Transcript Slide 1

Best Online Practices Among Faculty:
Instructional and Community Building Strategies
JoAnn Carter-Wells
Cynthia Gautreau
Master of Science in Instructional Design and Technology
California State University, Fullerton
WASC ARC 2009
Presentation Outcomes
1. Disseminate the results of the self evaluation study investigating the online
instructional practices among faculty. This study was conducted by an
interdisciplinary team of 8 faculty members investigating the question,
“How does online instructional practices among MSIDT faculty relate to the
principles of androgogy?”
2. Critically reflect on the findings presented in the MSIDT case study
regarding the research-based characteristics that support online
instructional practices.
3. Inquire into the implications of these findings for distance learning
practitioners.
Overview of Presentation
• Overview, outcomes, and background of
program JoAnn, 10
• Methods, Cynthia,10
• Quantitative Data Results, JoAnn,10
• Qualitative Data Results, Cynthia,7
• Summary of Findings, JoAnn,5
• Personal Response System Q & A,15
MSIDT Program
MSIDT Program URL
http://msidt.fullerton.edu
MSIDT Program Web Site:
http://msidt.fullerton.edu
MSIDT Program
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Large, urban comprehensive BA & Master’s Degree institution (33,000
students/1,800 faculty)
30 unit, fully WASC accredited program
Pilot program received top-level university support (AA,UEE, COE).
Cohort (K-16, business, industry, corporate professionals) attends 20
month consecutive program in 5 term segments
Core classes combine theory and practice in the design of technology to
support learning.
Initiated by F2F “Boot Up Camp” providing program resources and
training
F2F Mid-Point Symposium
Blackboard Course Management System
Unique design elements
Andragogy
• Andragogy = the art and science of leading
adult learning
• Key principles of adult learners
– Self directed
– Life experiences provide a positive learning resource
– Thrive in an independent and interdependent learning
environment
– Time management is a high priority among adult learners
Disseminating the Results
1. Quantitative and Qualitative Case Study Method (Merriam,
1988; Yin 1989, 2003; Stake 1995)
2. Literature Review revealed the characteristics of online
instructional practices among adult learners and the case study
served as a “receptacle for putting theories to work.”
3. Web-based Survey Protocol Questions reflecting the researchbased characteristics of online learning instruction and
communities to determine the extent to which the
characteristics of effective online communities discussed in the
professional literature.
Literature on Adult Learning Online
• Palloff & Pratt. (2003). The virtual student: A
guide to working with online learners.
• Bates &Poole. (2007). Effective teaching with
technology in higher education.
• Tolmie & Boyle. (2000). Factors influencing
success of the online student.
• Rogers, J. (2000). Communities of practice: A
framework for fostering learning communities.
Guiding Research Questions
• How does online instruction among MSIDT faculty
relate to the principles of androgogy?
• How often are faculty implementing the strategies
central to adult learning?
• What justifications do faculty provide for variations
in their application of online teaching strategies?
Methods
• Online Survey
– Created using Zoomerang web based software
– Survey was based on the Assessing Online Facilitation
Checklist
– All instructors (N = 8) were given one month to complete
the survey. http://www.humboldt.edu/~aof/
– Data was analyzed and based on discrepancies and widely
varied responses, an in-depth open ended survey was
created
– All instructors were given one hour to complete the survey
at a monthly meeting.
Assessing Online Facilitation Rubric
• http://www.humboldt.edu/~aof/
• Pedagogical: Guiding student learning with a focus on
concepts, principles, and skills.
• Social: Creating a welcoming online community in
which learning is promoted.
• Managerial: Handling organizational, procedural, and
administrative tasks.
• Technical: Assisting participants to become
comfortable with the technologies used to deliver the
course.
Course Preparation & Technical Aspects
Neutral
Agree
Strongly
Agree
Review past course evaluations to determine if
enhancements for instructional strategies are
required.
0%
22%
78%
Make enhancements to course design where
necessary.
