Educause 2013


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This poster session presents results from a survey conducted at a small Midwestern university that was designed to measure institutional barriers that prevent faculty from developing online courses and the steps taken to assist faculty in removing those barriers. The results of this survey were used to create a stipend incentive program for faculty that includes a required six-week hybrid course. The face-to-face sessions of this course were used to give the faculty hands-on technology training. Attendees will learn about the structure of the course and lessons learned,

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Educause 2013

  1. 1. Exploring and Removing FacultyBarriers to Developing Online Courses Dr. Alysia Starkey Lisa Craft Kansas State University Salina
  2. 2. Theoretical Framework Chism, 2004
  3. 3. Theoretical Framework Chism, 2004
  4. 4. Survey Questions
  5. 5. Results• Faculty Development
  6. 6. Results• Barriers to Online Instruction
  7. 7. Faculty Development New stipend program was Introduced spring of 2012 to address barriers to developing online courses. To be considered faculty had to submit a proposal that included:  Intended audience  Statement about how their academic program would benefit  Projected timeline for planning course development strategy  Course description  Student learning outcomes and assessment strategies  Pedagogical approach for the use of technology in the course  Plan for use of multimedia  List of specific resources required for their course development
  8. 8. Faculty DevelopmentIf selected, each faculty member received a$2000 stipend if the following criteria weremet: Participate in a six-Week hybrid course held in the summer of 2012 that focused on pedagogy, technology and application in teaching online. The course required a face-to-face meeting two hours a week for hands on technology training. The course had to be ready to teach by the spring of 2013 semester. The course had to pass an eLearning Course Readiness Checklist
  9. 9. CourseSix week hybrid course focused on the followingcontent
  10. 10. Reflection Face-to-face course time should be increased in order for faculty to become more comfortable with technology being taught. A tremendous benefit of the face-to-face time was the learning community that was created. Encouraging faculty to participate in online discussions boards was more difficult that expected.