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Towards Defining the Competencies for Online Teaching<br />Lilly 2010<br />Washington D.C.Conference<br />1<br />
Research Team<br />Principal Investigator:<br />	Lawrence C. Ragan<br />Co-Investigators:<br />	Paula Bigatel, Janet May, ...
The Study – The Beginning<br />3<br />
Definitions<br />Inventory items – statements that reflect a behavior, attitude, or belief<br />Definition of competency: ...
Data Collection<br />5<br />
Demographics<br />Current academic position<br /><ul><li>    Professor (55)
    Adjunct (46)
    Instructor (34)
    Other (33)
    Instructional Designer (18)
    Administrator (30)
    Lecturer (21)
    Staff (21)
    Affiliate (2)</li></ul>Disciplines<br /><ul><li>    Professions (83)
    Humanities (36)
    Social Sciences (33)
    Applied Sciences (16)
    Formal Sciences (20)
    Natural Sciences (13)
    Other (15)</li></ul>Sample Size: N = 197 <br />Sex<br />Female (113)<br />Male (64)<br />Not reporting (15)<br />Exper...
Factor Analysis<br />Way to statistically organize data (questions) into categories (competencies)<br />Reduce number of q...
Active Learning<br />The instructor encourages students to interact with each other by assigning team tasks and projects, ...
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Cots Presentation Lilly Conference

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Presentation on status of COTS (Competencies for Online Teaching Success) research project by Penn State's World Campus Faculty Development.

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  • Larry
  • Larry
  • Larry– Methodology rework Guiding Research Question….. Can you move the Guiding Research Question box to the left side, which is more intuitively read. Question might be: What are the perceptions of subject matter experts on what constitutes the necessary competencies for online teaching success? We might want to keep the other box which states our BIG overarching research question.
  • Shannon Behavior:The instructor uses a variety of multimedia technologies to achieve course objectives.Attitude: The instructor shows caring and concern that students are learning the course content.Belief: Analogy needed: fishing,
  • Shannon - Recruitment (email listservs) and survey delivery (collection of data)
  • Shannon– preliminary results
  • Brian – preliminary resultsVarimaxcombination of several standard cut-off rules (eigen higher than 1, scree, r greater than .40) -- basically took a conservative approachmany items valid, but not particularly usefulall items had high means, factor analysis sorts the important ones out 
  • Brian– preliminary results
  • Brian– preliminary results
  • Brian– preliminary results
  • Brian– preliminary results
  • The WOMEN – preliminary results
  • The WOMEN – preliminary results
  • The WOMEN – preliminary results
  • Larry, will redo slide and present this slide
  • Larry?
  • Larry – Recruitment for collecting further data – Ning site
  • Shannon - contacts
  • Transcript of "Cots Presentation Lilly Conference"

    1. 1. Towards Defining the Competencies for Online Teaching<br />Lilly 2010<br />Washington D.C.Conference<br />1<br />
    2. 2. Research Team<br />Principal Investigator:<br /> Lawrence C. Ragan<br />Co-Investigators:<br /> Paula Bigatel, Janet May, Shannon Kennan<br />Statistics Consultant:<br /> Brian Redmond<br />2<br />
    3. 3. The Study – The Beginning<br />3<br />
    4. 4. Definitions<br />Inventory items – statements that reflect a behavior, attitude, or belief<br />Definition of competency: a theoretical construct that represents a constellation of behaviors, attitudes, and beliefs, not just one behavior, attitude, or belief.<br />4<br />
    5. 5. Data Collection<br />5<br />
    6. 6. Demographics<br />Current academic position<br /><ul><li> Professor (55)
    7. 7. Adjunct (46)
    8. 8. Instructor (34)
    9. 9. Other (33)
    10. 10. Instructional Designer (18)
    11. 11. Administrator (30)
    12. 12. Lecturer (21)
    13. 13. Staff (21)
    14. 14. Affiliate (2)</li></ul>Disciplines<br /><ul><li> Professions (83)
    15. 15. Humanities (36)
    16. 16. Social Sciences (33)
    17. 17. Applied Sciences (16)
    18. 18. Formal Sciences (20)
    19. 19. Natural Sciences (13)
