When Online FacultyReceive Low Evaluations:Guidelines & Advice

Wednesday, July 15, 2009

1:00 PM – 2:30 PM (Eastern)12:00 PM – 1:30 PM (Central)11:00 AM – 12:30 PM (Mountain)10:00 AM – 11:30 AM (Pacific)(Times listed refer to daylight saving time)

Presented by:

Dr. Kay DennisDr. Jeffery Alejandro

MAGNA ONLINE SEMINARS

Today’s presenters:Dr. Kay Dennis currently teaches in the Adult Education Department at Park University,where she has served as Interim Department Chair. She also serves on the OnlineInstructor Evaluator team at Park. She has developed and taught online courses since the1990s, in research methods, adult education, healthcare administration, and nursing. Herpublications and presentations have focused on organizational behavior, faculty develop-ment, distance education, and interpersonal skills.

She holds an Ed. D. in Higher Education Administration from North Carolina StateUniversity, a Master’s of Science in Nursing Management from East Carolina University,and a Bachelor of Science degree in Nursing from the University of Kentucky.

Dr. Jeffery Alejandro has worked in adult education for 15 years, higher education for13, and distance education for 10. Currently, he is a coordinator with the Division ofContinuing Studies at East Carolina University, where he designs and oversees onlineprograms. He also teaches online graduate classes for various universities. Aside frombeing an online instructor and distance education administrator, he has also been anonline student.

Dr. Alejandro has a Doctorate of Education in Educational Leadership, Masters of Artin Education in Adult Education, and graduate certificate in Distance Education. He haspublished and made presentations on leadership, adult education, distance education,instructional technology, and higher education administration.

Want to ask the presenter a question?If you’d like to ask the presenter a question at any time during todays live seminar, simply click onthe “conversation bubble” icon, the second icon from the left on the top of your computer screen.A text box will open and you can type your question there. The moderator will read participantquestions during selected breaks.

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Upcoming Online Seminars:Join us in the future for our other informative online seminars:

• August 3, 2009: Rebroadcast: Using a Template to AssistFaculty in Online Course Development

• September 2, 2009: How Quality Matters’ Updated StandardsImprove Online Courses

• September 22, 2009: Online Instructor Success: What’s It Take?

• October 16, 2009: The Flat World Swung Open: Now WE-ALL-LEARN with Web Technology

• October 16, 2009: Creatively Engaging Online Students:Models & Activities

Please visit www.magnapubs.com for a complete listof Magna Online Seminars.

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When Online Faculty Receive LowEvaluations: Guidelines & Advice

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1

When Online Faculty Receive Low Evaluations: Guidelines & Advice

Dr. Kay Dennis and Dr. Jeffery Alejandro

2

We will explore…

Common reasons for low course evaluations

Research-based “best practices”

Connecting for motivation & learning

Success strategies for online faculty

Performance appraisal

Supports necessary

3

Reasons for low evaluations

Lack of experience

Inadequate training

Poor communication skills

Resistance to teaching online

Time lapse from training to teaching

Course of low quality (developed by another?)

4

Proactive measures - Overview

Select “most likely to succeed” to teach online

Provide effective & efficient training

Provide a mentor

Emphasize quality standards

Always “inspect what you expect”

Help faculty overcome resistance (if required to teach online)

5

Proactive - Select “most likely to succeed”

Eager to learn & acquire new technical skills

Experienced at teaching online

Knowledgeable about the learning platform

Able to use technology creatively

Highly knowledgeable about subject matter

Willing to add supplemental material

Effective communicator

6

Proactive - Offer effective, efficient training

Learning platform (Blackboard, eCollege, etc.)

Best practices for online teaching

University policies and expectations

Blank course shell for practice

Technical support & resources

7

Proactive – Use mentors, to examine:

Course organization

Community-building interaction

Facilitation of discussion

Feedback, assessment, grading

Learning environment overall

Professional engagement, responsibility

8

Proactive - Emphasize quality standards

Stress specifics during training

Distribute standards prior to each term

Provide updates at least annually

Re-examine standards, policies on regular basis

9

Proactive – Inspect what you expect

Collaborative or coached course development

Peer coaching /mentoring during first term

Frequent self-assessments by novice instructors

Midterm check point (informal)

Query students on how class is progressing

10

Proactive - Address faculty resistance

Examine merits & benefits of online mode

Investigate faculty concerns

Provide needed training and assistance

11

PARTICIPANT POLL #1

At your institution, is teaching online requiredor optional for faculty?

A. Required

B. Optional

C. Don’t know

12

PARTICIPANT POLL #2

At your institution, are faculty required to complete training prior to teaching online?

A. Yes

B. No

C. Don’t know

13

PARTICIPANT POLL #3

What percentage of faculty at your institution regularly teach at least one online course?

