This document summarizes a study on student and instructor expectations for online courses at community colleges. It finds misalignments between what students expect and what instructors expect, particularly regarding student preparation and time management. It then describes an orientation program developed at J. Sargeant Reynolds Community College called CDL001 to better prepare students for online learning. The program is housed in Blackboard, takes 4-6 hours to complete over two weeks, and includes discussion posts, quizzes and assignments. Assessments found that after completing CDL001, most students felt confident taking an online course.
J. Sargeant Reynolds Community College developed a mandatory online student orientation called CDL 001 based on institutional research showing students who took online courses early and in higher proportions were less likely to succeed. Research also found that students struggling with life factors like time management had lower success rates. The program covers online resources, research skills, and time management. Evaluation found most students felt more prepared for online classes after completing CDL 001 and had high success and persistence rates. Faculty and staff who took a special session also felt better able to advise students on online learning.
E-Learn 2008 - Secondary Students Perceptions of Web-Based LearningMichael Barbour
Barbour, M. K., McLaren, A., & Zhang, L. (2008, November). Secondary students perceptions of web-based learning. Paper presented at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Las Vegas, NV.
In this paper, the authors presents the results of a survey study of secondary students’ perceptions of useful and challenging characteristics (the follow-up interview study analysis is not quite ready at the time of this proposal). Data were collected using a modified version of a questionnaire from earlier studies. More specifically, the author focuses on what web-based learning looks like for secondary students, along with their perceptions of the benefits, challenges, and helpful components in the web-based learning environments. As this study utilized similar instruments to earlier studies that looked at the perceptions of post-secondary students and corporate web-based trainees, comparisons will be made between the secondary students in this study and the populations in those other studies.
The blended learning research: What we now know about high quality faculty de...EDUCAUSE
This document summarizes research on faculty development and course design for blended learning. It finds that active learning, administration/leadership, and responsiveness are the most important competencies for blended teaching. Faculty development programs should provide hands-on experience in a blended course to help instructors acquire new skills. Topics covered include course redesign, content selection, learning activities, assessment, and time management. Supporting faculty with blended course design and a learning community is key to success.
Beyond Blended: Realigning Higher Education for the 21st Century Learner Thro...Valerie Irvine
Keynote presentation on Beyond Blended to COHERE 2014 conference. See cohere.ca for archived video. Focus is on multi-access learning and supporting learners through personalization, assessment for learning, openness, connected, and access.
The document summarizes the results of a course evaluation survey completed by students in Ana ADI's New Media course. Overall, the majority of students rated the course, content, and teaching as "very good" or higher. Specific elements like the lecturer's enthusiasm and use of technology received particularly positive ratings. Students enjoyed the practical elements and guest lectures. Some suggestions included adding more practice with new media tools, business examples, and adjusting the schedule.
The document discusses guidelines and an evaluation process for online courses at a community college. It outlines 3 keys to success: 1) A Distance Education Committee that creates and revises guidelines and evaluations, 2) Distance Education faculty and lecturers who undergo peer evaluations and are eligible for an innovative teaching award, and 3) Distance Education students who provide feedback through course evaluations and a satisfaction survey. The guidelines cover assessment, interaction and collaboration, course design, and learner support. Evaluations and surveys assess how well courses meet these guidelines to ensure high quality online learning.
10 principles-of-effective-online-teachingGenia Smith
This document outlines 10 principles of effective online teaching based on research from Penn State's World Campus. It discusses the need to establish clear performance expectations and best practices for online instructors. Some of the key principles include: showing up and teaching in the online classroom, proactively managing the course, establishing patterns of course activities, planning for the unplanned, providing timely responses to students, maintaining quality and security standards, and actively engaging with students to keep them progressing. The goal is to help instructors understand how to structure their online courses and interactions for successful student learning.
J. Sargeant Reynolds Community College developed a mandatory online student orientation called CDL 001 based on institutional research showing students who took online courses early and in higher proportions were less likely to succeed. Research also found that students struggling with life factors like time management had lower success rates. The program covers online resources, research skills, and time management. Evaluation found most students felt more prepared for online classes after completing CDL 001 and had high success and persistence rates. Faculty and staff who took a special session also felt better able to advise students on online learning.
E-Learn 2008 - Secondary Students Perceptions of Web-Based LearningMichael Barbour
Barbour, M. K., McLaren, A., & Zhang, L. (2008, November). Secondary students perceptions of web-based learning. Paper presented at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Las Vegas, NV.
In this paper, the authors presents the results of a survey study of secondary students’ perceptions of useful and challenging characteristics (the follow-up interview study analysis is not quite ready at the time of this proposal). Data were collected using a modified version of a questionnaire from earlier studies. More specifically, the author focuses on what web-based learning looks like for secondary students, along with their perceptions of the benefits, challenges, and helpful components in the web-based learning environments. As this study utilized similar instruments to earlier studies that looked at the perceptions of post-secondary students and corporate web-based trainees, comparisons will be made between the secondary students in this study and the populations in those other studies.
The blended learning research: What we now know about high quality faculty de...EDUCAUSE
This document summarizes research on faculty development and course design for blended learning. It finds that active learning, administration/leadership, and responsiveness are the most important competencies for blended teaching. Faculty development programs should provide hands-on experience in a blended course to help instructors acquire new skills. Topics covered include course redesign, content selection, learning activities, assessment, and time management. Supporting faculty with blended course design and a learning community is key to success.
