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Open	
  SUNY	
  Online	
  Teaching	
  
Ambassadors	
  Recogni9on	
  and	
  Panel	
  
	
  
The	
  Forma9on	
  of	
  Faculty...
Panel	
  Par9cipants	
  
Moderator:	
  Peter	
  Shea,	
  University	
  at	
  Albany	
  
	
  
Panelists:	
  
•  Dr.	
  Joan...
Quick	
  Research	
  Study	
  
•  Ques9on	
  1:	
  By	
  a	
  show	
  of	
  hands	
  how	
  many	
  of	
  
you	
  are	
  f...
Quick	
  Research	
  Study	
  
•  Ques9on	
  2:	
  By	
  a	
  show	
  of	
  hands,	
  do	
  you	
  accept	
  
the	
  value...
Overview	
  	
  
•  Faculty	
  a@tudes	
  about	
  online	
  learning	
  maXer	
  
•  Students	
  need	
  online	
  opport...
What	
  do	
  we	
  know	
  about	
  faculty	
  
a@tudes?	
  
•  What	
  do	
  we	
  know?	
  
•  Na9onal	
  Surveys	
  by...
Babson	
  Survey	
  Research	
  Group	
  
•  More	
  than	
  a	
  decade	
  of	
  research	
  by	
  the	
  Babson	
  
Surv...
IHE	
  Survey	
  Results	
  
Only	
  5%	
  of	
  inexperienced	
  	
  
US	
  faculty	
  strongly	
  agree	
  that	
  
onli...
Seems	
  like	
  something	
  is	
  wrong…	
  
•  Is	
  online	
  learning	
  inherently	
  inferior?	
  
•  What	
  is	
 ...
Meta-­‐analy9c	
  evidence	
  
•  Bernard	
  et	
  al.	
  (2014)	
  summarized	
  15	
  meta-­‐
analyses	
  	
  
•  All	
 ...
Faculty	
  a@tudes	
  
•  Do	
  a	
  majority	
  of	
  faculty	
  really	
  feel	
  that	
  online	
  
learning	
  is	
  i...
First…sort	
  of	
  hidden	
  disclaimer…	
  
None	
  of	
  these	
  surveys	
  are	
  representa9ve	
  
beyond	
  the	
  ...
Try	
  it	
  –	
  you’ll	
  like	
  it…maybe	
  
About	
  41%	
  of	
  experienced	
  online	
  	
  
Instructors	
  agree	...
Inexperienced	
  v	
  Experienced	
  
0	
  
10	
  
20	
  
30	
  
40	
  
50	
  
60	
  
%5	
  Strongly	
  agree	
   4%	
   3...
SUNY	
  Faculty	
  are	
  More	
  Posi9ve	
  
OL	
  student	
  learning	
  outcomes	
  that	
  are	
  at	
  least	
  equivalent…	
  
5	
  Strongly	
  agree	
   4	
   3	...
0%	
  
10%	
  
20%	
  
30%	
  
40%	
  
50%	
  
60%	
  
5	
  Strongly	
  
agree	
  
4	
   3	
   2	
   1	
  Strongly	
  
dis...
Current	
  Research:	
  Four	
  Quadrant	
  
Model	
  
Experienced	
  with	
  
Online	
  Teaching	
  
Inexperienced	
  wit...
Issues	
  and	
  Ques9ons	
  for	
  Panelists	
  
•  How	
  did	
  you	
  come	
  to	
  teach	
  online?	
  
•  Were	
  yo...
Issues	
  and	
  Ques9ons	
  for	
  Panelists	
  
•  What	
  courses	
  do	
  you	
  teach	
  and	
  do	
  you	
  
believe...
Issues	
  and	
  Ques9ons	
  
•  A	
  theme	
  that	
  emerges	
  from	
  IHE	
  surveys	
  –	
  
interac9on	
  with	
  st...
Issues	
  and	
  Ques9ons	
  
•  Do	
  you	
  have	
  any	
  advice	
  for	
  faculty	
  who	
  are	
  
considering	
  tea...
Issues	
  and	
  Ques9ons	
  for	
  Panelists	
  
•  For	
  profit	
  online	
  ins9tu9ons	
  have	
  long	
  
suffered	
  f...
The Formation of Positive Attitudes in Online Teaching
The Formation of Positive Attitudes in Online Teaching
The Formation of Positive Attitudes in Online Teaching
The Formation of Positive Attitudes in Online Teaching
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The Formation of Positive Attitudes in Online Teaching

