Yvonne Bogard, ybogard@regis.edu
                            Instructional Designer
Regis University, College for Professi...
Classroom Teaching


Constraints and




                                       Content and Pedagogy
Opportunities




   ...
Resource:

   Lowes, S. 2008. Online teaching and classroom change: The trans-classroom teacher in
    the age of the int...
   Research conducted to gather information
    from pre-service teachers and faculty
    regarding skills needed and cur...
   What technological skills should students
    have at the beginning of their programs?

   What technological skills ...
   Surveyed students in the College of Education
    and professors in the College of Education
    (used Survey Monkey f...
Survey responses gathered from

   33 Teacher Education Program students

   21 faculty
Skills at Beginning of programs

100
 90
 80
 70
 60
 50
 40
 30
 20                                     students
 10
  0 ...
   Students                 Faculty
    ◦ Spreadsheet             ◦ Spreadsheet
    ◦ Graphics                ◦ Database...
   Ability to:
     Exhibit positive attitude toward technology (97%*)
     Create and apply knowledge (97%)
     Advo...
100
 90
 80
 70
 60
 50
 40
 30
 20   students
 10
  0   faculty
   Determine if faculty and students have technology
    skills they need to begin the program
   Work with faculty to i...
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Transcending Paradigms Regarding Online Education: Transforming Reluctant Faculty from Adversaries to Advocates, BOGARD

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Transcending Paradigms Regarding Online Education: Transforming Reluctant Faculty from Adversaries to Advocates
With the steadily growing increase in online learning, university faculty are experiencing a cultural shift as the teaching paradigm, so firmly embedded in traditional university life, changes to include technology, not as an exception, but as the norm. Seasoned faculty are often reluctant, and perhaps even fearful of learning new teaching methodologies that require technology. Given this reluctance, it is often a difficult task for colleges and universities to create new online programs to address growing demand. We have developed five successful online programs, overcoming a great deal of initial resistance to go on to develop a technologically astute culture and general acceptance of online learning among our faculty. We have created a replicable model for assisting faculty in making the paradigm shift from traditional classroom teaching to online course delivery, and will share methods, strategies, and experiences that have proven successful with ours and other programs.

Presenter: Yvonne Bogard, Instructional Designer, College for Professional Studies, Regis University (CO)

Published in: Education
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Transcending Paradigms Regarding Online Education: Transforming Reluctant Faculty from Adversaries to Advocates, BOGARD

  1. 1. Yvonne Bogard, ybogard@regis.edu Instructional Designer Regis University, College for Professional Studies WCET Poster Session October 23, 2009
  2. 2. Classroom Teaching Constraints and Content and Pedagogy Opportunities Online Teaching Yvonne Bogard, ybogard@regis.edu Instructional Designer Regis University College for Professional Studies WCET Poster Session, October 23, 2009 23, 2009
  3. 3. Resource:  Lowes, S. 2008. Online teaching and classroom change: The trans-classroom teacher in the age of the internet. Innovate 4 (3). Retrieved on October 21, 2009 from http://www.innovateonline.info/index.php?view=article&id=446.
  4. 4.  Research conducted to gather information from pre-service teachers and faculty regarding skills needed and current classroom practices  Discusses next steps for infusing technology more purposefully and efficiently into teacher training
  5. 5.  What technological skills should students have at the beginning of their programs?  What technological skills should students have at the completion of their programs?
  6. 6.  Surveyed students in the College of Education and professors in the College of Education (used Survey Monkey for electronic survey)  Responses gathered using a Likert scale. Essential… Important… Helpful, but Not Critical… Unimportant… N/A
  7. 7. Survey responses gathered from  33 Teacher Education Program students  21 faculty
  8. 8. Skills at Beginning of programs 100 90 80 70 60 50 40 30 20 students 10 0 faculty
  9. 9.  Students  Faculty ◦ Spreadsheet ◦ Spreadsheet ◦ Graphics ◦ Database creation ◦ Database creation
  10. 10.  Ability to:  Exhibit positive attitude toward technology (97%*)  Create and apply knowledge (97%)  Advocate safe, legal, responsible use of technology (91%)  Transfer current knowledge to learning of new technology (91%)  Locate, organize, analyze, evaluate, synthesize info (91%)  Develop cultural and global understanding (91%)  Communicate information effectively(91%) *percents reported represent responses of ‘important’ or ‘very important
  11. 11. 100 90 80 70 60 50 40 30 20 students 10 0 faculty
  12. 12.  Determine if faculty and students have technology skills they need to begin the program  Work with faculty to infuse technology training into classes  Add technology workshops or seminars if more training is needed  Follow up in real life teaching situations to validate conclusions and curricular changes Formal Assessment? Technology Class? Other ideas?

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