Setting Expectations for e-Education


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Slides for webinar on setting expectations for faculty, students, and administrators regarding online learning at colleges and universities.

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Setting Expectations for e-Education

  1. 1. Setting Expectations for e-Education<br />Excellence in e-Education<br /><br />
  2. 2. Excellence in e-Education<br /><br />
  3. 3. Great Expectations<br />
  4. 4. 2009 PSOL – Summary Statement<br />So far, how has your college experience met your expectations? <br />Overall score <br />5.0<br />
  5. 5. But seriously…<br />
  6. 6. Another PSOL Example (2005)<br />12. There are sufficient offerings within my program of study.<br />Satisfaction Score: Max of 7.0<br />5.64<br />5.46<br />
  7. 7. A Closer Look at Satisfaction (2005)<br />12. There are sufficient offerings within my program of study.<br />5.64<br />5.91<br />5.36<br />5.27<br />
  8. 8. You Already Have Expectations<br />The questions are …<br />How clearly have they been communicated?<br />How easy are they for the following to find?<br />Students?<br />Faculty?<br />Staff and Administration?<br />
  9. 9. A Common Scenario<br />The people who have set the expectations believe that they are common knowledge.<br />There’s no such thing as common knowledge when it comes to what the expectations are.<br />Your expectations are not the same as mine.<br />
  10. 10. What do you mean you expect interaction in online classes?<br />“I’ve never heard that before.”<br />This came from a 10-year veteran of online teaching at the college.<br />
  11. 11. Course Design Rubrics Can Help<br />V. LEARNER INTERACTION<br />General Review Standard: The effective design of instructor-learner interaction and<br />meaningful learner cooperation is essential to learner motivation, intellectual commitment, <br />and personal development. (From LSC Course Design Rubric)<br />
  12. 12. Course Design Rubrics Can Help<br />But they only go so far.<br />Did the interactions actually occur?<br />Did the feedback actually happen in a timely manner?<br />The design rubric is only part of the answer.<br />
  13. 13. Do You Evaluate Teaching Quality?<br />If not, why not?<br />If so, what do you base the evaluation on?<br />How clear are the expectations of the factors upon which they will be evaluated?<br />
  14. 14. Have you clearly defined the following items?<br />What the college expects from online students.<br />What online students should expect from your college.<br />What the college expects from online faculty members.<br />What the online faculty should expect from the college.<br />
  15. 15. Expectations for (of) Students<br />Most of what you’ll find online are along the lines of online orientations and readiness quizzes or lists.<br />
  16. 16. St. Petersburg College<br />Examples of posted expectations for students:<br />Login to new courses during first week.<br />Recognize their ethical obligation, as members of the College community, to report any violation of the SPC Academic Honesty Policy.<br />Act in accordance with standards of reasonable behavior, respect and civility. This standard would prohibit behavior that is disruptive or interferes with the teaching/learning process.<br />
  17. 17. Goodwin College<br />Examples of posted expectations for students:<br />Be courteous, polite and respectful – to faculty, staff and fellow students. <br />Be ethical in your coursework.<br />Use your Goodwin email.<br />Go through the orientation.<br />Meet all appropriate deadlines.<br />
  18. 18. Lawrence Tech University<br />Example of posted expectations for students:<br />Be open-minded about sharing life, work, and educational experiences as part of the learning process. Introverts and extroverts find that online learning requires them to talk about their experiences. Sharing is made easier by the anonymity of the online environment.<br />
  19. 19. University of South Carolina<br />Example of posted expectations for students:<br />Expectations for Attendance<br />Although online courses don't require students to attend class at specific time or place, students are still required to "attend" class. For an online course, this means you must:<br />Login to the Blackboard course the first day of class.<br />Email the instructor as prompted to confirm registration.<br />Login to your course each week of class (at a minimum).<br />
  20. 20. College expectations of online students<br />Sample of possible topics:<br />First week of class<br />Attendance (engagement)<br />Internet access<br />Textbooks & other materials<br />College communications<br />Policies & Code of Conduct<br />Academic Honesty<br />Netiquette (civility)<br />Computer skills<br />Resolving technical problems<br />Course evaluations<br />Example - Textbooks<br />Students are expected to purchase textbooks or other required course materials IN ADVANCE of the start of the term, preferably 2-3 weeks prior to the start of the term to ensure that the books are in their possession at the start of the term.<br />Go to the LSC online bookstore.<br />Failure to acquire the required course materials in a timely manner is not an acceptable excuse for missing deadlines at the beginning of the course.<br />