Beyond Blended: Realigning Higher Education for the 21st Century Learner Thro...Valerie Irvine
Keynote presentation on Beyond Blended to COHERE 2014 conference. See cohere.ca for archived video. Focus is on multi-access learning and supporting learners through personalization, assessment for learning, openness, connected, and access.
The document summarizes the results of a course evaluation survey completed by students in Ana ADI's New Media course. Overall, the majority of students rated the course, content, and teaching as "very good" or higher. Specific elements like the lecturer's enthusiasm and use of technology received particularly positive ratings. Students enjoyed the practical elements and guest lectures. Some suggestions included adding more practice with new media tools, business examples, and adjusting the schedule.
The document discusses guidelines and an evaluation process for online courses at a community college. It outlines 3 keys to success: 1) A Distance Education Committee that creates and revises guidelines and evaluations, 2) Distance Education faculty and lecturers who undergo peer evaluations and are eligible for an innovative teaching award, and 3) Distance Education students who provide feedback through course evaluations and a satisfaction survey. The guidelines cover assessment, interaction and collaboration, course design, and learner support. Evaluations and surveys assess how well courses meet these guidelines to ensure high quality online learning.
10 principles-of-effective-online-teachingGenia Smith
This document outlines 10 principles of effective online teaching based on research from Penn State's World Campus. It discusses the need to establish clear performance expectations and best practices for online instructors. Some of the key principles include: showing up and teaching in the online classroom, proactively managing the course, establishing patterns of course activities, planning for the unplanned, providing timely responses to students, maintaining quality and security standards, and actively engaging with students to keep them progressing. The goal is to help instructors understand how to structure their online courses and interactions for successful student learning.
The document discusses ensuring quality in blended courses through faculty development and engagement at the University of Wisconsin-Milwaukee. It provides an overview of the Learning Technology Center (LTC) which offers faculty development programs, technology training, and research support for various course delivery modes including blended learning. The LTC helps instructors make pedagogical decisions for content delivery, interactivity, and assessment in different modes. The document also outlines UWM's faculty development program for blended teaching which uses a blended format and aims to help instructors start redesigning courses, develop skills, and get feedback. It discusses challenges and lessons learned from the program as well as efforts to develop an online community of blended practitioners.
Moodle is an online learning platform that provides various features to support teaching and learning. It allows for substantive communication between students and teachers through discussion forums and real-time chat. Moodle also promotes student engagement, self-regulation, and higher-order thinking through features like online lessons, quizzes, and assignments. While it provides flexibility and support for educators, some weaknesses include difficulty integrating with all learning styles and student management systems. Overall, Moodle covers many aspects of quality teaching and can be used across various subject areas.
Moodle is an online learning environment that provides various features to support teaching and learning. Key features include assignments, discussions forums, quizzes, and lessons. These features allow for substantive communication between students and teachers, support inclusivity and connectivity among students, and promote student engagement, self-regulation, and higher-order thinking. Moodle can be used flexibly across different subject areas like business studies, where quizzes help students learn course content, and design and technology, where file downloads expose students to technologies and allow collaboration.
The document summarizes the MarylandOnline COAT Online Adjunct Faculty Training Project, which aimed to design and pilot an online training course for adjunct faculty. The project had three phases: research and needs assessment (2008-2009), course design and pilot testing (2009-2010), and implementation (2010-2011). The course was well-received and saw higher-than-expected enrollment from both adjunct and full-time faculty across Maryland and other states. Unexpected outcomes included other institutions adopting parts of the course for their own faculty training. The next steps involve using research findings to improve the course and conduct further evaluations.
A perfect match blended learning and student engagementCOHERE2012
This document summarizes a case study on the effectiveness of a blended learning model in a first-year composition course at Kwantlen Polytechnic University. The study found that the blended model helped most students succeed, with 11 of 16 survey respondents indicating it contributed to their success. Student grades were categorized into four groups: improvement, significant improvement, no improvement, and regression. The majority of students (11) showed improvement or significant improvement in their grades after struggling initially, suggesting the blended model benefited students at this open-admission institution. Regular online and in-person attendance was linked to student success.
The document discusses competency-based education (CBE) programs and considerations for institutions interested in starting a CBE program. It provides an introduction to CBE and how it differs from traditional education. It also outlines tools needed to implement a CBE program, such as learning management systems and student information systems. The document discusses learner readiness factors and a CBE learner readiness indicator tool. It closes by emphasizing that CBE focuses on demonstrating competency rather than time spent in a course.
The document describes a scavenger hunt created for faculty to demonstrate their understanding of the iNACOL Standard D, which focuses on a teacher's ability to promote student success through clear expectations, prompt feedback, and regular communication. The scavenger hunt includes 6 modules addressing elements of Standard D like effective communication, setting expectations, providing feedback, and engaging struggling students. Upon completing the modules, teachers are expected to exhibit behaviors like using various communication tools with students and providing clear expectations, objectives, and assessment criteria.
This document discusses ongoing efforts to improve the process for reviewing online course development and delivery at Ozarks Technical Community College. It provides background on how the college arrived at its current updated review process by drawing from various quality standards frameworks. The implementation involves conducting separate development and delivery reviews, piloting review documents, and soliciting feedback. Results so far indicate that the approach has led to consistent improvement in online courses over time and greater instructor engagement in professional development.
This document outlines Ashford University's approach to enhancing faculty capacity and promoting student success. It discusses elements of Ashford's faculty engagement model including onboarding new faculty through a New Faculty Experience program, providing ongoing faculty development and mentoring. It also covers collaboration between full-time and associate faculty on curriculum development, common standards such as course health dashboards and instructional reviews, and opportunities for professional development and scholarship. The overall goal is to develop and support faculty to improve student outcomes.
