Summary of the first year of the CSU Channel Islands Online Teaching Preparation Program: Spring 2014-Fall 2014. This faculty development program consists of three fully online courses: How to Humanize Your Online Course, How to Design Your Online Course, and Designing Engaging Online Activities. How did the first years' participants respond to learning to teach online through the lens of an online student? Did they feel the classes were worth their time? How much time did they spend on these courses? What did they learn?

1. CSU Channel Islands
Online Teaching
Preparation Program
Spring 2014-Fall 2014
Teaching and Learning Innovations
TLInnovations.cikeys.com
Michelle Pacansky-Brock
Instructional Technologist for Online and Blended Learning
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2. Online Teaching Preparation Program
The CSU Channel Islands’ Online Teaching
Preparation Program is for new and
experienced online instructors to develop
the skills necessary to design, develop, and
facilitate an online course with strong
student engagement, human presence, as well
as faculty-student and student-student
interactions. The course outcomes are
aligned with the CI Quality in Online
Learning and Teaching (QOLT) framework.
Image Credit: CI Communication and Marketing, All Rights Reserved
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3. Program Overview
❖ Consists of three 2-week, fully online courses:
❖ How to Humanize Your Online Course
❖ How to Design Your Online Course
❖ Designing Engaging Online Activities
❖ Each course is offered once per semester
❖ Courses designed and facilitated by Michelle Pacansky-Brock,
Instructional Technologist for Online and Blended Learning
❖ More information is available at:
http://tlinnovations.cikeys.com/online-learning/online-teaching-series-2/
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4. Dates of Offerings
❖ Spring 2014
• How to Humanize Your Online Course: Thurs, May 1 - Wed, May 14
• How to Design Your Online Course: Wed, May 21 - Tues, June 3
• Designing Engaging Online Activities: Mon, June 9 - Sun, June 22
❖ Fall 2014
• How to Humanize Your Online Course: Thurs, Sept 11 - Wed, Sept 24
• How to Design Your Online Course: Thurs, Oct 2 - Wed, Oct 15
• Designing Engaging Online Activities: Thurs, Oct 23 - Wed, 11/5
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5. Assessment Methods
❖ Courses integrate formative and summative assessments that incorporate the use
of a variety of technologies:
• Asynchronous voice/video discussions in VoiceThread
• Discussion forums
• Development of a collaborative Google presentation
• Written or video reflections shared in a private Google+ community
• Development of an online, interactive course syllabus
• Creation of a 5-minute course introduction video using a tool from the Tool Buffet
• Development (including peer review) of an online course roadmap including two
modules featuring clear, measurable learning objectives, a description, and an
activity involving student-student interaction with a rubric
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6. Overview of Course Evaluation Survey Findings
Participants were asked to complete an anonymous course evaluation at the end of
each class. The survey results indicate:
❖ High faculty satisfaction rates
❖ Wide variation in the number of hours participants spent on the courses
❖ Interest and excitement in using emerging technologies outside the standard toolkit of CILearn
❖ Transformation of faculty attitudes and perspectives about online teaching
❖ A supportive, low-risk environment for experimenting with new technologies improves the
confidence of faculty with limited technology skills
❖ Learning to teach online through the lens of an online student fosters a deepened awareness of
the challenges and opportunities of online learning
❖ Faculty are applying what they have learned to their face-to-face classes, as well
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7. Number of Program Completions
17 faculty members completed the Online Teaching Preparation Program
9
7
5
2
0
during Spring 2014 and Fall 2014.
Sp 14 Fall 14
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8. Online Teaching Preparation Program Completions by CI Program
Business
Education
English
History
Nursing
Spanish
University Studies
n=17
0 2 4 6 8
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9. Number of Completions by Course
25
19
13
6
0
17
19
Humanize Course Design Designing Engaging Activities
Humanize Course Design Designing Online Activities
25
n=62
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10. Course Completions by CI Program
n=25 n=19 n=18
Humanize Course Design Designing Online Activities
Business
Chemistry
Education
Computer Science
English
History
Music
Nursing
Spanish
University Studies
0 3 6 9 12
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11. Number of Hours Participants Spent Per Week on Each Course
0-4
5-7
8-10
11-13
14-16
0 2 4 5 7
Number of Responses
n=41
Humanize
Course Design
Designing Online Activities
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12. Perceived Value to Participants
12
n=40

13. Rate the following elements of this class.
Humanize Course Design Designing Online Activities
n=16
Content
Organization
Clarity of Expectations
Opportunities for Participation
Instructor
n=16 n=13
5
5
4.875
4.85
4.9
4.88
4.84
4.75
4.8
4.9
4.5
4.6
4.9
4.9
4.6
1 2 3 4 5
Unacceptable Excellent
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14. In this class,
I learned…
1.
Strongly
Disagree
5.
Strongly
n=16 Disagree
Mean
Strategies for increasing faculty-student interactions. 4.78
Why instructor-student interactions are important 4.9
Strategies for increasing student-student interactions 4.9
Why student-student interactions are important 4.73
Strategies for establishing myself online as a real person 4.82
Why establishing myself online as a real person is important 4.89
How to engage my online students 4.47
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15. “I think this is a must take course for faculty
who plan to teach online OR who think online
learning is nothing more than a glorified
correspondence school.”
