Honors on the line:What’s at stake if we go online…or don’t?Melissa L. Johnson, Ph.D.University of Florida
Agenda• Honors online learning study• Blended / online learning examples from UF• Addressing the “M” word• Now what?
WHY DON’T YOU LIKE ME?(ONLINE LEARNING, NOT MJ)Let’s get it out of the way…
Honors Online Learning StudyBackground:• Innovative pedagogies• Places to experimentBut can you discuss innovation / experimentation without includingtechnology?• Views toward online learning6.7 million students took at least 1 online course in fall 2011 (Allen& Seaman, 2013)
Honors Online Learning StudyResearch Question• How do instructors describe their experience teaching online honorscourses?Framework• Diffusion of Innovations (Rogers, 2005)– Population = Innovators / Early Adopters– Social System = Honors Education– Innovation = Online Learning
Honors Online Learning StudyMethodology• Framework: Hermeneutic Phenomenology (van Manen, 1990)• Participants: NCHC, NACADA, FCHC listservs• Criterion Sampling: Experience designing & teaching online honorscourse• Sample Size: 5, all from the state of Florida• Data Collection: 3 individual, semi-structured interviews (Seidman,2006)• Data Analysis: Analytic & Thematic (van Manen, 1990)• Methods of Rigor (Lincoln & Guba, 1985): Member checking,transferability, confirmability
Honors Online Learning StudyParticipantsHarvey: Associate’s level. Humanities. Prior experience teaching online.Patrick: Research university. Social science. Prior experience teachingblended.Alma: Research university. Social science. No prior experience online.Mark: Baccalaureate/associate’s college. Humanities. Extensive experienceteaching online.Vicky: Associate’s level. Humanities. Extensive experience teaching online.
Honors Online Learning StudyAnalytic Commonalities, course design:• Struggled with equivalency (2)• Used ID approach / worked with designer (4)• Academic integrity concerns (3)Analytic Commonalities, teaching:• Course orientation (5)• Flexibility with projects / “discovery learning” (3)• Discussion forums (4)• Mixed views on group work (3)• Personalized feedback (5)• Access to technical support (5)
Honors Online Learning StudyAnalytic Commonalities, course reflection:• Actively sought feedback from students (3)• Course adjustments based on feedback (3)• Challenges with social interaction (3)• Hybrid / blended as an alternative (3)• Pleased with online format (2)
Honors Online Learning StudyThematic Analysis:• Serving as an early adopter• Experimenting with online learning in honors– Fulfilling a need– Honors students in the online environment– Meeting the aims of honors education (Johnson, 2013)• Moving online learning forward– Addressing concerns of peers– Suggestions for implementation– Implications for undergraduate honors education
Honors Online Learning StudyDiscussion – 2 key points• Faculty development & support in the online environment– Ongoing technical support (Lackey, 2011; Sloan Consortium, 2011)– Workshops & training (Allen & Seaman, 2011; Hagenson & Castle, 2003;Lackey, 2011)– Draw from own experiences (Hagenson & Castle, 2003)– Availability of examples (Keengwe, Kidd & Kyei-Blankson, 2009)
Honors Online Learning StudyImplications• Creating access (Kampov-Polevoi, 2010; Lesht & Windes, 2011)– Multiple campus sites– Scheduling conflicts– Away from campus– Multiple obligations– Declining enrollments / budgetary concerns• Meeting the aims of honors online– Community of Inquiry (Garrison, Anderson, & Archer, 2000)• Blending online instruction into honors
Honors Online Learning StudyRecommendation: Develop and support framework for online learning• Examples:– UCF’s Teaching Online Pedagogical Repository– National Institute for Technology in Liberal Education• Considerations for Honors Educators:– Repository of peer-reviewed teaching artifacts– Case studies or blogs– Listserv or internal discussion board– Volunteer consultants– Learning spaces at conferences
Examples from Univ. of FloridaBlended: Intro to Honors Professional Development – STEM•1 credit, first-year experience course for STEM majors•Meets 1 hr/week in classroom•Intensive individualized online assignments / exploration•Weekly guides•Discussion boards•Social bookmarking•Concept maps (Johnson, Podjed, & Taasan, 2013)
Examples from Univ. of FloridaConcept map example (shared with student permission):http://www.mindmeister.com/204734154/my-undergraduate-career-at-uf
Examples from Univ. of FloridaOnline-ish: Poetics of Justice, Spring 2012•3 credit course – pilot course for all honors first-year students (120+)•2 hour lecture, also broadcast online (lecture-capture)•1 hour discussion section, team taught by upper-class peer mentorsHUGE HIT
Examples from Univ. of FloridaOnline: Sketchbook (yes, an art course!)•3 credit course, fully online•This course involves online presentations, online library reserves,library site visits for film and published sketchbook viewing, field trips,and class blogging. Furthermore, the course will require that you worksteadily as an independent researcher and contribute in the onlineclassroom.Very positive student feedback!
Addressing the “M” Word•What we see now is not how they were intended(connectivist vs. broadcast MOOCs)•Connectivism (Siemens, 2005)•2008 – first MOOC•2011 – Stanford -> Coursera, Udacity, MITx (now edX)•Chronicle of Higher Education survey (Kolowich & Newman, 2013)•n = 103 MOOC instructors•Median number of students enrolled in MOOC = 33,000•Median number of students completed w/ passing grade = 2,600•Median number of hours spent preparing for MOOC = 100•Median number of hours/week spent on MOOC = 8•Believe students succeeding in MOOC should earn credit = 28%
Now What?•Consider recommendations from honors online study•Honors discussion sections of online courses•Peer-led discussion sections of honors online courses•Honors course sharing across institutions•Check out work through Sloan Consortium•Be willing to experiment!
THANK YOU!FOR REFERENCES OR MORE INFO, MJOHNSON@HONORS.UFL.EDU