Transcript Teaching Online While Having a Life Offline Suggestions for Making Better Use of Instructors’ and Students’ Time in Online Courses Conference on Accounting.

Teaching Online While Having a Life Offline
Suggestions for Making Better Use of Instructors’
and Students’ Time in Online Courses
Conference on Accounting Education
October, 2006
Andy Williams - Edmonds Community College
[email protected]
http://faculty.edcc.edu/andy.williams/
So, you are going to teach online?
Perception
Reality
How do you survive?
Basic Assumptions
Instructors want to do a good job.
Students should be able to learn and achieve
from taking the class.
Class should be enjoyable to teach.
Students want to achieve their goals.
Students are willing to invest reasonable time,
energy and resources in the learning effort.
Class should be enjoyable to take.
Who are our students?
71% intend to transfer to university.
58% are employed.
26% of accounting students have
children or other dependents.
18% do not have a High School
Diploma.
14% International Students.
Who are our students?
 They have other responsibilities and
interests.
 My class is not their top priority.
 They don’t have enough time.
 They are ‘underprepared.’
 They need flexible learning
opportunities.
They use technology
• 75% of online teens use Instant
Messenger.
• 51% of online teens download
music.
• 91% of all adults online use
email.
• 73% of all adults online use
internet to get news.
Source: Pew Internet and American Life Project Surveys
When are students online?
On what day of the week are
students most active online?
Why are they enrolled in online classes?
•
Flexibility of online delivery format.
•
Schedule didn’t allow me to attend oncampus.
•
Can’t get to campus.
Source: EdCC & BCC survey of online course non-completers
Reasons for Withdrawing
•
I could not handle the combined study plus work or
family responsibilities.
•
The online course was too unstructured for me.
•
I had personal problems.
Source: EdCC & BCC survey of online course non-completers
What has the lowest student
satisfaction level for those who
withdrew from online classes?
Interaction with faculty
Source: EdCC & BCC survey of online course non-completers
Communication with Students
• “Why don’t they get it?”
• “If they would just follow the instructions….”
• “Can’t they read?”
• “Why are they taking an online class, anyway?”
Communication with Students
Online Course Materials
• What materials/techniques do students
actually use?
• What materials/techniques are not
used?
• How should I supplement materials with
technology?
Instructor-generated Materials
“I read the Course Materials posted in Blackboard, such as the
instructor's notes and letters before I attempt the homework
assignments.”
Instructor-generated Materials
“The Course Materials, such as the instructor's notes and letters, posted in
Blackboard are helpful in understanding the learning objectives of the class.”
Publisher Website
“I read the materials posted on the Textbook Publisher's Website
before I attempt the homework assignments.”
Discussion Board
•
“The postings in the discussion forum are helpful in
understanding the learning objectives of the class.”
Discussion Board
• “I read the postings in the discussion forum.”
The Textbook
•
“The
textbook is helpful in understanding the learning
objectives of the class.”
The Textbook
• “I read the assigned reading from the
textbook before I attempt the homework
assignments.”
Improving Class Efficiency and Effectiveness
• Invest time and energy in high-value activities.




Effectively organize teaching materials.
Instruct students on how to use course resources.
Interaction with students is high-value.
Feedback on assignments is high-value.
• Automate and delegate low-value activities.
• Use tools and resources in Blackboard.
• Make use of non-instructor generated materials.
• Delegate responsibility for some activity to students.
Course Set-up
•Organize course before quarter begins!
•Use previous materials if they were effective.
Use Course Copy tool.
Update if necessary. Avoid duplication.
Delete old/unused/superfluous.
•Pace your class. Organize by weeks/units.
•Use Availability tool to open materials automatically.
•Use a Calendar.
•Establish a schedule and keep to it.
Managing Instructor Workload
 Keeping up with the conversation
 Laissez-faire vs. censorship
 How to stop the conversation!
 Feedback and assessment
 Use the Discussion Grader
 Outreach to non-performers?
Set-up - Establish Expectations
 Course Contracts/Rules of Engagement
 “How to Take This Course”
 Use introductory survey to define and establish
consent for schedule, time commitment, participation
and other requirements.
Manage Accessibility
• Announce when you will be available, and when
you are not.
• Limit communication tools to what you actually use.
• Use discussion board for ALL class questions.
• Use personal email or IM for personal questions,
office hours, advising, etc.
• Batch, summarize and standardize.
• Use the delete key and the remove button.
Managing Discussions
• Plan ahead. Use forums and threads deliberately.
• Delegate and outsource.
 Subject Matter Experts.
• Cut and paste questions into responses.
• Respond on a schedule. Don’t be available 24/7.
• Provide alternate space. (anonymous, rants, etc)
A solution - Use Technology to Talk to Students
What’s a Podcast?
• “Podcasting is the method of
distributing multimedia files, such as
audio programs or music videos,
over the Internet for playback on
mobile devices and personal
computers. “
• “Podcasting's essence is about
creating content (audio or video) for
an audience that wants to listen or
watch when they want, where they
want, and how they want.”
Wikipedia
Sample Podcasts
• AW Web Pages
• Mr. Excel Video Podcast
• University of
Washington
• CPA Podcasts
• iTunes University
• UC Berkeley on iTunes
• Podcast Alley
•Podzinger
•Education Podcast
Network
Berkeley iTunes Site
UC Berkeley - Intro to Computers
EdCC iTunes Site
Student Comments
• “It was a pleasant surprise to be greeted with a
podcast welcoming me to the class at the
beginning of the course.”
• “Now with the podcast I feel that I have even
more of an opportunity to be successful in this
course.”
• “I like having your lecture notes and the
podcast, it makes it seem like it's more class
room like.”
Why add Podcasts to Course Materials?
•Audio connection with students
•Easier heard than read?
•Time shifting - Convenient and flexible
•Technology comfort level
Manage Assessments
• If you assign it, you’ll have to grade it!
• Use the Assignment Manager in Bb. Use
Grade Book for individual feedback.
• Use self-graded/auto graded quizzes.
• Communicate standards and feedback time.
• Use Edit features in Word and Excel.
• Post excellent student work as an example.
Manage Yourself
•
•
•
•
Set limits and a schedule, and keep to it.
Set deadlines and keep to them.
Use one set of standards for all.
Students’ lack of planning is not an
emergency for instructors.
• Take a break. Take a day off.
Tips for Student Success
• Plan ahead!
• Familiarize yourself with Due Dates. You are
responsible for knowing them.
• Check frequently and keep up with new postings in
the Course Work area and Discussion Forum.
• Periodically review the Syllabus and Course
Schedule. Print them out, and post them on a wall,
desk, computer, etc. where you'll be working.
Tips for Student Success
• Organize Early - Use a large 3-ringed binder to store
and organize course printouts.
• Print-out assignments as reminders. Keep a copy of
the schedule (or schedule updates) near your work
station.
• Copy everything you send to me and your
classmates.
• Have a back-up plan for the inevitable technological
breakdowns.
Tips for Student Success
• Program Your Day: Plan to devote at least fifteen
hours a week for class work, as you would need to do
to succeed in a face-to-face class.
• Work ahead of schedule and consistently throughout
the week. Don’t wait until the last minute to do it all!
• Create a contract or support list to remind you and
others that your designated work time is "sacred" and
that you need as much support as you can get.
• Program Your Head: Most students who fail on-line
classes do so because they think they have tomorrow
to do the assignments. There is no tomorrow; there
is only NOW.
Take a real break!