Development and Implementation of a Virtual Advanced Teaching Rotation: A Case Study in WebBased Instruction Maria C.
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Transcript Development and Implementation of a Virtual Advanced Teaching Rotation: A Case Study in WebBased Instruction Maria C.
Development and Implementation
of a Virtual Advanced Teaching
Rotation: A Case Study in WebBased Instruction
Maria C. Pruchnicki, PharmD, BCPS
Assistant Professor of Clinical Pharmacy
April 10, 2007
Objectives
1. Describe a rationale for online educational
experiences
Focus on learning and teaching experiences
2. Provide a description of the Virtual (Online)
Advanced Teaching Rotation
Describe structure and delivery of the online
rotation
Identify key features of Web-based instruction
3. Discuss outcomes and transfer of the
experience
Project Methods
1. Rationale
2. Development
3. Implementation
4. Assessment
Step 1: Rationale
Penetration of distance education
Pedagogy/andragogy
Educational technology
Challenges to academy
“Graying” of faculty
Benefits for participants
Institutions
Student teachers
Faculty preceptors
Distance Education Penetration
e-Learning opportunities more available
In higher education institutions:
In Ohio, 64,000 students estimated to have
completed an online course1
Nationally, online enrollments in 2005 increased
to a high of 3.2 million2,3
• 2.35 million in 2004
• 1.98 million in 2003
Nearly 60% of institutions identify e-learning as
a long term educational strategy2
1. Expanding delivery: e-learning in Ohio, Annual report of the Ohio Learning Network. [Internet] ; 2006 December. Available from:
http://www.oln.org/about_oln/pdf/Expanding_Delivery.pdf. [Accessed 4/9/07]. 2. The Sloan Consortium. Making the grade: online education
in the United States, 2006. Needham, MA: Sloan-C; 2006. Available from: http://www.sloan-c.org/publications/survey/index.asp. [Accessed
3/15/07]; 3. The Sloan Consortium. Growing by degrees: online education in the United States, 2005. Needham, MA: Sloan-C; 2005 2005.
Available from: http://www.sloan-c.org/publications/survey/index.asp. [Accessed 10/20/06].
Distance Education Penetration
Variety of formats
all online ( > 80% online, no face-to-face)
blended/hybrid (30 – 79% online with some faceto-face)
web-facilitated (1 - 29% online, usually
supplement a face-to-face class)
Variety of technologies
course management systems
internal web-pages
Internet-based conferencing software (1997)
• participants are part of a social learning community.
Benefits for Institutions
~ 400 vacant faculty positions (04-05)4
55.7% of vacant positions due to lack of
qualified candidates
One mechanism to identify and nurture
appropriate candidates5
Increases number of experiential sites
Provides a model for peer teaching
4. Roche VF. Securing our future. Am J Pharm Ed 2001;65:202-3.
Benefits for Individuals
For student teachers
Pedagogical foundation for teaching
Application to clinical education
Opportunity for career mentoring
For faculty preceptors
Pedagogical foundation for teaching
Opportunity for student mentoring
Enhance professional satisfaction
Goal: “Good Teaching”
Transfer of content knowledge
Core skills6 for the classroom
Learning styles and teaching strategies
Course construction/administration
Student assessment and teaching
evaluation
Scholarship of teaching
Study in field of learning
Reflection and evaluation
6. Lee et al. Final report and recommendations of the 2002 AACP Task Force on the Role of Colleges and Schools in
Residency Training. Am J Pharm Ed 2004;68:S02.
Existing Resources
OSU and College of Pharmacy:
Faculty and TA Development (FTAD)
Orientation on Teaching & Learning
Technology Enhanced Learning &
Research (TELR)
2-Day Teaching Workshop
Elective teaching rotations
Computing and Educational Technology
group
The “Gap” . . .
Non-traditional students
Practicing B.S. pharmacists → Pharm.D.
Distance-based (online) curriculum
8 months of experiential rotations
Other student teachers, new faculty
Winter, Spring quarters
Outside lecturers, facilitators
Key Features
Identify the need/purpose
Identify existing resources
Web-assisted vs. Web-based
Flexible, access from distance
Teaching experts
Technology infrastructure
Define additional needed resources
Rotation preceptor(s)
Instructional design expert
Step 2: Development
Overview - 2 required components
Teaching
Skills
Curriculum
Teaching
Activities
Teaching Skills Curriculum
Web-based curriculum
Course management platform
• Carmen (WebCT)
Seven content modules
Course management tools:
Rotation syllabus
Calendar
Assignment “dropbox”
WebCT View of Curriculum
Module 1: Learning and Teaching
Teaching Activities
Rotation responsibilities:
Write a Teaching Philosophy
Keep a teaching journal
Attend weekly team meetings
Lead a discussion on teaching
Teaching Activities
Class responsibilities:
Draft a syllabus
Write learning objectives
Plan lecture and/or workshop
Identify assessment methods
Write exam questions and grade
assignments
Create teaching evaluation tools
Live Teaching
Plan and deliver live teaching
sessions:
Case discussions
Lectures
Review sessions or office hours
Online classroom
Elluminate Live™ eLearning Platform
Key Features
Reconceptualize learning material
Making decisions about how content
will be presented/shared online
NOT “slapping class content online”
Build in interactivity
Student with content
Student with instructor
Student with other students
50%
50%
Step 3. Implementation
Live students!
