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2011Online Adjunct Faculty Training


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2011Online Adjunct Faculty Training

  1. 1. MarylandOnline’s COAT OnlineAdjunct Faculty Training Project Outcomes: Expect the UnexpectedBobbi Dubins, Julie Shattuck, Diana Zilberman
  2. 2. Copyright 2011 MarylandOnline2
  3. 3. Who Are We? MarylandOnline is a COAT Project Team consortium of community Bobbi Dubins colleges and senior COAT Project Director institutions in the state of Maryland. The Julie Shattuck organization was COAT Research Coordinator founded to promote and Diana Zilberman support the distance COAT Instructor learning communities of Carole Redline its member colleges. COAT Course Instructor Deborah Turner COAT Course Technical Support3
  4. 4. Presentation Outline 2008-2009: Research & Adjunct 2009-2010: Faculty Course Design, Pilot, 2010-2011: Focus & Expected Evaluation and Unexpected Outcomes4 Copyright 2011 MarylandOnline
  5. 5. Phase 1: Research (2008-2009) • Training needs of MD higher education institutions • Level of interest in possible shared training for online instructors • Online teaching competencies (literature review) • Existing online teaching courses5
  6. 6. COAT: Phase 1 Course Recommendations • Delivered fully online • 9-week, cohort, paced training with assessments • Modularized – reusable across LMS • Focus on teaching online, not course design6
  7. 7. Who is the Course Designed For? Why? Adjunct faculty with: •Experience teaching f2f in higher education • Basic technical navigational LMS skills & basic computer skills Why adjuncts? •Portable training to multiple institutions •Asynchronous training for access •Pool of trained adjuncts for administrators7
  8. 8. Want More Details? • Go to the COAT website, Project History section: • Chat with us later • See research results from phase 1: – Dubins, B. H., & Graham, M. B. (2009). Training instructors to teach online: Research on competencies/best practices. Paper presented at the 25th Annual Conference on Distance Teaching and Learning, Madison, WI. y/proceedings/09_20433.pdf8
  9. 9. Phase 2: Design, Pilot, & Evaluate Inter-Institutional Diverse Collaborative, members, team skill sets, and approach experiences9
  10. 10. Institution-specific LMS Skills* and Legal Managing Other Technical Assessment Skills Eight Core (Computer Skills)* Competency Social Areas Processes Orienting and Presence Students Pedagogy (Teaching and Instructional Learning Theory) Design Basics10
  11. 11. COAT Design Highlights 1. Meets Quality Matters standards. 2. Considers different learning styles/preferences 3. Makes use of resources from various sources/types (textbook, interactive software, self check games, external web sites, etc.) 4. Includes formal assessments 5. Models good teaching practices 6. Provides resources for additional study if desired 7. Upon completion of course, participants have a ‘personalized reference manual’ (portfolio) 8. Evaluates participants’ experiences in the course using embedded mixed methods research tools11
  12. 12. Want More Details? • Go to the Syllabus on the COAT website: bus_webpage.pdf • Chat with us later • Read about how the project was developed and piloted: Shattuck, J., Dubins, B., & Zilberman, D. (2011). MarylandOnline’s inter-institutional project to train higher education adjunct faculty to teach online. International Review of Research in Open and Distance Learning, 12(2), 40- 61.
  13. 13. Phase 3: Implementation (2010-2011) Course offerings: Fall 2010 – 1 section Spring 2011– 2 sections Summer 2011 – 2 sections Cost: $300 Maryland resident/instructor $600 Non-Maryland resident $500 Non-Maryland resident institutional group13
  14. 14. Course Showcase14
  15. 15. The course models a college credit course
  16. 16. Discussion Board
  17. 17. Interactive games for self-checking knowledge
  18. 18. SoftChalkinteractive lessons
  19. 19. YouTube videos
  20. 20. Small group activity using a wiki
  21. 21. Outcomes: Expected The majority of participants strongly agreed or agreed: • Course met their needs to prepare them to teach online • They would recommend the course to a colleague • Course helped them see what a quality online course looks like • Instructor provided positive model for online teaching best practices21
  22. 22. A few participant quotes…
  23. 23. Outcomes: Unexpected Enrollment was higher/broader than predicted. • Interest in the course encompassed 64 Maryland and 24 out-of-state faculty from 9 different states. • 3 sections were planned, 5 were needed/taught. • Enrollment included both adjunct and full-time faculty, as well as administrators…23
  24. 24. Unexpected Outcomes – Ferris State University • Require faculty teaching in their Community College Leadership Doctoral blended program to successfully complete COAT. • College of Allied Health Sciences is using COAT as an integral part of their newly launched "Online Quality Pilot Project.” 22 faculty who completed the course will become their “Online Faculty Resource Group” that will mentor faculty and help guide the project.24
  25. 25. Unexpected Outcomes: F/T Faculty “As a full-time faculty member, I found COAT invaluable…I feel that this course should be offered/required for everyone who teaches online! The course provided excellent resources for the first time online faculty member. The COAT instructor was the perfect role model on promoting social presence along with giving feedback and encouragement. In addition, the communication between the students provided me with some great innovative teaching ideas. I have already recommended the COAT course to another full time nursing faculty member!”25
  26. 26. Unexpected Outcomes: In-House • 8 MOL member institutions using COAT modules for in-house training for a variety of purposes – using parts to supplement/improve current training – providing the entire course to faculty or using the content to create new training for their faculty. – adapting it to a self-paced training. – using it to demonstrate the design of a Quality Matters® certified course. * Responses indicated the content would be used for both full-time and adjunct faculty training.26
  27. 27. Next Steps… • Use existing research data to inform course redesign decisions for spring 2012. • Conduct further research: COAT alumni, distance learning administrators, students. • Advisory board input • Be ready and open for more unexpected outcomes…27
  28. 28. Project Web site: Bobbi Dubins, Director Julie Shattuck, Research Coordinator Diana Zilberman, Instructor dzilberman@bccc.edu28