Online Best Practices For Faculty


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Online Best Practices For Faculty

  1. 1. Online Best Practices for Faculty
  2. 2. Abstract <ul><li>By applying the seven principles for good practice as defined by Chickering and Gamson in 1987, online instructors can work smarter while teaching online. They can make their online teaching experience effective for themselves and their students. </li></ul><ul><li>(See </li></ul><ul><li>assessment/documents/sevenprinciples.pdf </li></ul><ul><li>for original article) </li></ul>
  3. 3. Introduction – Quote from Winona State University “ The Seven Principles for Good Practice in Undergraduate Education provide a common ground for faculty and students in their quest for meaningful learning. As a generally agreed-upon philosophy of &quot;good&quot; teaching and learning, these principles establish fundamental guidelines for quality higher education and can be used as the building blocks for success by faculty, students, administrators and staff.”
  4. 4. Introduction <ul><li>Arthur Chickering and Zelda Gamson developed the seven principles along with scholars who had conducted research on the impact of the college experience and on issues in higher education related to the organization, economics, and policy. </li></ul><ul><li>Researchers have used the seven principles to help faculty with pedagogy, to make institutions better, and to give students a better experience during college </li></ul>
  5. 5. First Principle - Good practice encourages student-faculty contact <ul><li>Student to faculty contact has a major impact on student learning and motivation </li></ul><ul><li>Faculty who are concerned about students give them the will to keep going through the rough times </li></ul><ul><li>Students who know their faculty members have a stronger commitment to learning because their values and plan for the future are guided by these faculty members </li></ul>
  6. 6. Second Principle - Good practice encourages cooperation among students <ul><li>Learning can be enhanced when teams are utilized to convey content. </li></ul><ul><li>Good learning can be collaborative, allowing students to pattern work behavior in an academic environment. </li></ul><ul><li>Hands-on learning while working with others can increase content retention. </li></ul><ul><li>Critical thinking is enhanced when one works and responds to classmates’ opinions. </li></ul>
  7. 7. Third Principle - Good practice encourages active learning <ul><li>Students need to be engaged in learning to foster concept retention. </li></ul><ul><li>Students should: </li></ul><ul><ul><li>talk about what they are learning. </li></ul></ul><ul><ul><li>write what they are learning. </li></ul></ul><ul><ul><li>relate what they are learning past and personal experiences. </li></ul></ul><ul><ul><li>apply what they are learning to daily life or their chosen field of study. </li></ul></ul><ul><li>Students need to relate the lesson or material being covered to themselves to make the learning more relevant. </li></ul>
  8. 8. Fourth Principle - Good practice gives prompt feedback <ul><li>Receiving feedback on completed assignments allows a student to focus on their learning. </li></ul><ul><li>Students need appropriate feedback on performance to benefit from their course. </li></ul><ul><li>Students need help in assessing existing knowledge and competence. </li></ul><ul><li>At various points during college, and at the end, students need a chance to reflect on what they have learned, what they still need to know, and how to assess themselves. </li></ul>
  9. 9. Fifth Principle - Good practice emphasizes time on task <ul><li>Time plus energy equals learning. (T+E=L) </li></ul><ul><li>There is no substitute for time on task. </li></ul><ul><li>Learning to use one’s time well is critical for students and professionals. </li></ul><ul><li>Students need help learning time management skills. </li></ul><ul><li>Allocating realistic amounts of time means effective learning. </li></ul>
  10. 10. Sixth Principle - Good practice communicates high expectations <ul><li>Expect more and you will get it! </li></ul><ul><li>High expectations are important for everyone. </li></ul><ul><li>Expecting students to perform well becomes a self-fulfilling prophecy. </li></ul><ul><li>Teachers and institutions should hold their students and themselves to high standards so that they can reap the rewards of their efforts. </li></ul>
  11. 11. Seventh Principle - Good practice respects diverse talents and ways of learning <ul><li>Students and instructors bring different talents and styles of learning. </li></ul><ul><li>Students need the opportunity to show their talents and learn in ways that work for them. </li></ul><ul><li>Students need different learning opportunities so that they can find their preferred learning style. </li></ul>
  12. 12. Wrap-Up & Discussion <ul><li>Faculty are encouraged to use the seven principles not only in their on campus courses but in online courses too </li></ul><ul><li>How will you use the Seven Principles as Best Practice in your classes? </li></ul>
  13. 13. References <ul><li>Chickering, A. W., Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin , March, 3-7. (ERIC Document Reproduction Service No. ED282491) </li></ul><ul><li>Chickering, A. W., Gamson, Z. F., & Barsi. (1989). Inventories of good practice. Milwaukee, WI:Johnson Foundation. (ERIC Document Reproduction Service No. ED319293) </li></ul><ul><li>Winona State University (1999). The seven principles for good practice. Retrieved August 10, 2002, from </li></ul>