Using a case based approach, a panel of DL administrators discuss change management in relation to online course and program delivery at three different institutional settings.
No Wallflowers at HCC: Engaging Students through Social Networking. Presented at Houston Community College Instructional Day by Dr. Lesli Rowell and Mrs. Lisa Parkinson
No Wallflowers at HCC: Engaging Students through Social Networking. Presented at Houston Community College Instructional Day by Dr. Lesli Rowell and Mrs. Lisa Parkinson
Supporting Students Cross-Campus Collaboration Through Educational Social Net...Christoph Winkler
The presentation features two innovative approaches utilizing educational and professional social networking sites to support instruction in the classroom, engage students in extracurricular activities, and showcase student work to potential employers.
Presenters:
Christoph Winkler: http://www.linkedin.com/in/christophwinkler
Edgar Troudt: http://www.linkedin.com/in/troudt
Is the emperor wearing clothes? A debate on hype vs reality in elearning & ...Natalie Lafferty
My slides from the closing plenary of the AMEE eLearning Symposium 6 September 2015 in Glasgow, which was a debate on the hype vs the reality of elearning in medical education between David Cook and myself.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
The Achievement Gap in Online Courses through a Learning Analytics LensJohn Whitmer, Ed.D.
Presentation at San Diego State University on April 12, 2013.
Educational researchers have found that students from under-represented minority families and other disadvantaged demographic backgrounds have lower achievement in online (or hybrid) courses compared to face-to-face course sections (Slate, Manuel, & Brinson Jr, 2002; Xu & Jaggars, 2013). However, these studies assume that "online course" is a homogeneous entity, and that student participation is uniform. The content and activity of the course is an opaque "black box", which leads to conclusions that are speculative at best and quite possibly further marginalize the very populations they intend to advocate for.
The emerging field of Learning Analytics promises to break open this black box understand how students use online course materials and the relationship between this use and student achievement. In this presentation, we will explore the countours of Learning Analytics, look at current applications of analytics, and discuss research applying a Learning Analytics research method to students from at-risk backgrounds. The findings of this research challenge stereotypes of these students as technologically unsophisticated and identify concrete learning activities that can support their success.
Peter Shea: Does Online Learning Inhibit or Support Community College Student...Alexandra M. Pickett
Dr. Peter Shea
Does Online Learning Inhibit or Support Community College Student Success?
Using a nationally representative sample (The Beginning Postsecondary Student Survey, BPS 04/09), this study examined the associations between enrollment in credit-bearing distance education courses and degree attainment. We sought to determine whether US students enrolled in online/distance education courses during their first year of study at a community college tend to complete a degree (certificate, associate, or bachelor’s) at significantly lower rates than those who were not enrolled in such courses or programs. Unlike previous researchers, our findings indicated that students who take some of their early courses online or at a distance have a significantly better chance of attaining a community college credential than do their classroom-only counterparts. Implications for policy, practice, and theory related to student attrition, persistence, and success will be discussed.
presentation at the 15th annual SLN SOLsummit 2014 February 26, 2014
http://slnsolsummit2014.edublogs.org
Supporting Students Cross-Campus Collaboration Through Educational Social Net...Christoph Winkler
The presentation features two innovative approaches utilizing educational and professional social networking sites to support instruction in the classroom, engage students in extracurricular activities, and showcase student work to potential employers.
Presenters:
Christoph Winkler: http://www.linkedin.com/in/christophwinkler
Edgar Troudt: http://www.linkedin.com/in/troudt
Is the emperor wearing clothes? A debate on hype vs reality in elearning & ...Natalie Lafferty
My slides from the closing plenary of the AMEE eLearning Symposium 6 September 2015 in Glasgow, which was a debate on the hype vs the reality of elearning in medical education between David Cook and myself.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
The Achievement Gap in Online Courses through a Learning Analytics LensJohn Whitmer, Ed.D.
Presentation at San Diego State University on April 12, 2013.
Educational researchers have found that students from under-represented minority families and other disadvantaged demographic backgrounds have lower achievement in online (or hybrid) courses compared to face-to-face course sections (Slate, Manuel, & Brinson Jr, 2002; Xu & Jaggars, 2013). However, these studies assume that "online course" is a homogeneous entity, and that student participation is uniform. The content and activity of the course is an opaque "black box", which leads to conclusions that are speculative at best and quite possibly further marginalize the very populations they intend to advocate for.
