Transcript 15 Minnie-Myths of E-Learning and the Data to Dispel Them (Higher Education) Dr.

15 Minnie-Myths of E-Learning and the
Data to Dispel Them (Higher Education)
Dr. Curtis J. Bonk
Alias: Mickey Mouse
President, CourseShare.com
Associate Professor, Indiana University
http://php.indiana.edu/~cjbonk, [email protected]
With supporting Help from:
Ms. Minnie Mouse
Orlando, Florida
[email protected]
E-Learning Myths in
higher education….(see
PublicationShare.com
for full report)
December 2003 Study
Sent to MERLOT.org members on last week of
November, First Week of December, 2003
 Received 355 responses
 55% female
 70% lecturers and professors
 20% administrators or technology support
 50% public colleges; 16% private; 23% community
colleges; 4% online colleges
Instructor E-Learning Myths
1.
2.
3.
4.
5.
6.
7.
Instructors are
loyal
They are young
Either or decision
Pedagogical
tools exist
Will not share
Use latest
technology
College owns it
8.
9.
10.
11.
12.
13.
14.
15.
Just more training
Profit is key
Teach for free
online
Can wait it out
Can teach the
same
Must be a techie
We can’t afford
Learning not
improved
Myth #1.
College instructors are loyal.
Interested in Freelance Instruction?
(2001 Study)
Freelance or Adjunct Web-Based Teaching
100%
Percent of Respondents
90%
80%
70%
60%
Yes
50%
No
40%
30%
20%
10%
0%
Past Experience
Interest in Next 5 Years
December 2003 Study: Greater Reliance
on Freelance Instructors
Do You Plan to Teach as a Freelance Instructor in
Have You
Taught as a Freelance Instructor in
the Future (blended or fully online)
the Past (blended or fully online)
PercentofofRespondents
Respondents
Percent
70
90
80
50
70
60
40
50
30
40
30
20
20
10
10
00
60
no
no
yes
yes
Myth #2.
Young instructors will jump
on this.
How Old Are Early Web Adopters?
(2001 Study)
Respondent's Age
2%
7%
20-35
36-50
47%
44%
51-65
66+
N=218
2001 Study
Figure 7. Rank of Respondents
10%
Professor or Assoc
Professor
Assistant Professor
5%
8%
Adjunct Professor
17%
60%
Lecturer
Other (e.g., admin
plus faculty)
December 2003 Study
Rank of Respondents
Professor or
Associate
Professor
Assistant
Professor
Lecturer
Part-Time
Instructor
Administrator or
Staff Support
Myth #3.
Web instruction is an
either-or decision (i.e., a
Mickey Mouse decision).
2001 Study
Figure 18. Online Teaching Experiences
Partially and
Completely
18%
None
24%
Completely Online
19%
Partially Online
39%
December 2003 Study
Percent of Student Learning that is Fully Online
Percent of Student Learning that is Blended
80
Percent of Respondents
Percent of Respondents
70
70
60
60
50
50
2003 2003
2006 2006
40
40
30
2013 2013
30
20
20
10
10
0
0
None
None
21 to 40% 41 to 60% 61 to 80%
20% or
less of
20% or of student
21% to of student
41% toof student
61%
learning
learning
learning
student
less of
40% of
60% of
80%
learning
student
learning
student
learning
student
learning
81 to 100%
toof student
81% to
learning
of
student
learning
100% of
student
learning
December 2003 Study
Percent of Respondents
Projected Growth Areas for Respondent Organizations
During Next Few Years
60
50
40
30
20
10
0
Supplement to Alternative to
face-to-face
face-to-face
classes
course(s)
(students
choose one or
the other)
The only
option (no
face-to-face
course
options or
meetings)
Alternated
with face-toface class
meetings
(some weeks
are online.
some face-toface)
We do not
plan to utilize
online
instruction
Myth #4.
Pedagogical tools exist to
teach online.
Percent of Respondents
Online Instructional Activities
70
60
50
40
30
20
10
0
Scientific
Simulations
Data Analysis
Actual Use
Lab
Performance
Critical and
Creative Thinking
High Usability
What Instructional Activities are Needed?
(2001 Study)
December 2003 Study
Area where Most Significant Pedagogical
Improvements will Occur During the Coming
Decade
40
35
Percent of Respondents
30
25
20
15
10
5
0
Online
collaboration
and virtual
teaming
Creative
thinking and
idea
generation
Critical
thinking and
idea
evaluation
Student
motivation and
engagement
Other
Myth #5.
College instructors will not
put their instruction on
display for others to
critique.
2001 Study
Reasons
N = 211 (*Note: Categories are not m utually exclusive.)