0%
22%
78%
Update hyperlinks to remove dead or broken
links.
11%
0%
89%
Check all media for proper display
(broken images, video playback, etc.)
11%
0%
89%
Test the course navigation for accessibility and
correct any accessibility problems.
11%
0%
89%
Update the course to reflect new features of the
course management software.
11%
33%
56%
100% of MSIDT Faculty
• Design a forum for students to post
introductions and share experiences.
Design
• Provide a personal and welcoming
Provide introduction to develop a personal presence.
• Model appropriate interactions and
communication
Model
Developing Community
SD
D
N
A
SA
0%
0%
0%
11%
89%
0%
0%
11%
22%
67%
0%
0%
22%
22%
56%
11%
11%
22%
44%
11%
Invite and encourage students to use online
office hours and/or to make appointments.
0%
0%
22%
0%
78%
Add a social forum for non-class related topics.
0%
11%
0%
0%
89%
Respond to each student’s introduction.
Encourage students to share photographs or
other representations (e.g., avatars) of
themselves.
Use humor sparingly and carefully.
Use emoticons to express jesting.
Results Developing Community
Interactions
Social Forums
 Communicate with
students online
 Respond to each
student
 Open lines of
communication
 Build student
interactions
 Model appropriate
online use of humor
 Limit use of emoticons
Active Learning Strategies
•Create an ice breaker activity related to a course key objective
or concept.
•Determine areas that students need to improve and notify
students.
•Challenge the students by asking questions that apply to the
readings and communicating high expectations & Communicate
with students to maintain a positive rapport.
•Provide detailed tutorial links and/or instructions on using the
technology within the assignment information to help the
students feel comfortable with the technology.
•Assist students with login/access difficulties.
•Refer students to the help desk to assist with login/access
difficulties.
Results Active Learning
Engage Students
Provide Resources
 Provide a challenge for
students
 Communicate high
expectations.
 Communicate with
students to maintain a
positive rapport.
 Provide detailed tutorial
links
 Provide instructions on
using the technology
 Assist students to
increase their
comfortable level with
technology.
SD
D
N
A
SA
Organize collaborative projects to achieve strong social
interaction.
11%
0
0
11%
78%
Monitor discussions for respectfulness, based on
netiquette standards and policies
0
0
0
11%
89%
Immediately contact students with inappropriate posts
0
0
0
0%
100%
Immediately make inappropriate posts unavailable
0
1%
0
1%
78%
Block disruptive students from class activity if behavior
continues
0
11%
0
11%
67%
Use announcements to keep class current and personal
0
0
0
0
100%
Continue to maintain presence in discussion forums
0
0
11%
0
89%
Provide individuals messages of encouragement
0
0
0
0
100%
Social Considerations
Summary of Responses
Time
• Immediacy was important.
• Faculty facilitated social connections among the members
of the cohort via class announcements, email, and
Connect discussion board postings.
Varied
• Social connections were varied.
Question 5 Summary
Presence
Adult
Rubrics
• Immediacy and instructor presence were
valued.
• Group work and self directed learning
were valued.
• Rubrics were used by all faculty
members.