The document summarizes a study comparing student outcomes and experiences in kinesiology courses delivered in blended or fully online formats. Quantitative data found no significant differences in student grades or retention between the two delivery modes. Qualitatively, some students preferred the flexibility of online learning while others felt they learned better with face-to-face interaction and instruction. Instructors found blended courses required more work but provided the benefits of both online and in-person learning. Overall, the study was unable to determine conclusively whether one delivery mode was more effective than the other for all students.
This document discusses best practices for online teaching across four domains:
1) Planning and preparation including using online lesson planners, assessments, and resources.
2) Creating a positive classroom environment through respect, culture of learning, clear procedures.
3) Effective instruction techniques like communicating objectives, questioning, engaging materials and flexible pacing.
4) Professional responsibilities such as reflection on teaching, maintaining records, communicating with families, participating in professional learning, and student advocacy. A variety of online tools are provided as examples for each element.
The document describes ENDAPT, an online mentoring program for novice teachers. ENDAPT aims to improve teacher preparation, induction, effectiveness, retention, leadership, and student learning through asynchronous group mentoring. A pilot study of the program involved 13 novice teachers and 11 experienced mentor teachers engaging in online discussions. Content analysis of the discussions found that mentors' posts focused on support, modeling, and instruction, while novices sought information and shared experiences. The program provides an alternative to traditional site-based mentoring and has the potential to create online professional learning communities for teachers.
This document provides the syllabus for a course on Web 2.0 tools for learning. The course will introduce students to various Web 2.0 tools such as blogs, wikis, podcasting, and social bookmarking. Students will learn how to integrate these tools into their own classroom learning environments and curriculum. Over the course of the semester, students will explore different tools, discuss appropriate uses, and develop a final project incorporating one or more tools into their teaching. The syllabus outlines course objectives, policies, assignments, and a schedule of topics to be covered each week.
This training program teaches facilitators the skills needed for distance learning. It is divided into 4 parts covering vital information, facilitator skills, technology tools, and issues. The audience are current adult educators without online experience. Goals are for trainees to master distance learning facilitation skills. Objectives are to teach courses successfully online. Skills taught include being visible, analytical, and a leader. Theories covered include transactional distance and multimodality. Technology tools like Facebook, YouTube, and Google Drive are discussed for student engagement and collaboration. Managing different learner types and synchronous vs asynchronous facilitation are also covered.
SYNERGY Induction to Pedagogy Programme - Evaluation of the Environment (ENGL...Sarah Land
This document discusses quality criteria for peer learning. It examines three main approaches: Topping (2007), Ehlers (2013), and Hoy and Tschannen-Moran (1999). Topping identified 13 organizational dimensions for peer learning, including curriculum content, group size/roles, peer ability, and objectives. Ehlers focused on peer characteristics like open-mindedness and sharing knowledge. Hoy and Tschannen-Moran provided a 5-part framework for planning, implementing, and assessing peer learning covering group traits, goals/tasks, formation, guidance, and reflection. The document analyzes each approach and emphasizes criteria like peer ability, problem identification/solutions, and reflection structures.
The document provides details of the annual conference "YOU CAN DO IT 2012" organized by USGUIDE. It includes the schedule of sessions on the first day of the conference focusing on motivating students to study abroad in the US through speeches from industry professionals and university representatives. It also lists the speaker profiles and participant analysis results from the conference, showing over 1000 people registered with over 90% gaining confidence in applying to US post-graduate programs after attending.
The Wisconsin Comprehensive School Counseling Model (WCSCM) provides an updated framework for school counseling programs based on national models. It emphasizes implementing a program that serves all students through a school counseling curriculum, individual student planning, responsive services, and system support. Key aspects of the WCSCM include using student standards, individual learning plans to guide academic and career goals, and accountability through program evaluation and audits.
This document provides the resume of Dr. Bruce A. Johnson, an expert in online teaching, curriculum development, and adult education. It outlines his educational background, including a PhD in Postsecondary and Adult Education from Capella University. It also details his extensive professional experience in roles such as online instructor, instructional designer, and administrator at various universities. The resume lists the many business and education courses he has taught online. It provides examples of projects he has led and positive feedback from students and colleagues.
Cengage Learning Webinar, MindTap, Changes in Education and Managing Disengag...Cengage Learning
During this session, Dr. Mark Ciampa, Ph.D., Western Kentucky University, discussed the impactful forces changing the field of education. Participants learned not only strategies and techniques that can be used to engage your entire class, but also how to manage disengagement and thereby create opportunities for learning. The way our new technology solution, MindTap, which is a personal learning experience, can address the diversity within your class – helping you appeal to all the students on your roster were also discussed. Participants left with inventive new ideas for teaching your course that you can immediately implement into your classroom!
This document summarizes a presentation about the SmarterMeasure diagnostic assessment tool. It discusses what SmarterMeasure is, why schools should use it, who needs it, and provides a web demo link. SmarterMeasure measures students' readiness for online learning by assessing individual attributes, learning styles, reading speed, technical skills, and typing ability. It helps schools identify at-risk online students and empower students to understand how to succeed in elearning.
The document outlines best practices for using SmarterMeasure, an assessment tool that measures student readiness for online or distance learning. It recommends popularizing the tool through promotion and training, planning strong implementation models, personalizing the tool through custom features, adding calls to action, following up on results, conducting research on correlations between scores and outcomes, and presenting findings at conferences to showcase results. Case studies show correlations between readiness scores and grades/retention, and that interventions targeting low scores helped narrow gaps in online course pass rates.