The emerging field of Learning Analytics promises to break open this black box understand how students use online course materials and the relationship between this use and student achievement. In this presentation, we will explore the countours of Learning Analytics, look at current applications of analytics, and discuss research applying a Learning Analytics research method to students from at-risk backgrounds. The findings of this research challenge stereotypes of these students as technologically unsophisticated and identify concrete learning activities that can support their success.
Peter Shea: Does Online Learning Inhibit or Support Community College Student...Alexandra M. Pickett
Dr. Peter Shea
Does Online Learning Inhibit or Support Community College Student Success?
Using a nationally representative sample (The Beginning Postsecondary Student Survey, BPS 04/09), this study examined the associations between enrollment in credit-bearing distance education courses and degree attainment. We sought to determine whether US students enrolled in online/distance education courses during their first year of study at a community college tend to complete a degree (certificate, associate, or bachelor’s) at significantly lower rates than those who were not enrolled in such courses or programs. Unlike previous researchers, our findings indicated that students who take some of their early courses online or at a distance have a significantly better chance of attaining a community college credential than do their classroom-only counterparts. Implications for policy, practice, and theory related to student attrition, persistence, and success will be discussed.
presentation at the 15th annual SLN SOLsummit 2014 February 26, 2014
http://slnsolsummit2014.edublogs.org
This discovery of yours will create forgetfulness in the learners. They will ...alanwylie
The Australian and New Zealand Keynote Panel presentation by Colin Latchem for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Our strategic plan measures the effectiveness of the Duval UDL over a three to five year period. We are confident that speech and debate instruction will instill a high level of self-efficacy in active students who remain in the program. However, we have established a full evaluation team to provide an ongoing assessment and reports to address not only the common areas of academic performance like GPA, attendance, and test scores, but community service and parent engagement also.
www.dudl.org
College of Communication & Information Degree ProgramsFSUlibIT
The Florida State University College of Communication & Information undergraduate Information Technology bachelor's degree and graduate Library & Information Studies masters' degree programs for careers in IT, libraries, health informatics and more - http://slis.fsu.edu
This presentation will explore how the Sloan Consortium (Sloan-C) helps to professionally develop faculty in online and blended learning, the importance of using online and blended educational delivery for workforce education and ABE/ESL, and the details of the jump-start program that the SBCTC is initiating in collaboration with Sloan-C.
Factors & Strategies that impact online CC student persistence,Alexandra M. Pickett
SLN Campus Research Engagement Program http://wiki.sln.suny.edu/display/SLNED/Current+Research+Projects
Study of Online Student Persistence in SUNY
Research proposal problem statement:
SUNY's DOODLE group has conducted a multi-year study of student persistence, attrition, and success with online courses. Overall, the rates of attrition are similar among the DOODLE institutions as are success rates which is interesting in itself given the institutions are often quite different in size, number of courses offered online, and in demographic make-up. SUNY and its DE faculty often consider the attrition rate outcomes to be high, and indeed, compared to research such as the National Community College Benchmark study, SUNY's rates are high - typically 5% or greater in similar categories of measurement (higher attrition = not a favorable outcome). In other words, SUNY looks normative compared 'to itself' and appears as an underperformer when compared to aggregate institutions participating in the NCCB study. (DOODLE has less than 20 institutions participating in its persistence study; NCCB has over 200.) While the reasons for such a gap may be simple, such as survey criteria being different, explaining the phenomenon is important as SUNY faculty look at 'national' outcomes and deduce (perhaps quite incorrectly) that SUNY (and their own SUNY college) are doing a bad job of both attracting and keeping students in online courses toward successful outcomes.
* The affected population are SUNY students enrolled in online and blended courses.
* The target 'population' are SUNY colleges and university centers who are members of Directors of Online and Distance Learning (DOODLE) and also any SUNY institutions that become members of DOODLE. (All offer fully online and/or blended modalities of mediated teaching and learning at course and/or program levels to enrolled students, typically using a commercial or open-source CMS/LMS platform)
What's Happening with K-12 Online Learning in CaliforniaRob Darrow
K-12 online learning in California is slowly making traction. Two recent dissertations researched K-12 online learning in California by Kelly Schwirzke and Rob Darrow are shared in this presentation.
