Big, Bigger, Too Big: Online Course Sizing

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gketcham

CIT 2017 presentation -survey of existing research on online course caps, and discussion of sizing methodologies.

Education

DIRECTOR’S CUT:
• WHAT DO WE KNOW?
• HOW DID WE GET HERE?
• WHERE DOES THIS ROAD TAKE US?
• THIS IS NOT MY BEAUTIFUL COURSE
• ENCORE

WHAT DO WE KNOW?
• VARIOUS STUDIES SUGGEST OPTIMAL SIZING FROM 12 TO 30 STUDENTS
• NO AGREEMENT IN FINDINGS (“MIXED..AND CONTRADICTORY”)
• QUESTIONS REGARDING METHODICAL APPROACH AND APPLICABILITY OF RECOMMENDATIONS

HOW DID WE GET HERE?
“I DON’T RECALL ANYTHING MAGICAL ABOUT THE NUMBER 25.”
-ERIC FREDERICKSON TO THE AUTHOR, 2.6.17

HOW DID WE GET HERE?
A LITTLE HISTORY LESSON…
• SIZING WAS A LOCAL CAMPUS DECISION
• THE APPROACH BY OTHER SUNY CAMPUSES WAS OFTEN EXPLORED AND CONSIDERED
• IN THE EARLY DAYS, (SLN WAS) TRYING TO HELP PEOPLE UNDERSTAND THAT ONLINE COURSES WERE NOT
A SPACE FOR UNLIMITED ENROLLMENTS
• (SLN) SHARED A LOT OF RESEARCH ABOUT HIGHER LEVELS OF INTERACTION IN THE ONLINE COURSES
(WHICH HELPED WITH THE PREVIOUS BULLET)

WHERE DOES THIS ROAD TAKE US?
COMPETING INTERESTS:
• COST-EFFECTIVENESS OF ONLINE SECTIONS/RESOURCE CONSTRAINTS
• MAINTAINING A HIGH DEGREE OF INSTRUCTOR/STUDENT INTERACTION
• OFFSETTING ENROLLMENT DECLINES THROUGH ALTERNATIVE ENROLLMENT IN ONLINE PROGRAMS
• MONITORING LEARNING OUTCOMES ACROSS DELIVERY MODALITIES

TIME THE REVELATOR
• Faculty perceptions of workload
• Time-based studies

THIS IS NOT MY BEAUTIFUL COURSE
COURSE SIZE IMPACT ON INSTRUCTOR EFFECTIVENESS:
• “LARGE” COURSES (UP TO 30 STUDENTS) WERE NEGATIVELY IMPACTED IN TERMS OF INSTRUCTOR
EFFECTIVENESS. (SORENSON, 2014)
• FOLLOW UP STUDY: IMPACT ON STUDENTS IN >30 SEAT COURSES DIFFICULT TO PREDICT WITHOUT
FURTHER STUDY (2015)

MONEY TALKS
• Course caps increase in summer/winter sessions
• Compensation pro-rated based on enrollment

TIME BASED STUDIES
• TOMEI (2006) FINDINGS:
• 14% MORE TIME REQUIRED FOR ONLINE INSTRUCTION (CONTENT TRANSMISSION)*
• 16% MORE TIME REQUIRED FOR ONLINE ADVISEMENT(STUDENT INTERACTION)
• 8% LESS TIME REQUIRED FOR ONLINE ASSESSMENT
* STUDY INCLUDED “LIVE” SESSIONS AS PART OF INSTRUCTIONAL DELIVERY

TIME BASED STUDIES
WORLEY AND TESDALL (2009):
• OVERALL TIME SPENT TEACHING ONLINE WAS NOT GREATER THAN F2F
• TIME SPENT PER ONLINE STUDENT WAS HIGHER

TIME BASED STUDIES
• “ABOUT A MINUTE PER WEEK PER STUDENT MORE…” (VAN DE VOORD AND POGUE, 2012)

TIME BASED STUDIES
• COVELLO (2017) SUGGESTS TIME-BASED INSTRUCTOR TASK STUDIES TO DETERMINE APPROPRIATE
WORKLOAD
• CONCERNS ABOUT “TAYLORISM”
• ACCOUNTING FOR DIFFERING MANAGERIAL STRATEGIES

SCALING UP: AN IMPOSSIBLE DREAM?
STRATEGIES:
• RANDOMIZED GRADING OF A SELECT NUMBER OF DISCUSSION POSTINGS
• IMPLEMENTING PEER REVIEW OF FELLOW STUDENTS’ POSTINGS
• INTELLIGENT TUTORING/ADAPTIVE LEARNING TOOLS
• EXPLORING POSTING OF AUDIO DISCUSSION AND AUDIO FEEDBACK
(VAN DER VOORD AND POGUE, 2012)

FINDING OUR WAY BACK HOME
TOOLS FOR OPTIMIZATION
• THE OBJECTIVIST-CONSTRUCTIVIST CONTINUUM
• THE COMMUNITY OF INQUIRY MODEL (COI)
• KRATHWOHL AND ANDERSON’S REVISED BLOOM’S TAXONOMY
(TAFT, 2011)

OBJECTIVIST/CONTRUCTIVIST
CONTINUUM
• OBJECTIVIST COURSES MAY HAVE NO UPPER LIMIT
• CONSTRUCTIVIST COURSES MAY BE OPTIMIZED AT 20
• MIXED APPROACHES: “JUDGEMENT CALL”
(TAFT, 2010)

COI
• SOCIAL PRESENCE IS OFTEN EMPHASIZED IN CONSTRUCTIVIST APPROACHES
• INSTRUCTOR INTERACTION MAY BE SKEWED TOWARDS AFFECTIVE RESPONSES (NON-CONTENT)
• >25% DECLARE THREADED DISCUSSIONS “MOST IMPORTANT AND INNOVATIVE” TEACHING TECHNIQUE
(TAFT, 2011; NAGEL AND KOTZE, 2009; LEGON AND GARRETT, 2017)

BLOOM’S TAXONOMY
HIGHER ORDER OUTCOMES TYPICALLY ALIGN WITH UPPER DIVISION CLASSES
AND CORRESPONDINGLY SMALLER SECTION SIZES (TAFT, 2010)

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