Orientating Students to Learning Online: Why the Emphasis on Learning MattersSmarterServices Owen
This document discusses orienting students to online learning and the importance of emphasizing learning. It begins by identifying attributes needed for 21st century learning and broadening the concept of "college ready" to include digital literacies. It then describes one community college's efforts to improve student success and readiness for online learning through assessments, orientations, and faculty training. These initiatives aim to better prepare students for the increasing prevalence of online courses and digital environments in higher education.
The document discusses ensuring quality in blended courses through faculty development and engagement at the University of Wisconsin-Milwaukee. It provides an overview of the Learning Technology Center (LTC) which offers faculty development programs, technology training, and research support for various course delivery modes including blended learning. The LTC helps instructors make pedagogical decisions for content delivery, interactivity, and assessment in different modes. The document also outlines UWM's faculty development program for blended teaching which uses a blended format and aims to help instructors start redesigning courses, develop skills, and get feedback. It discusses challenges and lessons learned from the program as well as efforts to develop an online community of blended practitioners.
Moodle is an online learning platform that provides various features to support teaching and learning. It allows for substantive communication between students and teachers through discussion forums and real-time chat. Moodle also promotes student engagement, self-regulation, and higher-order thinking through features like online lessons, quizzes, and assignments. While it provides flexibility and support for educators, some weaknesses include difficulty integrating with all learning styles and student management systems. Overall, Moodle covers many aspects of quality teaching and can be used across various subject areas.
Moodle is an online learning environment that provides various features to support teaching and learning. Key features include assignments, discussions forums, quizzes, and lessons. These features allow for substantive communication between students and teachers, support inclusivity and connectivity among students, and promote student engagement, self-regulation, and higher-order thinking. Moodle can be used flexibly across different subject areas like business studies, where quizzes help students learn course content, and design and technology, where file downloads expose students to technologies and allow collaboration.
The document summarizes the MarylandOnline COAT Online Adjunct Faculty Training Project, which aimed to design and pilot an online training course for adjunct faculty. The project had three phases: research and needs assessment (2008-2009), course design and pilot testing (2009-2010), and implementation (2010-2011). The course was well-received and saw higher-than-expected enrollment from both adjunct and full-time faculty across Maryland and other states. Unexpected outcomes included other institutions adopting parts of the course for their own faculty training. The next steps involve using research findings to improve the course and conduct further evaluations.
A perfect match blended learning and student engagementCOHERE2012
This document summarizes a case study on the effectiveness of a blended learning model in a first-year composition course at Kwantlen Polytechnic University. The study found that the blended model helped most students succeed, with 11 of 16 survey respondents indicating it contributed to their success. Student grades were categorized into four groups: improvement, significant improvement, no improvement, and regression. The majority of students (11) showed improvement or significant improvement in their grades after struggling initially, suggesting the blended model benefited students at this open-admission institution. Regular online and in-person attendance was linked to student success.
The document discusses competency-based education (CBE) programs and considerations for institutions interested in starting a CBE program. It provides an introduction to CBE and how it differs from traditional education. It also outlines tools needed to implement a CBE program, such as learning management systems and student information systems. The document discusses learner readiness factors and a CBE learner readiness indicator tool. It closes by emphasizing that CBE focuses on demonstrating competency rather than time spent in a course.
The document describes a scavenger hunt created for faculty to demonstrate their understanding of the iNACOL Standard D, which focuses on a teacher's ability to promote student success through clear expectations, prompt feedback, and regular communication. The scavenger hunt includes 6 modules addressing elements of Standard D like effective communication, setting expectations, providing feedback, and engaging struggling students. Upon completing the modules, teachers are expected to exhibit behaviors like using various communication tools with students and providing clear expectations, objectives, and assessment criteria.
This document discusses ongoing efforts to improve the process for reviewing online course development and delivery at Ozarks Technical Community College. It provides background on how the college arrived at its current updated review process by drawing from various quality standards frameworks. The implementation involves conducting separate development and delivery reviews, piloting review documents, and soliciting feedback. Results so far indicate that the approach has led to consistent improvement in online courses over time and greater instructor engagement in professional development.
This document outlines Ashford University's approach to enhancing faculty capacity and promoting student success. It discusses elements of Ashford's faculty engagement model including onboarding new faculty through a New Faculty Experience program, providing ongoing faculty development and mentoring. It also covers collaboration between full-time and associate faculty on curriculum development, common standards such as course health dashboards and instructional reviews, and opportunities for professional development and scholarship. The overall goal is to develop and support faculty to improve student outcomes.
The document summarizes a study comparing student outcomes and experiences in kinesiology courses delivered in blended or fully online formats. Quantitative data found no significant differences in student grades or retention between the two delivery modes. Qualitatively, some students preferred the flexibility of online learning while others felt they learned better with face-to-face interaction and instruction. Instructors found blended courses required more work but provided the benefits of both online and in-person learning. Overall, the study was unable to determine conclusively whether one delivery mode was more effective than the other for all students.
This document discusses best practices for online teaching across four domains:
1) Planning and preparation including using online lesson planners, assessments, and resources.
2) Creating a positive classroom environment through respect, culture of learning, clear procedures.
3) Effective instruction techniques like communicating objectives, questioning, engaging materials and flexible pacing.
