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Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching
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Preparing to Teach Online Creates New Possibilities for Face-to-Face Teaching

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2010 Sloan-C Presentation

2010 Sloan-C Presentation

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  • 1. Carol McQuiggan The Pennsylvania State University – Harrisburg 16th Annual Sloan-C International Conference on Online Learning, Nov. 3-5, 2010
  • 2. Final results of action research study:  Professional development program to prepare faculty to teach online  Effectiveness of various approaches employed  Changes in faculty’s assumptions and beliefs about teaching  Impact on face-to-face teaching practices  But first, some background. . .
  • 3. Adult Learning Theory
  • 4. Characteristics of Adults  More independent and self- directing  Reservoir of experiences  Readiness to learn related to life stage and social role  More problem-centered and want immediate application  More internally motivated  Need for relevance
  • 5. Transformative Learning Theory  Process by which people are led to consider and question assumptions and beliefs that have previously been uncritically assimilated.  Perspectives and assumptions may be revised so as to be more open, permeable, and better justified. (Cranton, 2009)
  • 6. Developing the Model  Conducted extensive literature review  Reviewed faculty development models awarded Sloan-C Excellence in ALN Faculty Development  Looked for attributes that support adult learning theory framework  Established essential attributes of faculty professional development program
  • 7. Model July December
  • 8. Pre-Interviews  Tell me how you came to the field of teaching (their subject) in higher education.  What are the events and experiences in your life that have made you the teacher you are today?  Tell me about your students.  Tell me about your teaching practices.  Tell me how you feel about teaching online.
  • 9. Getting Started
  • 10. Group F2F Session  Objectives determined from pre-interviews (needs assessment)  Discussed pre-readings  Building from Content to Community: [Re]Thinking the Transition to Online Teaching and Learning  VCU Center for Teaching Excellence White Paper  (My) Three Principles of Effective Online Pedagogy  Bill Pelz, JALN, 8(3), June 2004  Using the technology: ANGEL (esp. discussion forum)
  • 11. Module 1: Reflection & Conceptualization Module 2: Interaction & Collaboration
  • 12. Module 3: Activities & Assessment Module 4: Teaching & Managing
  • 13. Resources
  • 14. Classroom Observations  Would teaching practices match the assumptions and beliefs about teaching shared during pre- interview  Would observations match teaching practices described during pre-interview?  If changes observed, would they be able to be explained by their online teaching experiences and/or transformative learning?
  • 15. Post-Interviews  Tell me about your preparations to teach online. What did you do?  Tell me about teaching online. Was your experience different than what you expected? How?  Did adding the online components change what happened in the classroom?  Thinking about the faculty development program, what did you find most helpful? Do you have any suggestions for its next offering?  The reflection journal had varied use. What are your thoughts on the use of a journal for reflection?  Consider your experiences with online teaching this semester. Using an amusement park’s rides and activities, choose a metaphor that reflects you as teaching. Teaching is. . . or I am. . . Would this metaphor have been the same or different at the beginning of the semester?  Did your prior beliefs or assumptions about teaching and learning change at all from your online teaching experience?
  • 16. Research Question #1 Which aspects of the professional development activities do faculty perceive being most effective in helping them to reflect on and question their previously help assumptions and beliefs about teaching?
  • 17. Finding #1:  Most effective in supporting change were opportunities for faculty to:  Talk to experienced online colleagues  Explore examples of online courses  Reflect on their preparations to teach online  One-on-one consultations
  • 18. Provided by:  Group face-to-face workshop in computer lab  Synchronous online Adobe Connect session with experienced colleague  Access to a completely online course within course management system (CMS) participants were using  Program’s resources provided within same CMS  Continuous one-on-one support with faculty development specialist/instructional designer
  • 19. Research Question #2 Do faculty experience changes in their previously held assumptions and beliefs about teaching as a result of learning to teach online and, if so, how does transformative learning explain the change?
  • 20. Finding #2: Reflective writing and/or talking about preparing to teach online and teaching online opens up the possibility for changes in previously held assumptions and beliefs about teaching.
  • 21. Finding #3: Reflective writing and/or talking about classroom changes resulting from online teaching help faculty become aware of changes in previously held assumptions and beliefs about teaching.
  • 22. John  Not aware of any changes  Metaphor: “lift rider”  cross high above the amusement park  secure  flexible  open  able to see different things  the “steady ride” that provided info
  • 23. Mick  “it reinforced and strengthened this notion of constantly evaluating what you do and the impact on students”
  • 24. Mary  Believed that one’s philosophy of teaching must change to teach online  “Who am I inside of this new platform as a teacher whose whole goal is to facilitate learning?”  Had experienced successes online and was impressed with the work her students create  Have to pay attention to the differences in order to be effective
  • 25. Kay  Moved away from PowerPoint lectures  Used online discussion as starting point for in- class discussion  Considered in-class discussion more student- driven  Provided students with more ownership of course
  • 26. Lou  Expected student resistance  Expected online to be more time consuming  Surprised by:  How rewarding it was  How students were more objective online  How their learning seemed broader and had a greater impact on them
  • 27. Ralph  “If I don’t lecture about it, how will they learn it?”  Through online discussions, students were able to make connections between:  Their readings  Online resources  Own experiences  Shared more personal aspects of their life online than in class
  • 28. Beth  Had been “more rigid, not willing, and reluctant to try” anything new  Would have lesson plans set at beginning of semester  Now she was “more open and more flexible to exploring and experimenting”  Moved away from lectures  Insights about student understanding gained through online discussion used to determine what happened in class
  • 29. Research Question #3 What impact does learning to teach online have on face-to-face teaching practices?
  • 30. Finding #4:  Impact on face-to-face teaching practices:  Rethinking what they did and why  Move from teacher-centered to student-centered  Less reliance on lecture  More flexible and open
  • 31. Finding #5: A lack of time to engage in faculty professional development, including reflective writing, can create a barrier to change. Alternately, more time to engage in preparations to teach online can provide more opportunities for reflection.
  • 32. Finding #6: Faculty can experience difficulties in putting their teaching beliefs into practice in the classroom, but online teaching provides them with new opportunities.
  • 33. The only real voyage of discovery. . . consists not in seeing new landscapes but in having new eyes. . . ~ Marcel Proust
  • 34. Connect with me cam240@psu.edu http://del.icio.us/carolmcq http://www.slideshare.net/carolmcq http://www.twitter.com/carolmcquig http://www.linkedin.com/in/carolmcquiggan

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