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

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.

Presentation Outcomes

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 URL

http://msidt.fullerton.edu

MSIDT Program Web Site:

http://msidt.fullerton.edu

MSIDT Program

• 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

MSIDT Program

• 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

Andragogy

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 research-based characteristics of online learning instruction and communities to determine the extent to which the characteristics of effective online communities discussed in the professional literature.

Disseminating the Results

• 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.

Literature on Adult Learning Online

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.

Neutral AgreeStrongly

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%

Course Preparation & Technical Aspects

100% of MSIDT Faculty

Design •Design a forum for students to post introductions and share experiences.

Provide •Provide a personal and welcoming introduction to develop a personal presence.

Model •Model appropriate interactions and communication

Developing CommunitySD D N A SA

Respond to each student’s introduction.0% 0% 0% 11% 89%

Encourage students to share photographs or other representations (e.g., avatars) of themselves.

0%

0%

11%

22%

67%

Use humor sparingly and carefully. 0% 0% 22% 22% 56%

Use emoticons to express jesting. 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%

Results Developing Community

InteractionsCommunicate with

students onlineRespond to each

studentOpen lines of

communication

Social ForumsBuild student

interactionsModel 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 a challenge for

students Communicate high

expectations. Communicate with

students to maintain a positive rapport.

Provide Resources Provide detailed tutorial

links Provide instructions on

using the technology Assist students to

increase their comfortable level with technology.

Social Considerations

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%

Summary of Responses

Time •Immediacy was important.

Connect •Faculty facilitated social connections among the members of the cohort via class announcements, email, and discussion board postings.

Varied •Social connections were varied.

Question 5 Summary

Presence •Immediacy and instructor presence were valued.

Adult •Group work and self directed learning were valued.

Rubrics •Rubrics were used by all faculty members.

Instructional PracticesSD 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 PracticesSD 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 students to complete assignments

0 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%

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%

Instructional Practices

Qualitative Data ResultsSeven faculty answered the qualitative questions.

Questions and responses were grouped into five categories for analysis.

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 learning choices, including the formation of groups,

• gives students a feeling of control and ownership over their own learning experiences

• improves motivation, engagement and commitment to the learning outcome

• allows adult learners to add life experiences and their own perspectives, including workplace experiences and web links, into their class assignments

• Students report in course evaluations and directly to the instructor that they enjoy having choices in their learning.

• Instructors reported that students seem to find their courses much more worthwhile, meaningful, and applicable to their professional as well as personal needs.

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."

Discussion

Are you familiar with clickers?

33% 33%33%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1. Yes2. No3. Somewhat

What is your current position?

14% 14% 14% 14%14%14%14%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1. Community college administration

2. Community college faculty3. 4 year university

administration4. 4 year university faculty5. K-12 administration6. K-12 faculty7. Other

Have you taught or managed courses online?

33% 33%33%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1. Yes2. No3. In process

Are you familiar with adult learning theory?

33% 33%33%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1. Yes2. No3. Somewhat

Are you building in a community of practice into your online programs?

25% 25%25%25%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

1. Yes2. No3. Somewhat4. This is new

information to me.

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