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FTCC - Distance Education Track

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Carrie Spagnola Doyle's presentation on designing online success at the Fayetteville Technical Community College Teaching and Learning Summit.

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FTCC - Distance Education Track

  1. 1. Success Online by Design<br />Conceptualizing Successful Online Learning<br />
  2. 2. Assessing Experience<br />How many of you have taught an online course in the past 24 months?<br />How many of you have designed /developed curriculum for online learning environments?<br />How many of you occupy an eLearning administration / oversight position?<br />Does your institution strongly support your eLearning initiatives with faculty training and administrative support? <br />
  3. 3. Setting the Scene<br />Why are we here? The Paradox:<br />More Students<br />More Suspicion <br />Sloan Consortium Annual Report:<br />Online enrollments up 17% in 2009<br />4.6 million students enrolled in 1 or more online courses<br />75% of all institutions report increased demand for online courses<br />Why the enrollment trend? Turn to CNN.<br />
  4. 4. The Value of Online Education?<br />Based on the CNN news report, what values were NOT reflected in the evaluation and promotion of online education? *Convenience, job training, low cost were the values*<br />Confronting the inevitable: when quantity and quality collide<br />Sloan Consortium Report ALSO reports:<br />Two-thirds of chief academic officers assert that their faculty reject the “value and legitimacy” of online education<br />70% of faculty assert online courses are inferior to face-to-face courses; 48% of faculty who have taught online assert this as well<br />Why is there widespread perception that online courses lack quality?<br />
  5. 5. Why Is There Widespread Perception That Online Courses Lack Quality?<br />Generational issues <br />Early linkage of online courses with correspondence courses<br />Perception that online courses were developed to accommodate degree-mill industry<br /> Lack of embodied face-to-face contact (the socializing element some believe is an important part of higher education)<br />Inability to verify integrity of student work (plagiarism, other people taking your tests for you, etc); <br />Faculty object to the value students place on online learning - cost, flexibility, convenience...these are not the "true" values of higher education.<br />
  6. 6. Demythification<br /><ul><li>2008 National Survey of Student Engagement.
  7. 7. Tests multiple variables of student engagement
  8. 8. On several of the indicators of engagement online students reported significantly better results.
  9. 9. On no indicators did classroom students do so. Relative to classroom students the 2008 NSSE found that online students were significantly more likely to report they
  10. 10. Very often participate in course activities that challenged them intellectually.
  11. 11. Very often participate in discussions that enhanced their understanding of different cultures.
  12. 12. Very often discuss topics of importance to their major.
  13. 13. U.S. Department of Education
  14. 14. Survey of 1000 studies on face-to-face vs online pedagogical practices
  15. 15. Results: Blended and online courses consistently produce better results for student learning than 100% face-to-face instruction </li></li></ul><li>The Quest for Quality<br />What are the characteristics of quality face-to-face instruction?<br />Should these characteristics be any different for online instruction?<br />The debate over derivative standards.<br />What are the specific demands of online education that require unique quality control standards?<br />
  16. 16. Seven Principles of Good Practice in Undergraduate Education<br />FOUNDATION<br />Bottom line: meta-practices that you recognize as quality instructional practice face-to-face IS relevant to online environments – but it is just a starting point<br />Good practice encourages student-faculty contact<br />Good practice encourages cooperation among students<br />Good practice encourages active learning<br />Good practice gives prompt feedback<br />Good practice emphasizes time on task<br />Good practice communicates high expectations<br />Good practice respects diverse talents and ways of learning<br />
  17. 17. The Quest for Quality<br />What are the specific demands of online education that require unique quality control standards?<br />Accessibility<br /> Course navigation<br /> Appropriateness of technology<br /> Appropriateness of digitally mediated assessment instruments<br /> Resources allocated <br />
  18. 18. Three Strategies for Establishing Quality<br />Knowing the emerging industry standards for the purpose of:<br />Initial design considerations<br />Self-Evaluation<br />Institutional Evaluation<br />New and grounded development in industry-standard design processes<br />Making sensible decisions regarding class size<br />The Research<br />The variables to consider<br />
  19. 19. Articulating Industry Standards<br /><ul><li>Advantages of articulated standards
  20. 20. Provides benchmarks for course development, faculty training
  21. 21. Increases student and faculty confidence in course quality; important for user satisfaction, course transfer and articulation, and accreditation
  22. 22. Examples
  23. 23. State-specific standards (California, etc)
  24. 24. Higher Learning Commission (publishes qualitative data from accreditation reviews related to eLearning best practices; guidance for establishing eLearning consortium)
  25. 25. Sloan-C Consortium