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Open SUNY Online Teaching Ambassadors Recognition and Panel

Moderator: Peter J. Shea, University at Albany
Panelists: Open SUNY Online Teaching Ambassadors
Dr. Joanne Souza, Director, Biology Online, Lecturer, Stony Brook, Department of Biochemistry & Cell Biology
Dr. Alisia Grace Chase, Historian of Art and Visual Culture, SUNY Brockport, Department of Art
Kathleen D. Borbee, Associate Professor, Business Administration & Economics, Monroe Community College
Meet the 2016 Open SUNY Online Teaching Ambassadors

Recognition and Panel Presentation: The Formation of Positive Attitudes in Online Teaching

Open SUNY COTE Summit
Conference Dates: February 24-26, 2016.
Location: SUNY Global Center, New York, New York
http://opensunycotesummit2016.edublogs.org/
Presentation Recording: http://sysadm.mediasite.suny.edu/Mediasite/Play/c43201af8a944f5d96584caa3a4ca9f91d

Published in: Education
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The Formation of Positive Attitudes in Online Teaching

  1. 1. Open  SUNY  Online  Teaching   Ambassadors  Recogni9on  and  Panel     The  Forma9on  of  Faculty  A@tudes   Toward  Online  Learning  
  2. 2. Panel  Par9cipants   Moderator:  Peter  Shea,  University  at  Albany     Panelists:   •  Dr.  Joanne  Souza,  Director,  Biology  Online,   Lecturer,  Stony  Brook,  Department  of   Biochemistry  &  Cell  Biology   •  Dr.  Alisia  Grace  Chase,  Historian  of  Art  and  Visual   Culture,  SUNY  Brockport,  Department  of  Art   •  Dr.  Kathleen  D.  Borbee,  Associate  Professor,   Business  Administra9on  &  Economics,  Monroe   Community  College  
  3. 3. Quick  Research  Study   •  Ques9on  1:  By  a  show  of  hands  how  many  of   you  are  faculty?  
  4. 4. Quick  Research  Study   •  Ques9on  2:  By  a  show  of  hands,  do  you  accept   the  value  and  legi9macy  of  online  learning?  
  5. 5. Overview     •  Faculty  a@tudes  about  online  learning  maXer   •  Students  need  online  opportunity   •  Nega9ve  a@tudes  limit  growth  and  access   •  Understanding  the  forma9on  of  faculty   a@tudes  is  crucial  
  6. 6. What  do  we  know  about  faculty   a@tudes?   •  What  do  we  know?   •  Na9onal  Surveys  by  Babson  Survey  Research   Group   •  Na9onal  Surveys  by  Gallup  and  Inside  Higher   Educa9on  
  7. 7. Babson  Survey  Research  Group   •  More  than  a  decade  of  research  by  the  Babson   Survey  Research  Group  indicates  that  college   leaders  do  not  feel  that  their  faculty  accept  the   value  and  legi9macy  of  online  learning.           •  Repeated  surveys  of  Chief  Academic  Officers  by   Allen  and  Seaman  indicate  that  that  less  than  a   third  of  faculty  are  favorably  disposed  toward   online  learning.     •  What  about  faculty  themselves?  
  8. 8. IHE  Survey  Results   Only  5%  of  inexperienced     US  faculty  strongly  agree  that   online  is  as  good  as  f2f      
  9. 9. Seems  like  something  is  wrong…   •  Is  online  learning  inherently  inferior?   •  What  is  the  evidence?   Only  5%  of  inexperienced     US  faculty  strongly  agree  that   online  is  as  good  as  f2f      
  10. 10. Meta-­‐analy9c  evidence   •  Bernard  et  al.  (2014)  summarized  15  meta-­‐ analyses     •  All  15  studies  agree  distance  educa9on  and   online  learning  are  at  least  equivalent  to   classroom  instruc9on  (NSD)   •  Newer  studies  indicate  online  students  may   outperform  classroom  students  
  11. 11. Faculty  a@tudes   •  Do  a  majority  of  faculty  really  feel  that  online   learning  is  inferior?   •  Look  at  these  numbers  again…  
  12. 12. First…sort  of  hidden  disclaimer…   None  of  these  surveys  are  representa9ve   beyond  the  respondents…i.e.     not  to  US  faculty    
