Student Success Online = Effective Faculty Members
Ways to make your faculty members more effective…
Certifying Faculty in Online Teaching
We cannot expect that students will simply know how to learn online or that faculty will know how to teach in this environment. Training for both is essential” (Palloff & Pratt, 2001, p. 3).
Creating Student Support Materials
The online class must present a sense of class, school, and university (Lieblein, p. 163).
How do you know your students know?
When evaluating the effectiveness of an online course, two distinct components are under review: the content (curriculum) provided within the online course and the instructor's facilitation of the learning experience (Mandernach, 2005).
Certifying your faculty = effective faculty members
Many successful schools put a HUGE emphasis on the training of online faculty.
“ Schools that are continually stressing that the Instructor is the fulcrum on which the success of the course leans, are the schools that will win the war” --Dave Daniels <President of Pearson Learning Solutions>
Many are considering certifications to ensure common competencies
Certification courses impart the right knowledge and skills, empowering instructors to become effective online educators.
Instructors can master the pedagogical, instructional, and technological principles relevant to online learning.
Introduction to Online Learning Instructor Technology Preparation Instructional Design for Online Learning Promoting Student Success in the Online Environment Assessing Knowledge and Skills in the Online Environment Beyond the Online Classroom Practicum Virtual Internship
These are topics we felt were important in a student success or orientation course.
Leveraging assessment to support effective faculty
Assessments are enormously important in education – for the student, the instructor, and the school
Accrediting bodies looking closely at a school's assessment materials
“ Ensuring that assessments are practical, interesting, and truly aligned with the learning objectives helps students be successful. Successful students persist in their education.” (Pearson Learning Solutions Director of Assessment and Evaluation, Power Up Author)
Option A is often not the best choice because it is not the best use of full-time faculty; bottom line… too time-consuming .
Option B is often not the best choice because adjunct faculty are mostly subject matter experts without the appropriate training to create instructionally sound assessments.
Option C is a winner because you let the instructors focus on what they do best. You create a check and balance system. Instructors have a valid formative and summative assessment strategy set up for them by someone with the expertise and time to write quality assessments.
Leveraging assessment: The 2 largest take-aways
1. Write the assessments at a higher cognitive level that will force students to really think about the content of the course.
2. Make sure the assessments are written in the format easiest for students and faculty to work with and leverage technology.
Worth mentioning….. Grading rubrics support effective faculty members
What are rubrics?
Rubrics are grading criteria for authentic assessments (no autograding!). They provide both a tool and a method for communicating exactly what is expected of a student.
Rubrics save students and faculty time
When a teacher provides a rubric at the time an assignment is given, students immediately know what is expected of them. They spend more of their time and energy on the tasks at hand and less on trying to figure out what the teacher wants.
Rubrics make grading more clear, consistent, and equitable (less grade discrepancy).
Rubrics raise the quality of work students produce.
Evaluating faculty = effective faculty members
If we always do what we have always done
we will always be what we have always been…
Feedback leads to improvement.
Often administrators are used to making visits to traditional classrooms, but are unsure of how this can be done online.
Allen, I., & Seaman, J. (2008). Staying the Course: Online Education in the United States, 2008. Sloan Consortium
Angelino, L.M. & D. Natvig (2009) A Conceptual Model for Engagement of the Online Learner. The Journal of Educators Online 6 (1)
Lieblein, p. 163
McVay, M (2000) Developing a Web-based Distance Student Orientation to Enhance Student Success in an Online Bachelor's Degree Completion Program. Dissertation Presented to the Ed.D. Program in Instructional Technology and Distance Education: Nova Southeastern University
Mandernach,J; Donnelli,E.; Dailey, A.; Schulte, M.(2005, Fall). A Faculty Evaluation Model for Online Instructors: Mentoring and Evaluation in the Online Classroom. Online Journal of Distance Learning Administration. Volume VIII.
McVay Lynch, M (2001) Effective Student Preparation for Online Learning. The Technology Source Archives at the University of North Carolina.
Palloff & Pratt, 2001,
Tallent-Runnels, M., Thomas, J., Lan, W., Cooper, S., Ahern, T., et al. (2006). Teaching courses online: A review of research. Review of Educational Research , 76 (1), 93-135.
Tobin, T. (2004). Best Practices for Administrative Evaluation of Online Faculty. DLA 2004 proceedings, Jekyll Island, Georgia, May 23-26, 2004.
Wojciechowski, A. & Palmer L. B (2005) Individual Student Characteristics: Can Any Be Predictors of Success In Online Classes? Online Journal of Distance Learning Administration, VIII( II)