  21. 21. Online students expectations of the college <br />Sample of possible topics:<br />Course syllabi<br />Course length<br />Test proctoring<br />Evaluation & oversight<br />Feedback/response times<br />Textbook availability<br />Interaction<br />Time flexibility<br />Calendar due dates<br />Academic support<br />Technical support<br />Example: Time flexibility<br />Students should expect to find a reasonable amount of time flexibility for completing course requirements. In online courses, time flexibility generally means the size of “windows of opportunity.”<br />For example, a 2-day time period to take an online exam or quiz represents the window of opportunity for that requirement.<br />Check the course syllabus or other faculty instructions to be sure that you understand how long you’ll have to complete various aspects of your online courses.<br />
  22. 22. Expectations for (of) Faculty<br />Links to these pages at:<br /><br />
  23. 23. St. Petersburg College<br />Examples of posted expectations for faculty:<br />Respond to email within 24 hours, 5 of the 7 days a week at the instructor’s discretion.<br />Exam marked within 7 days of due date.<br />Assignment marked within 7 days of due date<br />Routine updates to all students every 7 days.<br />
  24. 24. Lawrence Tech University<br />Examples of posted expectations for faculty:<br />Communicate with students enrolled in your course at least one month prior to the start of classes, and again approximately two weeks before the start of classes.<br />Check the discussion forum daily and be sure to post responses to student contributions at least four times weekly. <br />
  25. 25. UMUC<br />Examples of posted expectations for faculty:<br />Organize class activities to take place mostly in the online classroom, rather than by email, phone, or mail.<br />Respond to student inquiries within two business days, even if it is just to let students know that the instructor is working on the inquiry and will reply fully as soon as possible.<br />
  26. 26. Penn State<br />Examples of posted expectations for faculty:<br />If an instructor will be unable to log into the course for more than four business days (e.g., during professional travel), the instructor is asked to give one week's notice to students and to Outreach Student Services.<br />The instructor is asked to grade and submit to students all digitally formatted assignments and exams within two business days of receipt.<br />
  27. 27. Colorado CC Online<br />Examples of posted expectations for faculty:<br />As mandated by our NCA accreditation, CCCOnline courses cannot be self-paced. Therefore, CCCOnline requires faculty to create a Course Schedule that provides unit, week, and specific activity dates.<br />Instructor responds individually to all student introductory posts.<br />
  28. 28. City University of New York<br />Examples of posted expectations for faculty:<br />Responsiveness to Students’ Circumstances<br />Assignment deadlines and testing periods should not be set so that they fall within the typical work day. Instructors should remember that there are students who live in different time zones and, where there are specific end times for activities, indicate the time zone that will apply, e.g. 10:00 PM EST.<br />Instructors should keep track of religious holidays and other observances that might preclude participation for individual students.<br />
  29. 29. College expectations of online faculty<br />Sample of possible topics:<br />Course design<br />Teaching loads<br />Interaction w/students<br />Online office hours<br />Feedback/response time<br />Final exams<br />Proctored exams<br />Due dates/times<br />Sick/Personal leave<br />Example - Final Exams:<br />Online faculty are expected to give final exams (or due dates for other types of final projects) during the final exam period as established and posted by the college.<br />The final exam period typically consists of four weekdays and may or may not include a weekend. This schedule is posted on the college website and otherwise makes the information available to all faculty.<br />
  30. 30. Online faculty expectations of the college <br />Sample of possible topics<br />Course offerings<br />Program offerings<br />Evaluation & oversight<br />New online faculty<br />Feedback/response times<br />Technology support<br />Off-campus faculty<br />Professional development<br />Intellectual prop. claims<br />Example – New online faculty<br />Faculty teaching online for the very first time should expect the following:<br />to receive instruction and help in online teaching from the e-Campus staff.<br />that a first online class will not be canceled if it receives at least ten student enrollments.<br />that a first online class will have a reduced maximum class size of 20 students.<br />
  31. 31. Q & A<br />