  13. 13. Try  it  –  you’ll  like  it…maybe   About  41%  of  experienced  online     Instructors  agree  that  online     outcomes  are  equivalent…   A  minority  of  online   instructors  (30%)  express   disagreement…the  rest   are  ambivalent…   Results  from  2014  Survey  of  faculty  a@tudes  
  14. 14. Inexperienced  v  Experienced   0   10   20   30   40   50   60   %5  Strongly  agree   4%   3%   2%   %1  Strongly  disagree   Outcomes  are  Equivalent  Between  Online  and  Ff2  in  Courses  I   Teach   Taught  Online  Course   Never  Taught  Online  Course   Results  from  2015  Survey  of  faculty  a@tudes  
  15. 15. SUNY  Faculty  are  More  Posi9ve  
  16. 16. OL  student  learning  outcomes  that  are  at  least  equivalent…   5  Strongly  agree   4   3   2   1  Strongly   disagree   IHE  In  the  classes  that  I  teach   29%   27%   17%   14%   14%   SUNY  In  the  classes  that  I  teach   57%   19%   15%   8%   5%   0%   10%   20%   30%   40%   50%   60%   In  the  classes  I  teach   Experienced  Online   Faculty  Only   Approximately  76%  of   SUNY  faculty  surveyed   agreed  that  online  and  f2f   are  equivalent   Only  13%  experienced   SUNY  faculty  disagreed   that  online  and  f2f  are   equivalent  
  17. 17. 0%   10%   20%   30%   40%   50%   60%   5  Strongly   agree   4   3   2   1  Strongly   disagree   IHE  Survey  In  the  classes  that  I  teach   SUNY  In  the  classes  that  I  teach   Inexperienced  Faculty  Na9onally  v.  SUNY   OL  student  learning  outcomes  that  are  at  least   equivalent…   Inexperienced  faculty   na9onally  are  most  in   doubt  about  equivalence   of  online  educa9on  for   their  own  teaching   In  the  classes  I  teach  
  18. 18. Current  Research:  Four  Quadrant   Model   Experienced  with   Online  Teaching   Inexperienced  with   Online  Teaching     Posi9ve  A@tudes   About  Online   Teaching                                                          X   Nega9ve  A@tudes   About  Online   Teaching     What  kinds  of  experiences  lead  to  a@tudes  in  these  four  quadrants?   What  does  this  tell  us  about  faculty  issues  with  online  educa9on  generally?   What  are  implica9ons  for  theory  and  prac9ce?  
  19. 19. Issues  and  Ques9ons  for  Panelists   •  How  did  you  come  to  teach  online?   •  Were  you  influenced  by  colleagues?  How?   •  Did  you  receive  any  kind  of  support  from  your   campus  or  from  SLN/OpenSUNY?       •  How  did  that  influence  your  a@tudes  toward   online  learning?  
  20. 20. Issues  and  Ques9ons  for  Panelists   •  What  courses  do  you  teach  and  do  you   believe  outcomes  are  equivalent  between   online  and  classroom  courses  you  have   taught?     •  Why  or  why  not?    
  21. 21. Issues  and  Ques9ons   •  A  theme  that  emerges  from  IHE  surveys  –   interac9on  with  students  is  cri9cal  to  quality   outcomes  but  not  really  possible  online.     •  Do  you  feel  this  is  true  in  your  courses?   •  How  do  you  ensure  there  is  significant   interac9on:   •  Student-­‐student   •  Student-­‐instructor   •  Student-­‐content  
  22. 22. Issues  and  Ques9ons   •  Do  you  have  any  advice  for  faculty  who  are   considering  teaching  online?  
  23. 23. Issues  and  Ques9ons  for  Panelists   •  For  profit  online  ins9tu9ons  have  long   suffered  from  reputa9onal  issues.    Many  are   scaling  back  and  some  are  even  closing  in  light   of  these  issues.   •  Were  you  aware  of  these  issues?     •  Did  that  ever  concern  you  when  you  thought   about  online  teaching?  Why  or  why  not?  

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