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Landscape of Online Learning- Presentation for Southwestern CC 2012

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  • 1. The Landscape of Online Learning Dr. Ashley Skylar Director, Center for Excellence & Innovation in Online Education November 30, 2012
  • 2. Agenda • • • • Student Preferences Student Satisfaction Rubrics for Course Design Synchronous Tools to Increase Interaction 2
  • 3. Student Preferences 3
  • 4. Findings • 40% of online students are younger than the age of 30; one out of 5 is younger than 25 • Institutions that have a near-by campus or service center are highly attractive to online students; 80% of online students live within 100 miles of a campus or service center • Online students want compressed shorter terms of study (8 wk or fewer terms) • Online students rank tuition and fees as the most important information they seek 4
  • 5. What is prompting students to go back to school? Key Trigger Events July 2010 Increasing CSU Access 5
  • 6. Student Preferences Field of Study July 2010 Increasing CSU Access 6
  • 7. Student Preferences Preferences in Online Study Model Undergraduate students prefer independent study, Graduate students prefer instructor-led online study 7
  • 8. Student Perceptions of Online Learning & Teaching * Survey conducted Fall 2011 California State University, Northridge 1,046 online students
  • 9. Student demographics N=1,046
  • 10. Preference – Type of class
  • 11. Contributes most to students’ learning: Technology Tools • • • • • • • • • • • • • • • Lectures in video PPT Weblinks on the subject Online forums, blogs, chats Elluminate Computer programs E-Textbooks Accessible via smart phone Turnitin Google groups Online portfolios Online assessments Opencourseware (MIT) Oviatt Library Moodle Activities • • • • • • • • • • • • • • • • • • • Reviews/practice activities Posing questions on forums Researching subject matter Written assignments Reading Group work 1-on-1 teacher help Online lectures & notes Feedback Short essay responses Group presentations Exams/quizzes Weekly assignments Online modules Open-book quizzes Outlines Lecture note transcripts Reading supplemental material Teacher Involvement
  • 12. Student perceptions Suggestions for improving course • • • • • • • • • • • • Recorded lecture from professor Instructor more interactive Practice, review for tests Offer more online courses Time management (instructor) Schedule optional virtual sessions DETAILED calendar Keep directions simple and clear Make deadlines OBVIOUS TIMELY responses More activities More involvement of professors • • • • • • • • • • • • Timely grading homework & tests Less busy work Use rubrics for essays More understanding about technology Ability to access e-textbooks Tips for “first time” online students More quizzes, less exams Timely availability of material More detail provided on projects E-Mail alert for changes to the class Professor use of a webcam Make class fun and interesting
  • 13. Suggestions to give faculty new to teaching online • • • • • • • • • • • • • • • • • Timely & frequent communication is key Be interactive Engaging online materials Organization is key (materials, Moodle site) Do not procrastinate Plenty of examples & visuals Be thorough & detailed If the teacher isn’t e-mail or technology friendly don’t teach the course Be more available for students than typical Use discussion and chat forums Learn the technology first before trying to use it in a class Try not to make changes in the syllabus after the class starts Have everyone introduce themselves Post study guides Give students the same attention as a traditional class Do not make the reading overwhelming Take an online course
  • 14. Student Satisfaction
  • 15. July 2010 Increasing CSU Access 16
  • 16. Study Skylar, A. (2009). A comparison of asynchronous online textbased lectures and synchronous interactive web conferences. Issues in Teacher Education, 18(2), 69-84. 17