Highlights recent research about California online learning, the differences between a textbook vs. blended vs. online teacher, and activities of a county Online Learning Network.
Similar to 159 Tx Dla 2010 Managing Dl Challenges (20)
1. 3/23/2010
Susan C. Biro, Ed.D
Carlos R. Morales, Ph.D
Peter J. Shapiro, Ph.D
TXDLA 2010 - #txdla-193
Susan C. Biro, Ed.D.
Director of Distance Learning
Carroll Community College -
sbiro@carollcc.edu
DL Enrollment
Fall Fall Fall Fall ’08 – ’09
2006 2007 2008 2009 Change
(%)
Online 559 700 653 823 +26%
Hybrid 43 74 189 219 +16%
Maryland Online 16 11 5 6 +20%
Consortium
courses
Interactive Video 20 10 29 19 - 35%
Telecourses (TV) 38 42 55 54 - 2%
TOTALS 676 837 931 1,121 +20%
1
2. 3/23/2010
Carlos R. Morales, Ph.D.
Executive Director of Academic Technology
Lock Haven University -
cmorales@lhup.edu
Online Enrollment
28%
Peter J. Shapiro Ph.D.
Director of Creative Learning Services
Florida State College at Jacksonville
pshapiro@fscj.edu
2
3. 3/23/2010
Traditional Enrollment
Online Course Enrollments
Fall 09 data as of 09/28/09
Online learning growth
Last 5 years
Growing faster than
overall higher
education enrollments
SLOAN-C report:
Learning on Demand:
Online Education in the US, 2009
3
4. 3/23/2010
Online learning growth
SLOAN-C report:
Learning on Demand:
Online Education in the US, 2009
Online learning growth
SLOAN-C report:
Learning on Demand:
Online Education in the US, 2009
DLA Conference Presentation
4
5. 3/23/2010
Type of Institution
4 yr Public For-Profit Graduate Only
4 yr Private For-Profit University
2 yr Public Other
2 yr Private
Type of Institution
Are you a…
DL Manager/Director Instructional Designer
DL Dean Other DL Support Staff
DL Faculty Other
5
6. 3/23/2010
Are you a…
Does DL report to…
Academic Dean
Academic VP
President
Other Administrator
Does DL report to…
6
7. 3/23/2010
Do You Deliver Complete Online
Degree Programs?
Yes
No
Do you deliver complete
online degree programs?
For those who said No…
Is there pressure to deliver
complete degree programs?
Yes
No
7
8. 3/23/2010
Is there pressure to deliver
complete degree programs?
Pressure to scale online
or online degree?
Financial environment?
DL structure?
Who has the DL vision
and interest?
Programmatic
Administrative
Institutional (support)
8
9. 3/23/2010
Greatest Programmatic Challenge
Online program identification
Course section expansion
Faculty selection
Faculty training
Support
Greatest Programmatic Challenge
Greatest Challenge for DL Admin
Support Staff Needed
Adequate Student Services
Operating / Equipment
Budgets
Adequate Admin Authority
Faculty Acceptance
9
10. 3/23/2010
Greatest Challenge for DL Admin
Institutional Support
Registration
Marketing
Advisement
Institutional Support Challenge
10
12. 3/23/2010
Disseminating Effective
Learning Through Automation
3 year FIPSE grant for $728,000
Academic Partners New SIRIUS
Partners
Disseminating Effective
Learning Through Automation
Seeking New Consortium Members
5 Faculty = 5 sections/yr for 3 yrs.
$1,000/year per faculty member
Free online professional development
Free conference attendance
$500 conference travel stipend
For more info - email jchamber@fscj.edu
12
13. 3/23/2010
One take-away from today…
Overhaul policies
Faculty recruitment / support
Incentives
Analyze infrastructure needs
Institutional ownership issues
Susan C. Biro, Ed.D.
Director of Distance Learning
Carroll Community College - sbiro@carollcc.edu
Carlos R. Morales, Ph.D.
Executive Director of Academic Technology
Lock Haven University - cmorales@lhup.edu
Peter J. Shapiro Ph.D.
Director of Creative Learning Services Florida State
College at Jacksonville - pshapiro@fscj.edu
13