4) Professional responsibilities such as reflection on teaching, maintaining records, communicating with families, participating in professional learning, and student advocacy. A variety of online tools are provided as examples for each element.
The document describes ENDAPT, an online mentoring program for novice teachers. ENDAPT aims to improve teacher preparation, induction, effectiveness, retention, leadership, and student learning through asynchronous group mentoring. A pilot study of the program involved 13 novice teachers and 11 experienced mentor teachers engaging in online discussions. Content analysis of the discussions found that mentors' posts focused on support, modeling, and instruction, while novices sought information and shared experiences. The program provides an alternative to traditional site-based mentoring and has the potential to create online professional learning communities for teachers.
This document provides the syllabus for a course on Web 2.0 tools for learning. The course will introduce students to various Web 2.0 tools such as blogs, wikis, podcasting, and social bookmarking. Students will learn how to integrate these tools into their own classroom learning environments and curriculum. Over the course of the semester, students will explore different tools, discuss appropriate uses, and develop a final project incorporating one or more tools into their teaching. The syllabus outlines course objectives, policies, assignments, and a schedule of topics to be covered each week.
This training program teaches facilitators the skills needed for distance learning. It is divided into 4 parts covering vital information, facilitator skills, technology tools, and issues. The audience are current adult educators without online experience. Goals are for trainees to master distance learning facilitation skills. Objectives are to teach courses successfully online. Skills taught include being visible, analytical, and a leader. Theories covered include transactional distance and multimodality. Technology tools like Facebook, YouTube, and Google Drive are discussed for student engagement and collaboration. Managing different learner types and synchronous vs asynchronous facilitation are also covered.
SYNERGY Induction to Pedagogy Programme - Evaluation of the Environment (ENGL...Sarah Land
This document discusses quality criteria for peer learning. It examines three main approaches: Topping (2007), Ehlers (2013), and Hoy and Tschannen-Moran (1999). Topping identified 13 organizational dimensions for peer learning, including curriculum content, group size/roles, peer ability, and objectives. Ehlers focused on peer characteristics like open-mindedness and sharing knowledge. Hoy and Tschannen-Moran provided a 5-part framework for planning, implementing, and assessing peer learning covering group traits, goals/tasks, formation, guidance, and reflection. The document analyzes each approach and emphasizes criteria like peer ability, problem identification/solutions, and reflection structures.
The document provides details of the annual conference "YOU CAN DO IT 2012" organized by USGUIDE. It includes the schedule of sessions on the first day of the conference focusing on motivating students to study abroad in the US through speeches from industry professionals and university representatives. It also lists the speaker profiles and participant analysis results from the conference, showing over 1000 people registered with over 90% gaining confidence in applying to US post-graduate programs after attending.
The Wisconsin Comprehensive School Counseling Model (WCSCM) provides an updated framework for school counseling programs based on national models. It emphasizes implementing a program that serves all students through a school counseling curriculum, individual student planning, responsive services, and system support. Key aspects of the WCSCM include using student standards, individual learning plans to guide academic and career goals, and accountability through program evaluation and audits.
This document provides the resume of Dr. Bruce A. Johnson, an expert in online teaching, curriculum development, and adult education. It outlines his educational background, including a PhD in Postsecondary and Adult Education from Capella University. It also details his extensive professional experience in roles such as online instructor, instructional designer, and administrator at various universities. The resume lists the many business and education courses he has taught online. It provides examples of projects he has led and positive feedback from students and colleagues.
Cengage Learning Webinar, MindTap, Changes in Education and Managing Disengag...Cengage Learning
During this session, Dr. Mark Ciampa, Ph.D., Western Kentucky University, discussed the impactful forces changing the field of education. Participants learned not only strategies and techniques that can be used to engage your entire class, but also how to manage disengagement and thereby create opportunities for learning. The way our new technology solution, MindTap, which is a personal learning experience, can address the diversity within your class – helping you appeal to all the students on your roster were also discussed. Participants left with inventive new ideas for teaching your course that you can immediately implement into your classroom!
This document summarizes a presentation about the SmarterMeasure diagnostic assessment tool. It discusses what SmarterMeasure is, why schools should use it, who needs it, and provides a web demo link. SmarterMeasure measures students' readiness for online learning by assessing individual attributes, learning styles, reading speed, technical skills, and typing ability. It helps schools identify at-risk online students and empower students to understand how to succeed in elearning.
The document outlines best practices for using SmarterMeasure, an assessment tool that measures student readiness for online or distance learning. It recommends popularizing the tool through promotion and training, planning strong implementation models, personalizing the tool through custom features, adding calls to action, following up on results, conducting research on correlations between scores and outcomes, and presenting findings at conferences to showcase results. Case studies show correlations between readiness scores and grades/retention, and that interventions targeting low scores helped narrow gaps in online course pass rates.
Orientating Students to Learning Online: Why the Emphasis on Learning MattersSmarterServices Owen
This document discusses orienting students to online learning and the importance of emphasizing learning. It begins by identifying attributes needed for 21st century learning and broadening the concept of "college ready" to include digital literacies. It then describes one community college's efforts to improve student success and readiness for online learning through assessments, orientations, and faculty training. These initiatives aim to better prepare students for the increasing prevalence of online courses and digital environments in higher education.