  • 17. A few student satisfaction results the study…. Student Satisfaction Survey: I feel that PowerPoint presentations were accessible and effectively used during web conference lectures. Student Satisfaction Survey: Overall, I would rather take an online course which uses web conference synchronous lectures than an online text-based course. 30 27 23 # of students responding # of students responding 25 20 15 10 6 5 from 3 7 2 25 20 15 11 10 5 0 0 1 2 3 Mean 4.10 4 5 1 2 0 1 2 3 4 5 Mean 4.56 18
  • 18. A few student satisfaction results the study…. Student Satisfaction Survey: I feel that the instructor's use of the tools (highlight, draw, type students' responses on slide s) increased the interactiv ity in the web conference lectures typical to a traditional le cture. Student Satisfaction Survey: I feel that the audio quality during web conference lectures was acce ptable and I had no proble m understanding the instructor. 25 18 18 15 16 14 12 10 8 8 6 4 2 # of students responding # of students responding 20 22 20 15 12 10 7 5 2 0 2 0 0 1 0 1 0 from 0 3 4 5 3 4 5 Mean 4.12 Mean 4.17 19
  • 19. A few student satisfaction results the study…. Student Satisfaction Surve y: I fee l that the QuestionAnswer format (M /C, T/F) was effecitv e in rev iewing content and incre asing interaction in the web conference lectures. Stude nt Satisfaction Survey: I feel that the instructor was e ffective in being available to answe r questions about the course/assignme nts before and after e ach we b conference lecture. 40 35 30 25 21 20 13 15 10 5 45 41 # of students responding # of students responding 45 6 1 41 40 35 30 25 21 20 13 15 10 5 6 1 0 0 1 from 2 3 Mean 4.32 4 5 1 2 3 4 5 Mean 4.12 20
  • 20. Spring 2011 Study  3 Sections of a class  Hybrid – 50% on campus, 50% online  21 students  GPA Avg.  Synchronous – 8 synchronous sessions in Elluminate; 8 asynchronous sessions  18 students  GPA Avg.  Synchronous- 18 asynchronous sessions; 8 prerecorded lectures (No Due Dates)  26 students  GPA Avg. 21
  • 21. Results Exam Instructor Course Evaluation 90 87.4 88 87 5 4.9 4.9 86 4.8 84 4.7 82 4.6 4.6 80 78 4.5 77.8 4.4 4.4 76 4.3 74 4.2 72 4.1 Hybrid Synchronous Asynchronous Hybrid Synchronous Asynchronous 22
  • 22. Results Student Satisfaction 4.4 4.34 4.35 4.3 4.29 4.25 4.2 4.15 4.12 4.1 4.05 4 Hybrid Synchronous Asynchronous 23
  • 23. Rubrics for Course Design
  • 24. • Quality Matters • http://www.qmprogram.org/files/QM_Standards_20112013.pdf 25
  • 25. • http://www.csuchico.edu/celt/roi/index.shtml July 2010 Increasing CSU Access 26
  • 26. CSU SYSTEMWIDE RUBRIC QOLT EVALUATION INSTRUMENT 1. 2. 3. 4. 5. 6. 7. 8. Course Overview and Introduction Assessment and Evaluation of Student Learning Instructional Materials and Resources Utilized Student Interaction and Community Facilitation and Instruction Technology for Teaching and Learning Learner Support and Resources Accessibility and Universal Design
  • 27. CSU Systemwide QOLT July 2010 Increasing CSU Access 28
  • 28. CSU Systemwide QOLT July 2010 Increasing CSU Access 29
  • 29. QOLT • Create a useful evaluation tool that can help faculty (re)develop quality hybrid/online courses. • Identify exemplary practices for teaching and learning through hybrid/online courses. • Inform faculty development activities and programs related to hybrid/online teaching. • Recognize faculty, programs, and campuses that are creating quality online courses. And, share!
  • 30. Section 1. Course Overview and Introduction Instructor gives a thorough description of the course, as well as introducing students to the course protocol and expectations.
  • 31. 1.B. ‘COURSE DESCRIPTION’ EXEMPLARY
  • 32. 1.D. ‘ONLINE ETIQUETTE’ SAMPLE Do not dominate any discussion. Do not use offensive language. Never make fun of someone’s ability to read or write. Use simple English. Use correct spelling and grammar. Share tips with other students. Keep an “open-mind” and be willing to express even your minority opinion. Be aware of the University’s Academic Honesty Policy. Think before you push the “Send” button. Do not hesitate to ask for feedback. When in doubt, always check with your instructor for clarification. Mintu-Wimsatt, A. (2010). Netiquette: Make it part of your syllabus. Journal of Online Learning and Teaching, 6(1),
  • 33. 36
  • 34. 37
  • 35. 39
  • 36. http://prezi.com/pz4gdwfttl-9/qolttour-cats/ 40
  • 37. How can rubrics be used at our site to support faculty in developing online and hybrid courses?