  26. 26. Quality Matters</li></li></ul><li>Quality Matters<br /><ul><li>“Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online courses and online components.”
  27. 27. Course Reviews: Certifying Quality
  28. 28. Training: Building Quality
  29. 29. The Rubric: Defining Quality
  30. 30. 8 Broad Standards
  31. 31. 40 Specific Standards</li></ul>85% pass rate required / all mandatory standards must be met<br />
  32. 32. Sloan-C Consortium<br />The Sloan Consortium is an institutional and professional leadership organization dedicated to integrating online education into the mainstream of higher education, helping institutions and individual educators improve the quality, scale, and breadth of online education. Membership in the Sloan Consortium provides knowledge, practice, community, and direction for educators. Originally funded by the Alfred P. Sloan Foundation, Sloan-C is now a non-profit, member sustained organization. Join with Sloan-C to lead higher education in meeting social needs for affordable access, quality innovations, and teaching and learning excellence.<br /><ul><li>Standards Development
  33. 33. Articulation of Best Practices
  34. 34. Faculty Development
  35. 35. Instructional Technology Training</li></li></ul><li>Online Certification<br />Properly skilled and trained online teachers will be in high demand, and a consolidated approach to capturing that market with training and certification is well-within the grasp of PLS perhaps more than any other entity<br /><ul><li>Introduction to Online Learning
  36. 36. Instructor Technology Preparation
  37. 37. Instructional Design for Online Learning
  38. 38. Promoting Student Success in the Online Learning Environment
  39. 39. Assessing Knowledge and Skills in the Online Learning Environment
  40. 40. Beyond the Online Classroom</li></li></ul><li>Design Process: Where to Start?<br /><ul><li>Why instructional design?
  41. 41. Learning fails when we don’t know the needs and abilities of the learner
  42. 42. Learning fails when we don’t articulate goals of instruction
  43. 43. Learning fails when we don’t conceive of specific interventions to bridge the gap between needs, abilities, and goals.
  44. 44. Many design models are applicable to eCourses development. Here are but two successful design approaches that emphasize quality design as a prerequisite to student success
  45. 45. ADDIE Model
  46. 46. Backward Design</li></li></ul><li>ADDIE<br />
  47. 47. Backward Design<br />Conceive of desired results first, then work backward to develop instructional content and strategies (rather than beginning with topics)<br />Stage 1: Identify desired outcomes and results.<br />Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment).<br />Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels.<br />** Understanding By Design**<br />
  48. 48. MyCourseTools<br /> Thousands of assets that can be supplied for custom course augmentation<br />Animations<br />Simulations<br />Videos<br />Puzzles<br />Audio Glossaries<br />Web Research<br />Podcasts<br />Tutorials<br />Drag/Drop Activities<br />PowerPoints<br />Assessments<br />Online Games<br />
  49. 49. Quality Objections: Class Size<br /><ul><li>Why does your college push eLearning?
  50. 50. Student Access
  51. 51. Gaining FTSE
  52. 52. Physical classroom crunch
  53. 53. More efficient use of adjuncts
  54. 54. Efficiency = profitability
  55. 55. College response
  56. 56. Maximize virtual class space
  57. 57. Push higher numbers because of retention issues
  58. 58. Quantity vs. quality is crux of issue</li></li></ul><li>Class Size Research<br />Surprisingly, this is remains a poorly researched question.<br />NEA research (2000, 2004)<br />31% online courses have1-20 students<br />33% online courses have 21-40 students<br />17% online courses have 41+ students<br />19% (unknown reporting)<br />Prevailing wisdom for online class size: maximize student interaction to promote learning community (15-25 students)*<br />However, recent studies indicate: Higher class sizes may yield more significant interaction between students, and significant interaction positively correlates with higher grade performance.<br />
  59. 59. Class size considerations<br /><ul><li>Technology and technology support (LMS capacity, Help Desk support, sophistication of courseware, etc)
  60. 60. Assessment strategies and time resources
  61. 61. Objective, automated feedback
  62. 62. Subjective, qualitative feedback
  63. 63. Course structure
  64. 64. Tutorial oriented (courseware and technology as content provider)
  65. 65. Instructor oriented (faculty as content provider) </li></li></ul><li>Managing Interaction in Large Online Classes<br />From the Sloan Consortium: Effective Practices for Managing High Enrollment Online Courses<br />Information organization and retrieval<br />Synchronization of class activities<br />Coordination, collaboration, and socializing among course participants<br />Sharing knowledge<br />Sharing learning and feedback<br />Requiring participation<br />
  66. 66. Designing Success<br />Remember:<br />As educators, our primary goal is to create learning environments that foster student achievement.<br />The value of design and evaluation standards<br />No ID dept, a ton of money<br />Take the best of all the different strategies and create something customized to your comfort level---at the end of the day, its your course<br />Start to emphasize quality more in an era that places a premium on quantity<br />Committing to standards requires time and energy. However, this use of your resources not only enhances the likelihood of genuine learning and student satisfaction but also provides verification of the great work you already do!<br />

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