Dr. Mac Adkins is the President of Smarter Services, which provides the SmarterMeasure Learning Readiness Indicator. This 124-item online assessment measures student attributes, learning styles, life factors, skills, and typing ability to predict student success. Over 500 colleges and universities use SmarterMeasure, which has been taken by over 2.2 million students since 2002. Studies have found statistically significant relationships between SmarterMeasure scores and student achievement, engagement, retention, and satisfaction. For example, less than 10% of students with low scores on skills, resources, and time management experienced academic success. SmarterMeasure can predict engagement and satisfaction levels with 93% accuracy using a composite of several scale scores
This document provides an overview of Houston Community College's transition from a paper-based student evaluation of instruction survey to an online survey system called EGLS3, which was implemented in phases starting in 2011. Some key points:
- HCC had been using a paper-based survey for 27 years but sought a more efficient online option.
- A pilot of the EGLS3 system was conducted in Spring 2011 before a full rollout in Fall 2011 across the college.
- The EGLS3 system integrated with the college's existing PeopleSoft platform for login.
- Implementation involved partnerships between Institutional Research, Faculty Senate, and the vendor SmarterServices.
- Initial response rates improved but technical issues needed
Rooted in Research: Establishing Coherent Partnerships between Institutional ...SmarterServices Owen
This document discusses how J. Sargeant Reynolds Community College established effective partnerships between institutional research and their Quality Enhancement Plan (QEP). The college used data to identify, develop, and implement their QEP on improving student success in distance learning. Institutional research helped gather data on distance learning enrollments, success rates, and more to guide QEP selection and development. Ongoing assessment of the plan's implementation allowed them to modify initiatives based on emerging data from student surveys, faculty feedback, and other sources. This data-driven process helped strengthen collaborative partnerships across departments to enhance the college's QEP.
IT Symposium Lone Star College System - SmarterMeasure and Student SuccessSmarterServices Owen
The document summarizes a presentation about using the SmarterMeasure readiness survey to help boost online student success. It discusses what SmarterMeasure measures like individual attributes, technical skills, typing speed, and more. It shows screenshots of sample reports and outlines how to access reports. It also discusses research supporting the tool and best practices like using it in orientation courses.
This document describes SmarterProctoring, a testing management system that integrates with learning management systems. It allows schools to offer students multiple proctoring options like on-campus, virtual, or human proctors. The system organizes the workflow and scheduling for tests. It provides faculty with a dashboard to monitor students' proctor selection progress. SmarterProctoring also maintains a database of vetted, trained human proctors available nationwide. The goal is to help schools and faculty better coordinate the proctoring process while maintaining testing integrity.
Preparing Students to Be Successful in Hybrid and Online Courses – CAP-CALL R...SmarterServices Owen
This document discusses preparing students for success in hybrid and online courses. It recommends minimizing fear and uncertainty through self-assessments like the Student Online Readiness Tool (SmarterMeasure) to reinforce decisions to continue learning. Placement exams can also help with institutional assessments. Providing sample courses gives students an authentic experience of an online class. SmarterMeasure is described as an 110-item online skills test that assesses attributes, learning styles, technical skills, reading rate, typing skills, and life factors. Schools use it for orientation, enrollment, webinars, and measuring class participation. Correlations between attributes and grades are cited from research on SmarterMeasure data. A satisfaction survey of its users is also summarized
Webinar that discusses the "Tenacity, Grit, and Perseverance" report released by the U.S. Dept of Education. Highlighted two SmarterMeasure clients schools and how they use the tool to improve their programs.
This analysis assessed the relationship between students' scores on an English proficiency exam and their success in orientation courses, general academic performance, and retention at a regionally accredited university. The analysis found that students with higher English proficiency scores performed better in orientation courses, had higher passing rates in their first two courses, earned better grades on writing assignments, and were more likely to progress to subsequent courses. In particular, students scoring below 15/50 on the exam struggled with writing assignments and course completion, suggesting these students could benefit from interventions to improve their English skills.
The document discusses research conducted on measuring "grit" and its impact on student success. Key findings include:
1) Scores on a 124-item online assessment called SmarterMeasure that measures attributes like motivation and time management correlated with higher GPAs and course completion rates.
2) Implementation of the assessment helped one community college reduce failure rates in online courses by up to 10% by identifying student strengths and weaknesses.
3) Statistical analysis found significant relationships between readiness scores and academic achievement, engagement, retention, and satisfaction - allowing accurate prediction of these student outcomes.
A lack of access to educational resources is a challenge for many students. A proposed solution is to develop an open educational resources (OER) platform that provides free, high-quality learning materials for all subjects and grade levels. The platform would utilize advanced technologies like virtual and augmented reality to bring subjects to life. Educators and subject matter experts from around the world would contribute materials. The goal would be to make a comprehensive catalog of educational resources available to any student with an internet connection.
Redefining the Proctoring Process - SmarterProctoring & B VirtualSmarterServices Owen
This document summarizes a webinar about online proctoring solutions. It introduces SmarterProctoring software, which helps coordinate the proctoring process and works with various proctoring platforms. It also introduces B Virtual, an online proctoring service that uses live proctors and records exam sessions. The webinar discusses how these solutions can help various stakeholders in the proctoring process and provides demos of their software interfaces. It addresses common questions about online proctoring, such as privacy, hours of operation, and international availability.