  • 38. July 2010 Increasing CSU Access 42
  • 39. Key Points • • • • • • What is synchronous learning? Best Practice Tips for Using Elluminate Sample of Elluminate Recorded Sessions Elluminate Research Studies & Results Second Life Youtube Clip Questions 44
  • 40. What are some synchronous learning tools?? 45
  • 41. Elluminate-Web Conferencing (WC) Tool Used • Used to create an online classroom in real time with voice–over IP, talking head, application sharing, PowerPoint, video, web tours, closed captioning, break-out rooms, and more. • Introduced to campus Spring 07 • Variety of uses across campus include: – – – – – – – Synchronous and asynchronous (recorded) lectures Office hours Forum for accessing on-campus presentations Mentoring of teachers Workshops (e.g, Advanced Elluminate) Committee file sharing/collaboration Meetings
  • 42. Web Conferencing Environment
  • 43. Dr. Skylar’s Elluminate SessionsA snapshot • http://www.youtube.com/watch?v=_ACT1Dic afk 48
  • 44. Tip for Using Elluminate to structure an online OL class to get students started in the course w/out a face-to-face mtg. (asynchronous) • Send students an e-mail via their csun e-mail with a link for accessing an Elluminate precorded conference (class overview) • Provide a participation quiz for students to complete 49
  • 45. Fall 2010-Assessment & Individualized Education Plan
  • 46. Fall 2010-Assessment & Individualized Education Plan
  • 47. What do the students say……  The Elluminate lectures are by far superior to a traditional online course, but it does not replace a real classroom.  I enjoyed the web conferences, much better than traditional lectures.  I thought this online course was great and wish most other classes would be the same way.  I liked the web conference..it made the class easier and less stressful than other classes.  Webcam was not helpful at all.  This class has helped me with my online skills.  The Elluminate is better than a regular on-time class.  It was my first time in an online course. I know that this was not technically an online course, but it showed me that I can still effectively learn materials outside of a traditional lecture 52
  • 48. Spring Study 2009 Dr. Skylar’s Second Life Classroom http://www.youtube.com/watch?v=w0Gg_u3c 91U
  • 49. Ashley Skylar Dept. of Special Education Case Study of using Second Life in an Introductory Special Education Course SPED 400 Spring 2009, Wed. 4:20 p.m. - 6:45 p.m. 5 Second Life Sessions (meeting approx. every other week online and on-campus) 2/4/09, 2/25/09, 3/11/09, 4/29/09, 5/6/09
  • 50. Student Survey Likert Scale Ratings 1. 2/4/9: 3.33 2. 2/25/09: 3.43 3. 3/11/09: 3.82 4. 4/29/09: 3.98 5. 5/6/09: 4.11
  • 51.  Presentation Tool  Using the Internet in SL  Use of Chat  Moving the Avatar  Audio Controls  Discussion Groups in Chat Second Life Tools
  • 52. Second Life at CSUN http://www.csun.edu/at/teaching/to ols/secondlife.html
  • 53. What are student’s saying about Second Life? • • • • • • • • • • • • Group discussions effective and easier to chat and give answers Felt comfortable chatting with peers I’ve never felt comfortable taking an online class before because I didn’t feel comfortable, however SL is an open door for me I feel comfortable using the SL icons and features (session 3 student) The ability to talk makes it more realistic as if I was in a real class setting You read what students were typing in the chat window and answered questions accordingly Online resources/links sent in SL effective I like that SL looks like a classroom-your attention is directed! I feel like this multi-modality opportunity to learn is working-visually, auditory, and kinesthetic When the instructor monitors the classroom and approaches the students at their group tables it makes me feel as if I am a part of the class (instructor walked up to the tables during group discussions) I like the layout of the classroom. It makes it easy to see where everyone is, what they look like and looks organized (session 4 student)-Tables are used and everyone is sitting The ?, ! are used well in the chat session
  • 54. Things to Consider as an Instructor  How to set up the classroom environment? Tables, desks, chairs  How to set up group interactions?     Setting up sub-groups in the session: A-D CSUN groups Send invitations to a group of students to join the group Imbed group discussion questions throughout the PPT lecture Have a group leader contribute group feedback during whole group discussions  Which window will you use for whole group chat? Local chat or group chat “CSUN group”  How are you going to set up SL as a lecture session? What tools are you going to need? E.g., use of a PPT viewer, use of a YouTube media viewer  How will you facilitate whole group discussion? E.g., use of “?, !”  How will you make it interactive? Incorporate discussion questions into your PPT, include URL links/videos that students go to  How to orient students to the SL environment? E.g., have an orientation session at the beginning of the semester BEFORE using SL      Create an avatar Logging in Have our 1st PPT slide give SL tips during each session Communicating in whole group Sitting down in a chair
  • 55. QUESTIONS?? Take Away Ideas!!! 60
  • 56. Thank You Nov 2012 Increasing CSU Access 61