    20. 20. Other (15)</li></ul>Sample Size: N = 197 <br />Sex<br />Female (113)<br />Male (64)<br />Not reporting (15)<br />Experience<br />No teaching responsibilities (17)<br />Less than 1 (16)<br />1 to 3 (57)<br />4 to 5 (40)<br />6 to 9 (40)<br />10 to 15 (23)<br />16 to 20 (2)<br />More than 20 (1)<br />6<br />
    21. 21. Factor Analysis<br />Way to statistically organize data (questions) into categories (competencies)<br />Reduce number of questions to manageable amount <br />Exploratory<br />Produced 7 reliable factors<br />* Note that several factors have only 2 items<br />7<br />
    22. 22. Active Learning<br />The instructor encourages students to interact with each other by assigning team tasks and projects, where appropriate. (r=.819)<br />The instructor includes group/team assignments where appropriate. (r=.766) <br />The instructor encourages students to share their knowledge and expertise with the learning community. (r=.721)<br />The instructor encourages students to participate in discussion forums, where appropriate. (r=.682)<br />The instructor provides opportunities for hands-on practice so that students can apply learned knowledge to the real-world. (r=.582)<br />The instructor provides additional resources that encourage students to go deeper into the content of the course. (r=.574)<br />The instructor encourages student-generated content as appropriate. (r=.531)<br /> The instructor facilitates learning activities that help students construct explanations/solutions. (r=.506)<br />The instructor uses peer assessment in his/her assessment of student work, where appropriate. (r=.472) <br />The instructor shows respect to students in his/her communications with them. (r=.427)<br />8<br />
    23. 23. Administration/Leadership<br />The instructor makes grading visible for student tracking purposes. (r=.683)<br />The instructor clearly communicates expected student behaviors. (r=.682)<br />The instructor is proficient in the chosen course management system (CMS). (r=.591)<br />The instructor adheres to the university's policies regarding the Federal Educational Rights & Privacy Act (FERPA). (r=.509)<br />The instructor integrates the use of technology that is meaningful and relevant to students. (r=.454)<br />9<br />
    24. 24. Active Teaching/Responsiveness<br />The instructor provides prompt, helpful feedback on assignments and exams that enhances learning. (r=.741)<br />The instructor provides clear, detailed feedback on assignments and exams that enhances the learning experience. (r=.714)<br />The instructor shows caring and concern that students are learning the course content. (r=.514)<br />The instructor helps keep the course participants on task. (r=.429) <br />The instructor uses appropriate strategies to manage the online workload. (r=.426)  <br />10<br />
    25. 25. Multimedia Technology<br />The instructor uses a variety of multimedia technologies to achieve course objectives. (r=.788)<br />The instructor uses multimedia technologies that are appropriate for the learning activities. (r=.749)<br />11<br />
    26. 26. Classroom Decorum<br />The instructor helps students resolve conflicts that arise in collaborative teamwork. (r=.761)<br />The instructor resolves conflicts when they arise in teamwork/group assignments. (r=.680)<br />The instructor can effectively manage the course communications by providing a good model of expected behavior for all course communication. (r=.533)  <br />The instructor identifies areas of potential conflict within the course. (r=.431)<br />12<br />
    27. 27. Technological Competence<br />The instructor is proficient with the technologies used in the online classroom. (r=.884)<br />The instructor is confident with the technology used in the course. (r=.724)<br />13<br />
    28. 28. Policy Enforcement<br />The instructor monitors students' adherence to policies on plagiarism. (r=.847)<br />The instructor monitors students' adherence to Academic Integrity policies and procedures. (r=.803)<br />14<br />
    29. 29. Other Behavioral Statements<br />The instructor creates a learning environment that is safe and inviting.<br />The instructor adheres to instructional policies related to syllabus development.<br />The instructor is familiar with resources that relate to academic advising.<br />The instructor provides meaningful examples that help students understand course content.<br />The instructor clearly communicates course content.<br />The instructor is helpful in guiding the class towards understanding course topics in a way that helps students clarify their thinking.<br />The instructor demonstrates flexibility in efforts to accommodate different student needs/circumstances.<br />The instructor provides choices for graded projects so students can choose topics based on interest.<br />The instructor gathers data on students' background, interests, and experiences in order to relate them to course content.<br />15<br />