– Faculty member, How to Humanize Your Online Course
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16. “I am heartened by the approach, of starting first
with humanizing the online experience. It helped
alleviate my major fears about teaching online, by
being able to get right to what worries me the
most and to see that there are tools and strategies
and people who care about the topic. I see the
possibilities so much better now.”
– Faculty member, How to Humanize Your Online Course
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17. “This class has been a wonderful gift. I have
learned so much. Michelle… takes something
that a lot of people are afraid of -- teaching online
--- and helps us see it as one of the best things in
the world! I really hope anyone on this campus
who wants this kind of learning opportunity is
able to pursue it, because it is truly life changing.”
– Faculty member, How to Humanize Your Online Course
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18. “I did not know anything about online learning
and it is amazing all the things that learned in
the two weeks. … I felt a little anxious as I
started this class and, although there is so much
that I still have to learn to teach online, I feel
that I already have a solid foundation. ”
– Faculty member, How to Humanize Your Online Course
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19. “It made me realize how challenging it is
being on the ‘other side of this’. I took a few
online courses during my masters courses
but the technology was significantly different
at that time so it has been about 12 years
since I was officially a student.”
– Faculty member, How to Humanize Your Online Course
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20. In this class,
I learned…
1.
Strongly
Disagree
Mean
The principles of online course design 4.67
How to design my online course 4.5
The unique opportunities online teaching brings 4.9
The challenges involved with online teaching 4.56
The challenges with being an online student 4.81
The differences betweent the content of an online syllabus vs. a F2F syllabus 4.5
Tools for creating an interactive, online syllabus 4.5
5.
Strongly
Disagree
n=16
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21. “I see so many more opportunities to
engage students as independent, reflective
learners. Many of the strategies I'm learning
I will be applying to flip my f2f courses.”
– Faculty member, How to Design Your Online Course
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22. “I have added respect for the intentionality and structure behind
online courses. …Online learning requires careful, deliberate
planning on multiple levels, as well as making sure …that students
are cognizant of what they are learning and why. Instructors in face
to face classes can get away with ‘winging it’ somewhat in a way that
would not be possible online. While there are still challenges with
teaching online, the work that is required to build them helps to
shore up such classes against failure.”
– Faculty member, How to Design Your Online Course
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23. “I am more excited about teaching online. This
experience has caused me to think more deeply
about my face to face teaching as well. Being place
in the student role, has been invaluable in helping
me get a glimpse of how students might grapple
with the online learning experience.”
– Faculty member, How to Design Your Online Course
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24. “I wish everyone at CI could/would take this
class. This is the kind of professional
development we need to have in order to be
truly student centered.”
– Faculty member, How to Design Your Online Course
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25. In this class,
I learned…
1.
Strongly
Disagree
Mean
How to design an online activity with clear, measurable learning objectives 4.67
How to make a rubric for an online activity 4.5
Why rubrics are important in online learning 4.9
How to develop an assessment plan for my online class 4.56
A variety of tools appropriate for different learning activities 4.81
Insights about my online teaching philosophy 4.5
5.
Strongly
Disagree
n=13
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26. “Before taking Michelle's classes, I used to feel
very skeptical about online teaching. I always
thought that face-to-face courses were far
superior to online learning. Well, I have to say
that…Michelle has made me a believer! I feel
excited as I embark in this new adventure of
becoming an online instructor!”
– Faculty member, Designing Engaging Online Activities
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27. “The beauty of this course was placing me
squarely in the role of learner. This provided
numerous insights in how I should go about
designing my course. Being placed in the
learner perspective is the ticket.”
– Faculty member, Designing Engaging Online Activities
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28. “I feel more confident and enthusiastic
about implementing new teaching tools
and strategies. ”
– Faculty member, Designing Engaging Online Activities
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29. “I have a clearer idea of how important it is to map
out activities that align with course objectives and
provide means of measuring student achievement of
learning outcomes. … We should never expect that
the objectives of activities in our courses are implied
or obvious for students.”
– Faculty member, Designing Engaging Online Activities
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30. “I have learned so much about going outside of
my comfort zone and taking on challenges I
didn't think were within my grasp, and I want
my students to be able to unearth that same
potential in themselves.”
– Faculty member, Designing Engaging Online Activities
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31. “This class has given me a great opportunity to reflect on all that I have
learned and where I want to go from here. It's helped me develop more
confidence to go out there on my own and teach in an online
environment. At the same time, it's helped me appreciate the value of
ongoing feedback and interaction with my peers as well. …This has been
an incredible opportunity that has helped me rediscover myself as a
teacher and as a person. The impact is more profound than I can express. I
am so, so grateful to have been able to participate in this thoroughly
transformative experience. From the bottom of my heart, thank you. .”
– Faculty member, Designing Engaging Online Activities
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32. Improvement Plan
The following changes will be made based upon participant feedback:
❖ Integrate additional course content about Universal Design for Learning (UDL)
❖ Integrate support resources for Google Docs
❖ Supplement group activity with an opportunity for participants to anonymously
evaluate peer contributions
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