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Preparing Students for Online Courses: Why We Need Better Student Readiness Activities
1. Preparing Students for Online Courses:
Why We Need Better Student
Readiness Activities
Rachel Hare Bork Meg Buchanan Foster Ghazala Hashmi
Community College Research Center Division of Student Affairs Quality Enhancement Plan
Teachers College, J. Sargeant Reynolds J. Sargeant Reynolds Community
Columbia University Community College College
hare@tc.edu mbfoster@reynolds.edu ghashmi@reynolds.edu
Innovations 2012 Conference
Philadelphia, PA
March 5, 2012
2. Presentation Overview
1. CCRC Study of Expectations
2. J. Sargeant Reynolds Community
College’s approach to an orientation to
learning online – Center for Distance
Learning (CDL) 001
3. Assessing CDL 001
4. Questions
3. Context
• Distance learning enrollment is growing in community
colleges, yet many courses have high withdrawal rates
• Existing empirical research suggests that instructors
and students’ expectations of college courses may be
misaligned in both face-to-face and online courses
• There is limited research on online learning in
community colleges, as well as on the importance of
course expectations
4. Why Expectations Matter
• Misalignment of student and instructor expectations
results in a poor experience for all parties
• Instructors may blame students for not being prepared
and/or understanding the demands of college-level
courses
• Students may feel defeated by the demands of college
and convince themselves that they do not belong in
college
• Distance learning courses amplify the importance of
aligned expectations because of asynchronous interaction
and pedagogy
5. What Can Be Gained from
Studying Expectations
• Given the growth of distance learning,
examining stakeholder expectations can
improve:
• Student readiness for online learning
• Instructor pedagogy & preparedness
• Institutional structures and policies governing
distance learning
6. Data & Methods
• Part of a larger qualitative study on teaching and
learning in the online environment
• Fieldwork at 2 community colleges in Virginia
• Data sources:
o 46 student interviews
o 38 faculty and administrator interviews
o 26 virtual classroom observations of high-enrollment courses
• All transcripts audio-recorded, transcribed, and
coded based on stakeholder expectations and
opinions of online courses, students, instructors,
and the institution in general
7. Overview of Findings I
• Stakeholders generally agreed on broad
expectations of online courses, but they disagreed
on the details of the expectation
• Instructors and students both expected that online
courses would be easier than face-to-face courses
prior to involvement in an online course, but after
their initial experience felt that online courses are
in fact more difficult and more time-consuming
than traditional courses
8. Overview of Findings II
• Greatest overlap among stakeholders is the notion
that successful online students need excellent
time-management
• Expectations differed broadly and in the details are:
• Pedagogy and assignments
• Course organization
• Communication and feedback
• Student technological competency
• Student readiness
9. Time Management Expectations of Students
Students’ expectations of Instructors’ expectations of Expectations
themselves students Alignment
Students expect themselves to be Instructors expect students to Different
responsible for their own learning take responsibility for their own
as guided by the instructor learning
Students expect themselves to Instructors expect students to Same
balance work, home, and school meet course deadlines
demands to stay on top of school
deadlines
Students expect themselves to be Instructors expect students to be Different
self-driven to stay on task and independently motivated to
complete assignments apply themselves to course
assignments. Instructors do not
expect that they can contribute
to student motivation by
developing engaging activities
and pedagogical approaches
10. Expectations of Students
Students’ expectations of Instructors’ expectations
Category
themselves of students
Technological Students expect themselves to Instructors expect students to
competency already possess the requisite have adequate technological
technological skills for online courses skills and appropriate
computer access
Communication Students expect themselves to Instructors expect students to
& Feedback communicate about logistical issues be proactive in communication
more than academic issues because and ask for help when needed
of the lack of immediate response
Student Students expect that talking to Instructors expect students to
Readiness friends and family prior to online attend an institutional student
course enrollment is adequate readiness activity prior to
preparation to determine online online course enrollment
courses enrollment
11. Student Readiness
• Students did not consider whether online learning
matched their skills and learning preferences prior to
enrollment
• Instructors expect that students receive information
about expectations in the online environment before
enrolling in online courses
• Fundamental misalignment between what instructors
and students expect students need to do to prepare for
online courses
13. CDL 001: Creating an
Orientation to Learning Online
• Component of QEP is to create a robust
orientation to online learning.
• Created a team to develop orientation program.
Team was group of volunteers that connected
three vital areas: Academic Affairs, Student
Affairs, and Information Technology.
• Critical to success was including faculty and staff
who brought their expertise/perspective as online
teachers and students.
14. CDL 001: Creating an
Orientation to Learning Online
• Component of QEP is to create a robust
orientation to online learning.
• Created a team to develop orientation program.
Team was group of volunteers that connected
three vital areas: Academic Affairs, Student
Affairs, and Information Technology.
• Critical to success was including faculty and staff
who brought their expertise/perspective as online
teachers and students.
15. CDL 001: Creating an
Orientation to Learning Online
• Assessment of both online instructors and online
students (expectations, experiences).
• Assessment of college’s use of SmarterMeasure
(tool which measures a learner's readiness for succeeding in an online
environment; has 7 components). In particular:
– Life Factors section which looks at whether students
have the time, place, reason, resources, and skills.
– Individual Attributes which measures time management,
procrastination, persistence, academic attributes, locus
of control, and willingness to ask for help.
16. CDL 001: Overview
Team asked critical questions which shaped
program:
– Would the program be facilitated? Would those
facilitators be paid?
– Would the orientation program be housed in
Blackboard or just freely available on the web?
– How much time could we require of students?
– How much work could we require of students?
– Had to develop marketing strategy to market CDL 001
to students, faculty and advising staff.
– Had to develop training program for staff/faculty to
facilitate section.
17. CDL 001: Overview
Program Components:
– Orientation session takes 4-6 hours to complete.
– Simulates experience of being in a distance learning
class and is housed in Blackboard.
