*allen & seaman: babson survey group. january 2013

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What is so hard about teaching an online class?

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Page 1: *Allen & Seaman: Babson Survey Group. January 2013

What is so hard about teaching an

online class?

Page 2: *Allen & Seaman: Babson Survey Group. January 2013

Growth of Online Classes

• 2000-2001: 3,077,000 students

• 2007: 4 million students

• 2006-07: 12 million students enrolled in college-level distance learning courses

Page 3: *Allen & Seaman: Babson Survey Group. January 2013

• As of 2009, over 5.6 million students were enrolled in online courses

• 2012 National Center for Education statistics reported 5.5 million students

• 2012: Survey of Online Learning-enrollment surpasses 6.7 million students *

• 32% of higher education students are enrolled in an online class

*Allen & Seaman: Babson Survey Group. January 2013

Page 4: *Allen & Seaman: Babson Survey Group. January 2013

Through the Eyes of the

Instructor Many of us learned to teach with a mentor

or through an apprenticeship in our area of expertise. Therefore, we may teach as we were taught. *

Few academics have experienced taking an online course.

There is the potential for higher education professional development to focus more on theory rather then practical application.

*Garcia, Arias, Murri & Serna, 2010 as cited by Gregorya and Salmona, 2013

Page 5: *Allen & Seaman: Babson Survey Group. January 2013

What is an online class??

Massive Open Online

Courses MOOCs

Distance Learning

Asynchronous online discussions

Hybrid CoursesE-Learning Virtual

Classes

Virtual Learning Community

Page 6: *Allen & Seaman: Babson Survey Group. January 2013

Let’s take a peek at how one

instructor might handle her newly assigned class!

http://youtu.be/3l1Lxru2fys

Page 7: *Allen & Seaman: Babson Survey Group. January 2013

NEA & Blackboard

Case study literature review compiled 45 benchmarks and reduced the number to 24

Grading: high numbers of

“A” “F” and “W” grades. Students were either quite successful or dropping out

Commissioned the Institute for Higher Education

Policy in 2000

Page 8: *Allen & Seaman: Babson Survey Group. January 2013

Online classes are not the same as face-to-face

Pedagogy evolving

Rules and timelines

Immediacy

Themes

Face-to-face ≠ Online/Distance Learning

Page 9: *Allen & Seaman: Babson Survey Group. January 2013

BABSON Survey Research Group Hope for a more efficient means for

delivering instruction

Many online courses are similar to face-to-face courses

2012 survey: more time & effort to teach an online class

Over 75% of academic leaders believe learning outcomes with online classes are comparable to face-to-face

Page 10: *Allen & Seaman: Babson Survey Group. January 2013

BABSON Survey Concerns

• Quality of learning outcomes

• Additional faculty time and effort

• Online instruction may not be appropriate for all students: 88.8% in 2012 believed students required more self-discipline to succeed in an online course.

Page 11: *Allen & Seaman: Babson Survey Group. January 2013

Why do students take an online class?

• Physical presence

• Traditional restrains: time in class

• Belief of learning more and at a higher qualitative level

(Hannay & Newvine, 2006)

Page 12: *Allen & Seaman: Babson Survey Group. January 2013

Kirtman: Online Versus In-

Class Courses

Learning outcomes

One notable outcome

Students responses

Questions

Learning

Satisfaction

vs

Page 13: *Allen & Seaman: Babson Survey Group. January 2013

Ten Tips from D’Orsie and Day (2006)

1. Identify prerequisites and requirements for the course listing

2. Availability of computer equipment

3. Provide technical computer support

4. Explain how to purchase books or other learning materials

5. Reinforce school policies

Page 14: *Allen & Seaman: Babson Survey Group. January 2013

6. Provide student assessment and participation requirements

7. Publish a course schedule and student time requirements

8. Distribute a syllabus

9. Send out “welcome letters”

10.Build a learning community

Page 15: *Allen & Seaman: Babson Survey Group. January 2013

Online Discussions

Asynchronous Discussions• Peer-to-peer interactions

• Based on constructivist theory: a student centered approach to learning. Assist students in rehearsing and retrieving information• Discussions facilitate group construction of

knowledge with discussions reinforcing the learning experience

• David Baker (2011) Designing and Orchestrating Online Discussions• Two challenges: a) what design will advance the

purpose of the course to include a discussion and b) you must assume responsibility for running the discussion.

Page 16: *Allen & Seaman: Babson Survey Group. January 2013

• Plan the pacing and extent of the discussion

• Design the questions to support learning objectives matching the pacing of the course. Do you want a discussion prior to an exam?