O
th
er
Fu
n
th
G
ro
w
Ex
pe
rim
en
t
Co
ur
s
M
ar
ke
tS
e
el
Sh
f
ar
Sh
in
g
ar
Im
e
po
Th
rta
eo
nt
rie
s
or
St
ra
te
gi
es
120
100
80
60
40
20
0
Re
qu
ire
d
Num ber of Respondents
Why Post to MERLOT or WLH*
Pedagogical
Ideas
Answers to
Teaching
Problems
Expert
Advice
Class
Management
Tips
Recognition
Newsletters
Storytelling
Percent of Respondents
2001 Study
Figure 36. Important Features of Free CourseSharing Community
90
80
70
60
50
40
30
20
10
0
Myth #6.
College instructors will flock
to sophisticated technologies.
“Kirchner foresees faculty
increasingly using
technology in traditional
classes, but comments
they, “They need to break
through beyond
discussion boards and
chats.”
Cornell Daily, January 20, 2003, Chris Mitchell, Fathoming the
future of e-Learning.
Figure 19. Degree of Comfort with Web Skills
Courseware
Online Discussion
File Attachments
Chat
HTML
0%
20%
40%
60%
80%
Percent of Respondents
Low
Medium
2001 Study
High
100%
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s
Percent
Percentof
of Respondents
Respondents
December 2003 Study
Technologies
thatOnline
will MostTechnologies
Greatly Impact the
Deliver of Online
Current
Used
Learning in Your Organization During the Next 5 Years
100
30
90
80 25
70
20
60
50 15
40 10
30
5
20
10 0
0
Myth #7.
The institution will own
the online courses.
2001 Study
Online Courses are the Property of an
Institution, Not an Instructor (N= 215)
Strongly
Agree
Agree 4%
Strongly
12%
Disagree
34%
Unsure
21%
Disagree
29%
Myth #8.
College faculty just need a
little more training to
teaching on the Web.
Te
ch
ni
In
ca
st
ru
lS
ct
up
io
po
na
rt
lD
Ti
e
si
m
gn
e
to
er
Le
s
Tr
ar
ai
n
ni
ng
W
eb
to
Us
St
e
W
ud
eb
en
tA
cc
Ch
es
at
s
Ro
O
om
nl
in
He
e
lp
Re
so
ur
Ece
m
ai
s
lC
ha
ng
es
In
Re
st
co
ru
gn
ct
io
itio
na
n
lS
tip
en
Re
ds
le
as
e
Ti
m
e
Percent of Respondents
Any Supports Needed?
(2001 Study)
Supports Needed for Web-Based Teaching By
Institution Type
100
80
60
40
20
0
Private
Public
Obstacles
rs
e
of
O
st
th
e
r
po
rt
In
te
re
p
t
e
Pr
e
en
ffi
ce
ip
m
O
ic
al
Su
p
ck
ch
n
La
eb
So
ftw
ar
ou
Eq
u
W
ai
ni
ng
n
Tr
ar
e
eb
Le
ar
w
la
ss
ar
d
W
to
fo
rC
Te
e
Ti
m
C
H
e
Ti
m
Percent of Respondents
Any Obstacles to Teaching Online?
(2001 Study)
Figure 32. Major Obstacles to Use of the Web in
Teaching
70
60
50
40
30
20
10
0
Myth #9.
Profit is the key motivator
for most Web initiatives.
Figure 23. Primary Insitutional Motives for
Developing Online Education
60
50
40
30
20
10
0
Strongly
Agree
Agree
Unsure
Disagree
Profit
Learning
Access
Strongly
Disagree
Percent of Respondents
(2001 Study)
Myth #10.
Shhh…If you don’t say
anything, college instructors
will just do this for free.
(2001 Study)
Compensation
No Add'l
Compensation
Other
Release Time
Recognition
Salary
Course
Royalties
40
35
30
25
20
15
10
5
0
Stipends
Percent of Respondents
Figure 17. Suggested Instructor Compensation for
Teaching Online
December 2003 Study
Factors Most Significantly Impacting Success of Online
Programs in Next Few Years
Percent of Respondents
25
20
15
10
5
0
Joining a
consortium
Improvements
in
technologies
Marketing
Monetary
support
Instructor
pedagogical
competency
Rigorous
accreditation
process
Instructor
technical
competency
Other
Myth #11. We can just wait it
out—it will go away
See National Survey of Student
Engagement (NSSE): The College
Student Report (November 2003 Annual Report)
83% of HE students frequently
use Web for their classes
 80% of HE student instructors
report that instructors often
require computer conferencing

Julie E. Young, Executive Director,
Florida Virtual School (2003)
SUNY Learning Network
(Burks Oakley, 2003)
Growth in online degree
and certificate programs
70
60
Certificates
Associate
Baccalaureate
Graduate Degree
50
40
30
20
10
0
95-96
96-97
97-98
98-99
99-00
00-01
01-02
"02-03"
Karen Lazenby (2003), Univ of Pretoria
December 2003 Study
Degrees, Programs, and Credentials Your Organization will
Degrees, Programs, and Credentials Currently Offered Online By
Offer Online
During the Next Few Years
Your Organization
PercentofofRespondents
Respondents
Pecent
70
60
60
50
50
40
40
30
30
20
20
10
10
0
0
Certificates
Certificates
Recertification
Associate
Undergraduate
Master's
Exec educ &
Doctoral
degrees
degrees
degrees
(not
MBA
Recertification
Associate
Undergraduate
Master's
Exec educ &degrees
Doctoral
MBA)
degrees
degrees
degrees (not
MBA
degrees
MBA)
Other
Other
NSSE: The College Student Report
(November 2003 Annual Report)
National Survey of Student Engagement (2003). Converting
data into action: Expanding the boundaries of institutional
improvement. Bloomington, IN: Indiana University Center for
Postsecondary Research.
