SLN Online Teaching Self-assessment
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SLN Online Teaching Self-assessment

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This is an example report generated by the SLN online teaching self-assessment survey for experienced online faculty found at http://sln.suny.edu/teachingsurvey ...

This is an example report generated by the SLN online teaching self-assessment survey for experienced online faculty found at http://sln.suny.edu/teachingsurvey

This survey is open for use by anyone interested in improving the quality of their online course.

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SLN Online Teaching Self-assessment SLN Online Teaching Self-assessment Document Transcript

  • Report for: Alex Testing Email address: alexandra.pickett@suny.edu Course: xxxxxxxxxx Thank you for filling out the SLN Online Teaching Survey. Our goal is to provide you as the instructor an opportunity to reflect upon and evaluate your course and online teaching and learning experiences. Your responses will also help us improve our understanding of online teaching and learning , and our services and support of faculty. Our best practices show that high levels of "Teaching Presence" (Anderson, 2001) - effective instructional design and organization, facilitation of productive discourse and direct instruction - positively and significantly influence the satisfaction and reported learning of online students. There is also evidence to suggest that a strong sense of community in the classroom helps reduce student feelings of isolation and “burnout” associated with higher attrition levels in both classroom-based and distance learning. A positive sense of community also promotes the likelihood of student support and information flow, commitment to group goals, cooperation among members and satisfaction with group processes and efforts [e.g. Rovai (2002)]. Teaching Presence is the facilitation and direction of cognitive and social processes for the realization of personally meaningful and educationally worthwhile learning outcomes. In a learner-centered teaching and learning environment teaching presence is demonstrated not only by the instructor, but also by the students. Classroom Community is comprised of various elements of community including trust, spirit, connectedness, belonging, membership, various forms of support, and the rich, and productive milieu that communities of practice can engender for teaching and learning. We believe that there is a relationship between teaching presence and the development of community in online learning environments - that courses characterized by effective teaching presence are more likely to develop a stronger sense of community on the part of students. Class community and teaching presence can be expressed in an online course in the following ways:
  • Match your Subtotal/Total score with the key to the right of each section. Sections Scores Keys 0 = You chose not to respond to that question, or questions. 1. Class Community (by Instructor & Students) Subtotal 70/100 20 - 59 = consider redesign to address this area Connectedness 60 - 79 = consider some revisions Building social/group spirit: 27/35 80 - 100 = course demonstrates a strong sense of class Establishing trust: 11/15 community Learning Engaging in supportive contact and interaction: 24/30 Sharing educational expectations: 8/20 2. Instructional Design and Organization Subtotal 30/30 6 - 12 = consider redesign to address this area (by Instructor) 13 - 23 = consider some revisions Setting the curriculum: 10/10 24 - 30 = course demonstrates effective instructional design Designing methods: 5/5 and organization Establishing time parameters: 5/5 Utilizing the medium effectively: 5/5 Establishing Netiquette: 5/5 3. Facilitating Discourse/Interaction Subtotal 30/30 6 - 12 = consider redesign to address this area (by Instructor & Students) 13 - 23 = consider some revisions Identifying areas of agreement/disagreement: 5/5 24 - 30 = course demonstrates effective facilitation of Seeking to reach consensus: 5/5 discourse or interaction Reinforce student contributions: 5/5 Setting climate for learning: 5/5 Drawing in participants, prompting discussion/interaction: 5/5 Assessing the efficacy of the process: 5/5 4. Direct Instruction Subtotal 25/25 5 - 10 = consider redesign to address this area (by Instructor & Students) 11 - 19 = consider some revisions Present content/Questions: 5/5 20 - 25 = course demonstrates effective direct instruction Focus the discussion on specific issues: 5/5 Confirm understanding: 5/5 Diagnose misconceptions: 5/5 Inject knowledge from diverse sources: 5/5 TOTAL 155/185 37 - 96 = consider redesign of this course 97 - 147 = consider some revisions 148 - 185 = course demonstrates effective Class Community The subtotals indicate to what degree you feel your course contains instances of class community and teaching presence in each of the categories and subcategories. A copy of this report will be emailed to you. Please use this self-assessment to help guide you as you evaluate, revise, and improve your online course. We urge you to consult with your instructional designer and review any campus policies or procedures prior to revising or redesigning your course. For past SLN Reports on Student and Faculty Satisfaction go to http://www.suny.edu/sunytrainingcenter/TLTlibrary.cfm Thank you!