• Beware of cultural awareness: inclusivity of all participants

• Creation of groups: divide students appropriately to facilitate learning

• Identify parameters in the syllabus: time, progress check points, minimum of words to create a substantive comment

• Netiquette: ground rules

Suggestions from D. Baker (2011)

Page 17: *Allen & Seaman: Babson Survey Group. January 2013

Journal of Online Learning

and Teaching1. Finish before you start

2. Walk before you run

3. GPS it (or begin each module with a roadmap)

4. Ready, aim……open the course

5. Defogify (clarify as much as possible as soon as you can)

6. No Speeding

7. Zombie awareness (is anyone still alive?)

8. Okay, Jump! (trust your students and communicate course issues)

9. Beat your students (expectations, that is)

Page 18: *Allen & Seaman: Babson Survey Group. January 2013

Baker: Instructor

ImmediacyStudy Results

Strategies: Set the tone Updates will engage

student learning

Respond Develop an

interpersonal awareness

Use humor and inclusive

Page 19: *Allen & Seaman: Babson Survey Group. January 2013

Things I need to change…• Send out all information

early

• Don’t fill up the time: no added work

• Get online everyday if possible• 3 Types of Generic

Feedback• Students may be

impatient if a response is not immediate

• Be prepared: it will be more work for me

• Record my lectures

Page 20: *Allen & Seaman: Babson Survey Group. January 2013

Moving to teaching an online class requires a level of risk-taking. Don’t let the challenges frustrate or even demoralize you!

Ask for help.

Look for help.

Page 21: *Allen & Seaman: Babson Survey Group. January 2013

Review of ThemesOnline classes are not the same as face-to-face

Pedagogy evolving

Rules and timelines

Immediacy

Planning and Communication are two of the keys necessary for the success

of an online course.

Page 22: *Allen & Seaman: Babson Survey Group. January 2013

Ideas to Enhance

InstructionDiscuss relevant key issues: real world applications

Inject knowledge from diverse sources

Make a video and upload it to YouTube

Remain current on new tools for video and screen casting

Ask students to search for websites: “useful” or “fun” sites

Look for “extra resources” to enhance instruction (film clips)

Use personal examples/meaningful examples: outstanding previous student work.

Page 23: *Allen & Seaman: Babson Survey Group. January 2013

Ideas to Enhance

InstructionDesign lessons for “active learning”: gather, analyze,

present current issues or data

Use voice over PowerPoint presentations

Use case studies such as site visits, clinical evaluations as a capstone activity. Have students peer review, make corrections and submit the finished product

Require one or two synchronous sessions per course

Use weekly quizzes to reinforce vocabulary

Change graphics on the site to make the site interesting

Demand high quality work

Page 24: *Allen & Seaman: Babson Survey Group. January 2013

What is so hard about teaching an

online class?

Linda K. ForanEDLD Doctoral Fellow and Candidate

Eastern Michigan [email protected]

Everything!

Page 25: *Allen & Seaman: Babson Survey Group. January 2013

References

Allen, I. E. & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group and Quahog Research Group, LLC.

Baker, D. (2011). Designing and orchestrating online discussions. Journal of Online Learning and Teaching , 7(3), 401-411.

Baker, J. (2002). An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom. The Internet and Higher Education, 7, 1-13.

Bennett, C. & Monds, K. (2008). Online courses; The real challenge is “motivation.” College Teaching Methods and Styles Journal, 4 (6), 1-5.

Blignaut, A. & Trollip. (2005). Between a rock and a hard place: Faculty participation in online classrooms. Education as Change, 9(2), 5-23.

D’Orsie, S. & Day, K. (2006). Ten tips for teaching a web course. Tech Directions 65(7), 18-20.

Page 26: *Allen & Seaman: Babson Survey Group. January 2013

Graham, C., Cagiltay, K., Lim, B., Craner, J., Duffy, T. (2001) Seven principals of effective teaching: A practical lens for evaluating online courses. Technology Source Archives University of North Carolina, March/April//Assessment.

Gregorya, J. & Salmona, G (2013). Professional development for online university teaching. Distance Education, 34(3), 256-270.

Illinois Online Network. Instructional strategies for online courses. Retrieved from: http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp 

Institute for Higher Education Policy. (2000). Quality on the line: Benchmarks for success in internet-based distance learning. Washington, DC: Phipps, & Merisotis, J.

Page 27: *Allen & Seaman: Babson Survey Group. January 2013

Kirtman, L. (2009). Online versus in-class courses: An examination of differences in learning outcomes. Issues in Teacher Education, 18(2). 103-116.

Schrum, L. & Hong, S. (2002) Dimensions and strategies for online success: Voices from experienced educators. Journal of Asynchronous Learning Networks, 6(1), 57-67.

Young, S. (2006). Student views of effective online teaching in higher education. The American Journal of Distance Education, 20(2), 65-77.