outcome #4 Percentage of Points Earned Fall 2011 Percentage of Points Earned Fall 2012 Percentage of Points Earned Fall 2013 Percentage of Points Earned Fall 2011 Percentage of Points Earned Fall 2012 Percentage of Points Earned Fall 2013 Online WAVE Section 89.35% 78.03% 78.94% 85.96% 88.04% 83.03% Seated, Traditional Sections 84.07% 76.00% 72.87% 78.72% 86.56% 78.98% Difference 5.28% 2.03% 6.07% 7.24% 1.48% 4.05% Direct Assessment by Student Learning Outcomes
  • Student Learning Outcome #5 Percentage of Points Earned Fall 2011 Percentage of Points Earned Fall 2012 Percentage of Points Earned Fall 2013 Online WAVE Section 86.59% 72.76% 73.16% Seated, Traditional Sections 81.47% 72.66% 77.59% Difference 5.12% 0.10% -4.43% Direct Assessment by Student Learning Outcomes
  • So how do we as instructors feel about these outcomes?
  • Some things that happened ……… • New textbook • New exam maker • Introducing SAM into the course
  • Some issues we see ……… • Too much information and clutter • Online students just want to know what to do • Dividing between SAM and Blackboard distracts students • Trying to make online more like seated
  • COME SAILING WITH GASTON COLLEGE! SAILing takes you to where your course ought to be!