    30. 30. Other Behavioral Statements<br />The instructor acknowledges the receipt of assignments within two days of submission.<br />The instructor conducts office hours that accommodate students' schedules.<br />The instructor returns graded assignments within 48 hrs. of the due date of the assignment.<br />The instructor clearly communicates course goals.<br />The instructor communicates with students about course changes, reminders of due assignments, relevant additional resources through announcements/emails.<br />The instructor shows enthusiasm when interacting with students in the learning environment.<br />The instructor plays an active role in online discussions when appropriate.<br />The instructor provides guidance on how students can link new information to their existing knowledge.<br />The instructor logs into the course daily in order to monitor and engage students in the course content.<br />The instructor responds to student questions within 24 hours. <br />16<br />
    31. 31. Other Behavioral Statements<br />The instructor uses various assessment methods to evaluate student performance.<br />The instructor is actively involved in monitoring student progress.<br />The instructor communicates to students the required technological equipment and software for the course.<br />The instructor has an understanding of the course technologies sufficient to help students with basic technical issues.<br />The instructor monitors students' adherence to copyright policies.<br />The instructor teaches students the code of ethics relevant to their discipline.<br />The instructor communicates accessibility of resources to students with disabilities.<br />The instructor provides students with clear grading criteria ( e.g. rubrics, description of how assignments will be graded).<br />The instructor's communication demonstrates a sensitivity to disabilities and diversities including: cultural, cognitive, emotional and physical.<br />The instructor is the expert and directs the learning process.<br />The instructor promotes student reflection by providing students with opportunities to evaluate their work.<br />The instructor is a facilitator of the learning process and does not direct the students' learning process.<br />The instructor communicates course expectations regarding classroom behavior (netiquette guidelines).<br />The instructor varies their use of teaching methods to accommodate students' different learning styles.<br />The instructor is open to students' ideas and incorporates students' ideas for improving the course.<br />17<br />
    32. 32. Other Potential Analysis<br />What relationships are present between our control variables (see below) and perceptions about online teaching behaviors? <br />Looking for differences between groups to help tailor the training model to specific populations<br />CONTROL VARIABLES:<br />Amount of online teaching experience<br />Academic position (e.g. administrator, instructor, instructional designer)<br />Academic Discipline<br />18<br />
    33. 33. 19<br />Next Question: Are certain competencies or behaviors needed at different levels of experience?<br />OL 1000<br />OL 1200<br />Create & distribute instrument.<br />Rank behavioral statements.<br />What competencies or behaviors are needed at the NOVICE, INTERMEDIATE or EXPERT levels?<br />Do competency groupings remain the same?<br />Use results to inform faculty development plans.<br />OL 1500<br />OL 1700<br />OL 2000<br />OL 2700<br />OL 3000<br />OL 4000<br />
    34. 34. 20<br />Questions/Suggestions<br />
    35. 35. Recruitment for Stage 2<br />21<br />evaluation@outreach.psu.edu<br />I am interested in participating in the COTS survey. <br />Please send me a passcode to this email address so that I can have access to the survey.<br />
    36. 36. Contact Information<br />Larry Ragan – lcr1@psu.edu<br />Janet May – jam11@psu.edu<br />Paula Bigatel – pmb6@psu.edu<br />Shannon Kennan – ssk168@psu.edu<br />Brian Redmond – bfr3@psu.edu<br />22<br />
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