Instructional Practices
SD
D
N
A
SA
Provide supportive information to support
course content
0
0
11%
0
89%
Respond to student questions promptly
0
0
0
11%
89%
Provide practical suggestions to students to
complete their work on time
0
0
11%
33%
56%
Detect and correct misconceptions
0
0
0
11%
89%
Summarize discussions
0
0
22%
11%
67%
Assign groups or create a method for students
to select groups before beginning group
projects
11%
0
11%
0
78%
Provide feedback indicating areas in which the
students have succeeded
0
0
11%
11%
78%
Instructional Practices
SD
D
N
A
SA
Modify rubrics as needed to reflect
assignment details
0
0
0
11%
89%
Use illustrations and examples to clearly
explain concepts
0
0
22%
11%
67%
Provide helpful, constructive suggestions to 0
students to complete assignments
0
0
22%
78%
Incorporate multimedia resources regularly
0
22%
11%
44%
22%
Provide students with assignment choices
22%
33%
11%
11%
22%
Permit students to select their own group
members
0
22%
11%
22%
44%
Provide students the opportunity to submit
drafts of assignments
0
11%
11%
44%
33%
Instructional Practices
SD
D
N
A
SA
0
0
11%
44%
44%
Create transitions from one topic to the next to help
students recognize time on task
0
0
11%
22%
67%
Communicate clearly as measured by responses from
students
0
0
0
11%
89%
Respect and facilitate diverse talents and ways of
learning
0
0
11%
56%
33%
Utilize specific teaching/learning strategies which
promote self-directed learning
0
0
0
11%
89%
Focus discussions on specific issues and uses
discussion questions to engage students in the
learning process
0
0
0
11%
89%
Implement rubrics established in course design
0
0
0
0
100%
Qualitative Data Results
Use of Graphics
• The majority (6 out of 7) incorporate graphics
to explain important concepts.
– Graphics used include tutorials, pictures from
textbooks, screen captures (web pages and flash
documents), flowcharts and graphs.
– Three instructors said they create their own
graphics.
– Web resources, including Merlot, are also used by
a few.
Use of Multimedia
• Six instructors reported using multimedia resources
regularly.
– The instructional purposes
• clarification of learning points, provision of examples and
tutorials, and clarification of concepts.
– Multimedia assignments
• These requirements reflect the competencies required of the
MSIDT program, including a Flash presentation and Learning
Objects in Flash, Power Point presentations that include
animations, video clips, graphic organizers, photos, graphics,
and a website project using Dreamweaver.
Learning Choices
• All instructors provide students with • Students report in course
learning choices, including the
evaluations and directly to the
formation of groups,
instructor that they enjoy having
choices in their learning.
• gives students a feeling of control
and ownership over their own
• Instructors reported that students
learning experiences
seem to find their courses much
more worthwhile, meaningful,
• improves motivation, engagement
and applicable to their
and commitment to the learning
professional as well as personal
outcome
needs.
• allows adult learners to add life
experiences and their own
perspectives, including workplace
experiences and web links, into
their class assignments
Learning Choices (cont.)
• Two instructors noted that the process of allowing
flexibility of student choices in their learning took time in
the beginning, but once a system was created, time was
reduced, and the result was very worthwhile, both for the
students and for the instructor.
• Even though 4 out of 7 agreed that it causes more work for
them as instructors, all felt that it was worth the time
based on student outcomes.
– "When I allowed more diversity, I got products that were in some
ways more difficult to grade equitably with products other
students had done, but at the same time they were outstanding."
Are you familiar with clickers?
1. Yes
2. No
3. Somewhat
33%
33%
3
4
5
6
7
8
9
10
21
22
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25
26
27
28
29
30
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m
ew
ha
2
18
So
1
N
Ye
o
s
t
33%
19
20
What is your current position?
1. Community college
administration
2. Community college faculty
3. 4 year university
administration
4. 4 year university faculty
5. K-12 administration
6. K-12 faculty
7. Other
3
4
5
6
7
8
9
10
21
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14% 14% 14% 14% 14% 14% 14%
12
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Have you taught or managed courses
online?
3
4
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10
21
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26
27
28
29
30
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33%
s
33%
18
In
1. Yes
2. No
3. In process
19
20
Are you familiar with adult learning
theory?
1. Yes
2. No
3. Somewhat
33%
33%
3
4
5
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9
10
21
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30
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m
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2
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So
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N
Ye
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33%
19
20
Are you building in a community of
practice into your online programs?
Yes
No
Somewhat
This is new
information to me.
..
25% 25% 25% 25%
4
5
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10
21
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19
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What else?
• Are there any concerns that you are
encountering in your online environment?
Emerging Areas
• What additional components have you found
that reflect best practices in your
environment?
Thank you