Myth #12.
College instructors can just
teach the same way they
always have.
December 2003 Study
100 100
90 90
Percent of Respondents
Precent of Respondents
Instructional
Approaches
that
Respondents
Consideredas
Less
Instructional
Approaches
that
Selected
by Respondents
Among
Likley to Become
More
Widely
UsedWidely Used
the Four Strategies
Likley to
Become
More
80
70
60
50
40
30
20
10
0
80
70
60
50
40
30
20
10
0
Exploration Modeling
Coaching or
or discovery mentoring
ofGuided
the
learning
solution process
Socratic
questioning
teacher- Group
StudentSimulations
Discussion Lecturing
Case-based orProblemgenerated or role play
strategies
based
problem
directed
activities
content
learning
solving and
collab
Myth #13.
I must have a technology
background to use effectively.
Skills Needed to Teach Online in 2010
70
Percent of Respondents
60
50
40
30
20
10
0
Course
Developer
Facilitator or Instructor or
Moderator
Lecturer
Program
Coord or
Developer
Student
Counselor or
Advisor
Subject
Matter
Expert
Technology
Trainer
Other
December 2003 Study
Percent of Respondents
Typical Online Instructor Training in the
Year 2010
60
50
40
30
20
10
0
Little or
no
training
Extensive Extensive Specific
internal
external teaching
training
training degrees
Other
December 2003 Study
Years of Experience with Technology, Blended Learning,
and Fully Online Learning
45
Percents of Respondents
40
35
30
Technology Integration
Experience
Blended Learning Experience
25
20
Fully Online Experience
15
10
5
0
No
Experience
1-2 Years
3-5 Years
6-10 Years
10+ Years
Myth #14.
My university or college
cannot afford the technology.
Center for Ed Tech Interoperability Standards, Nov. 24, 2003
http://www.cetis.ac.uk/content2/20031124150257
http://www.sakaiproject.org/sakaiproject/
Myth #15.
Learning is not improved
when using technology.
Brains Before and After ELearning
Before
After
Basic Distance Learning
Finding?
• Research since 1928 shows that DL
students perform as well as their
counterparts in a traditional
classroom setting.
Per: Russell, 1999, The No Significant Difference
Phenomenon (5th Edition), NCSU, based on 355 research
reports.
http://cuda.teleeducation.nb.ca/nosignificantdifference/
Bob Wisher’s Wish List

Effect size of .5 or higher in comparison to
traditional classroom instruction.
Web Based
Instruction
Average Effect
Size
Number of
Studies
CBI
Kulik [8]
CBI
Liao [18]
31
.
32
.
11
97
46
.
41
The Sloan Consortium: Institution Portion
(2003). Sizing the Opportunity: The Quality and Extent of Online Education in the U.S., 2002 and 2003
http://www.sloan-c.org/resources/sizing_opportunity.pdf
December 2003 Study
Online Learning Course Quality Compared to
Traditional Instruction
Percent of Respondents
70
60
50
40
2003
30
2006
2013
20
10
0
Inferior Course
Quality
Same Course Quality
Superior Course
Quality
Student Outcomes in Online Learning Compared to
Traditional Instruction.
Percent of Respondents
60
50
40
2003
30
2006
2013
20
10
0
Inferior Student
Outcomes
Same Student
Outcomes
Superior Student
Outcomes
Areas to Focus on to Improve Online Student Success
Percent of Respondents
25
20
15
10
5
0
Additional
technology
training
Tracking of
learning in
CMS
Evaluation of
achievement
Measures of
online
learning
readiness
Orientation
Training
sessions and students selftutorials
regulate their
learning
Other
What are your e-learning
myths???
Want a copy of the
report???
See: PublicationShare.com