Meet weekly for discussions
Additional meetings as needed
Direct observation of teaching
Electronic teaching portfolio
FTAD consultation
Summative, individualized feedback
WebCT View of Electronic
Portfolio
Elluminate™ Classroom
Evaluation of Students
Timesheet (160 hrs = 5 Cr)
Periodic evaluations
Self-evaluation (student teacher)
Student evaluation
Peer and preceptor evaluation
Teaching Skills rubric
Formative assessment tool
Based on primary trait analysis7
7. Baughin et al. Primary trait analysis: a tool for classroom-based assessment. Coll Teach 2002;50:75-80.
Key Features
Plan up front
Training (technology)
Contingency plans
Flexibility
- “Just in time” learning
- Required vs. negotiable
Budget extra time
Preparation
Communication
Feedback and evaluation
Step 4: Project Assessment
16 completions since Au 2003
4 completions from residential program
Rotation requests
Rotation evaluations - students
Summative (experiential office)
Iterative process for content/function
Ongoing development and modification
Consulted with FTAD in Dec. 2004
Outcomes: Rotation Evaluations
Characteristics
Likert Rating‡
Preceptor characteristics: adequate attention to student, outlined
expectations, provided constructive feedback, and attitude of
professionalism and respect.
1
Rotation/ site characteristics: rotation environment, sufficient
professional interactions, access to support services, appropriate
level of responsibility, and opportunity for professional growth.
1
Overall evaluation of preceptor(s) and rotation.
1
*Including two entry-level Pharm.D. students
‡Median response to general categories, evaluated on scale of 1 (Excellent)
to 5 (Unacceptable); no ratings were below 2.
Outcomes: Student Teachers
Gain teaching experience
Increases confidence in abilities
Successful use of teaching strategies
Utilizing active learning techniques
Enhancing learning through
collaboration
May facilitate adjunct faculty process
and future teaching opportunities
Self-Confidence Survey
Administered pre- and post-rotation
Assesses 9 teaching dimensions
Ability to identify and achieve teaching goals
(self) and learning goals (students)
Ability to identify and implement appropriate
teaching strategies
Ability to help students “construct” knowledge
and assess learning
Tracks changes on a Likert-type scale
1 = Very confident to 4 = Not at all confident
Survey Results
Change in Self-Rated Confidence* (N=13)
Dimension
Median
Min
Max
0
0
0
0
1
2
Determine best educ. processes
0
-1
2
Use educ. processes successfully
1
0
1
Use active learning methods
1
-1
2
Use collaborative learning methods
1
0
1
Help students make connections
0
-1
1
Identify practical/clinical applications
0
0
1
Use student feedback effectively
0
-1
2
Identify
1. Teaching goals
2. Learning goals
*Using scale of 1 = Very confident to 4 = Not at all confident
Survey Results
Median Δ
N=13
(n=2)
(n=7)
1
Very confident
2
3
4
Not at all confident
Q. 5: How confident do you as an instructor feel in achieving the
Following: use active learning techniques to enhance student learning?
Outcomes
Transferability
Teaching Curriculum modules
Residential Pharm.D. rotations
Website vs. Carmen (WebCT)
Limitations
Model may be “best fit” for only a few types of
teaching experiences
Rotation reaches a small number of students
Teaching Curriculum has restricted access
through WebCT/Carmen
• Only @osu.edu
• May be considered a benefit
Key Features
Recruit successful online students
Motivated, independent learners
Good time management skills
Able to adapt to environment
Open minded and communicative
Be prepared to be involved
Requires as much (more) time than residential
class
Monitor outcomes and limitations
Evaluate success
“No significant difference” phenomenon8,9
8. Russell T. No significant difference: Phenomenon as reported in 248 research reports, summaries, and papers (4th ed.). Raleigh: North Caroline
State University;1998. 9. Merisotis JP and Phipps RA. What’s the difference? A review of contemporary research on the effectiveness of
distance learning in higher education. Washington D.C.; The Institute for Higher Education Policy; 1999.
Acknowledgements
Faculty Collaborators
Prof. Marialice Bennett
Dr. Julie E. Legg
Dr. Dennis Mungall
Student teachers
FTAD Office
Dr. Alan Kalish
Instructional consultants:
• Kathy Harper
• Kathryn Plank
• Stephanie Rohdieck
Questions
Contact: [email protected]