– Session is facilitated by trained faculty/staff member.
– 2 Learning Units are divided over two weeks.
– Assignments include: 3 discussion board posts, quiz,
library research assignment, and final reflection which
uses SafeAssign.
At the present time CDL 001 is not a requirement.
Students are strongly encouraged to take CDL 001.
22. Past & Current Assessments
of CDL001
• CDL001 Exit Survey
(August 2011 – February 2012)
• Phone Survey of Non-Completers
(Fall 2011)
• Faculty and Staff Feedback in Reflection Paper
(Fall 2011)
• Success and Persistence Rates of CDL001
Completers (Fall 2011)
23. Results of the CDL001 Exit Survey
August 2011 – February 2012
81 Respondents
Now that I have completed CDL001, I feel confident
about taking a distance learning class at JSRCC.
60
50
40
30
20
10
0
Strongly Agree
1
Strongly Agree Agree
2
Agree Neutral
3
Neutral Disagree
4 Strongly 5
Disagree
Disagree Strongly Disagree
24. Results of the CDL001 Exit Survey
August 2011 – February 2012
81 Respondents
After completing CDL 001, I now have an understanding
60
of the campus resources that are available to me:
50
40
30
20
10
0
1 2 3 4 5
25. Students participating in CDL001
find value in the Orientation
When asked whether they would encourage
other students to take CDL001,
95% of the 81 participants indicated “Yes”
on the Exit Survey
26. Fall 2011 Phone Survey of Students
Who Did Not Complete CDL001
61 calls placed; 21 participants, 38% Response Rate
Q: WHY DID YOU CHOOSE NOT TO COMPLETE THE PROGRAM?
No response 5
Power outage from Hurricane Irene 3
Forgot that I was enrolled 2
Time constraints/class load 6
Other issues 5
Q: WOULD YOU RECOMMEND CDL 001 TO OTHER STUDENTS? WHY OR WHY NOT?
Yes, highly 1
Yes 15
No 1
N/A 3
No Comment 1
27. Fall 2011 Phone Survey of Students
Who Did Not Complete CDL001
I would recommend CDL001 to other students because . . .
Top 4 Responses:
Information in CDL001 is extremely helpful 6 comments
To gain greater knowledge of how online classes work 4 comments
Increase online learning skills 3 comments
To learn how to navigate Blackboard 2 comments
Other Responses:
– All students should take a course like this
– Helps students identify whether or not they are independent learners
– Teaches necessary Bb skills for all students, not just online students
– To learn time management skills
28. How can CDL001 be improved?
(content summary of responses from Fall 2011 Phone Survey of Non-Completers)
• The CDL001 instructor responded quickly, and such
responsiveness is not indicative of all online courses. The
College should emphasize to its instructors the importance of
quick responses in online courses. (3 comments)
• Provide better information on registration and access to
CDL001. (3 comments)
• Make the orientation mandatory.(2 comments)
• The amount of information was overwhelming.
• There was too much emphasis on how to conduct research
online.
29. Special Sessions for Faculty & Staff
Two Special Sessions of CDL001 for Faculty and Staff have been provided:
• Fall 2011 – 10 participants
• Spring 2012 – 25 participants
The Special Sessions’ Target Audience:
• Faculty and staff who teach online and who want to contribute to the further
development of a strong orientation
• Advisers who want to better understand the demands of online learning
• Individuals who may be interested in facilitating future sessions of the orientation
These Special Sessions have proven to be an effective way:
• To introduce faculty and staff to better advising conversations with potential distance
learners
• To share JSRCC’s efforts of improving online learning
• To build the enthusiasm for readiness and orientation efforts at the institution
30. Faculty & Staff Reflections:
Student Services Specialist (content summary)
My reasons for taking CDL001:
to see and experience what we ask our students to do
to test myself since I have never used Blackboard
What I learned:
I have a better idea of what we ask our students to accomplish.
How I will apply my learning:
I am better able to advise students who expressed interest in online classes. I am able to share
my own experiences and point students towards appropriate resources such as
SmarterMeasure and CDL001.
31. Faculty & Staff Reflections:
Academic Dean (content summary)
My reasons for taking CDL001:
to understand what students experience when they take CDL001
to understand our work from immersion, rather than from conjecture
to guide faculty more effectively in their efforts to teach, especially to teach online
What I learned:
The experience was valuable. A better understanding of our learners helps to become better
educators. I respect the importance of student orientation and student readiness.
How I will apply my learning:
I will advocate CDL001 to all faculty under my supervision. The orientation, along with
SmarterMeasure, is a very good foundation for student success.
32. Success and Persistence Rates
of CDL001 Completers
Summer and early Fall completers were tracked
through their Fall 2011 enrollments.
– 47 students successfully completed CDL001
– 41 students proceeded to enroll in 74
distance courses in Fall 2011
– Persistence rate: 99%
– Successful completion (A, B, or C) rate: 92%
33. Questions for Discussion
• Do the research findings align with your
experiences?
• How do we incentive participation in student
readiness activities when they are not
mandatory?
• How can institutions integrate student readiness
activities into the life of the college?
• How do other institutions prepare students for
online learning?
34. For more information
Please visit us on the web at
http://ccrc.tc.columbia.edu,
where you can download presentations, reports,
CCRC Briefs, and sign-up for news announcements.
Community College Research Center
Institute on Education and the Economy
Teachers College, Columbia University
525 West 120th Street, Box 174, New York, NY 10027
E-mail: ccrc@columbia.edu
Telephone: 212.678.3091