A. < 15%

B. 15 - 50%

C. 51 - 75%

D. > 75%

14

Reactive measures – Overview

Mentoring by peer instructor

Technical & instructional support

Training & retraining

Plan of action required

Reduced online teaching assignment

15

Reactive – Peer mentor

Demonstrate correct behaviors & methods

Coach during formative stages

Guide as needed

Prepare summative review at the end of term

16

Reactive – Technical/instructional

Assist with redeveloping course

Provide technical advice as needed

Give tips on instructional multi-media

Provide training on demand

Aid in course delivery

17

Reactive – Training/retraining

Jointly identify the key issues involved

Provide the necessary training

Analyze challenges

Refresher training with new versions

Consider solutions jointly

18

Reactive – Corrective action plan

Follow-up to performance appraisal

Two-way communication

Tangible

Reflective

19

Reactive – Reduced teaching

Full-time faculty – close monitoring

Adjuncts – restrict to teaching 1 course

Consider investment in training

Aim to improve, not eliminate!

20

Best Practices – Overview

Course organization & syllabus

Instructional design

Interaction

Assessment

Student support

21

Best Practice - Course organization

Syllabus is complete & unambiguous

All activities are linked to learning outcomes

Policies & etiquette are emphasized

Course is arranged by week & by unit or module

Materials are presented in logical sequence

22

Best Practice - Instructional Design

Plan & take action for every result desired

Consider your online student profile

Allow access to entire course on day 1

Include prompts or reminders on due dates

Use announcement feature frequently

23

Best Practice - Interaction

Practice immediacy – “being with” learners

Model what is expected

Work the weekends

Note permanence & visibility of interactions

Tact & humor

Equal treatment

Community

24

Best Practice - Interaction

Traits and behaviors

Always affirm

Validate & amplify

Be consistent

25

Best Practice - Assessment

Thought & reflection � language use � writing

Let students demonstrate their mastery orally

Maximize technology

26

Best Practice – Student support

Timely response to questions, concerns

Prompt feedback on graded assignments

27

Developing Your Faculty – TIPS

Student-centric

Motivation

Satisfaction

Learning

Consequence:

Faculty, like students, will be motivated and satisfied, and will learn!

28

Motivation, Satisfaction, & LearningOverview

Sustain an expectation that students participate

Select engaging topics & questions with care

Emphasize follow-up questions

Use rubrics to guide student efforts

Enable students to deepen their thinking

Guide toward higher level discussion

Encourage self-monitoring (metacognition)

29

Expectation of participation

Sustain – share – the accountability

“Chunk” the material

Explain what to read for

Give short-answer quizzes on readings

Assign students to summarize weekly discussions

30

Expectation of participation

RATIONALE:

Students want to engage & to learn

They want to know purpose of assignments

Share the big picture ~ adult learning theory

Help them succeed

31

Engaging topics & questions

Link each topic to intended learning outcomes

Build stimulating questions into the course

Can’t think of any good questions?

Question the need to cover the concept

32

Engaging topics & questions

Involve students in formulating questions

Identify pivotal points for emphasis

Maintain a sense of context

Concept mapping

33

Emphasize follow-up questions

Bloom’s Taxonomy

Opposing view

Reframing (Bolman & Deal, 2002)

Human resource

Symbolic

Political

Structural

34

Rubrics

Provide feedback prior to grading

Improve self-monitoring by students

Enhance critical thinking – faculty & students

Aid faculty in refining their teaching

35

PARTICIPANT POLLsAt your institution, are faculty required to participate

in training in how to develop and apply rubrics?

4. Full-time faculty:

A. Are required.

B. Are not required.

C. Unsure

5. Part-time faculty:

A. Are required.

B. Are not required.

C. Unsure

36

Online faculty Performance Appraisal

Pre-term preparation

Building community

Overall organization & course management

Ongoing course facilitation

Use of supplemental materials

37

Online facultyPerformance Appraisal (cont’d.)

Feedback & grading

Instructor participation & availability

Discussion facilitation skills

Overall maintenance & attentiveness

Preparation for final examination

Professionalism & engagement

Mandernach, et al., 2005

38

Motivation, Satisfaction, & Learning

Most important is…

~~ Tone of Voice ~~

39

Supports needed: Administrative

Technology tools

Clarity of expectations

Training coupled with practice opportunity

Coaching or mentoring

Time & other resources

40

Re-cap

Common reasons for low course evaluations

Research based “best practices”

Connecting for motivation, satisfaction, & learning

Success strategies for online instructors

Performance appraisal

Supports necessary

41

Scenario (See handouts)

“According to the student evaluations, Dr. Knight scored at the average level on her teaching effectiveness. This area therefore should be targeted for improvement.

According to student comments, she needs to work on modifying her feedback and overall style of interaction. Her dialogue with students needs to communicate a more positive and objective message.

A corrective plan of action is recommended and is to be developed within the next 30 days. Because Dr. Knight is a conscientious instructor, dedicated to students, I know she will do her best to be successful in meeting the objectives of her plan.”

42

What would you do?

If you were the instructor, how could you respond to this review? What would you include in a plan of action to improve your online teaching?

If you were the Department Chair, how would you counsel this instructor and assist her in becoming a more effective online instructor?

43

Questions, comments?

Kay S. Dennis, Ed.D.Kay.dennis@park.edu

Jeffery Alejandro, Ed.D.

Jeffery.alejandro@ecu.edu

44

Have a nice day!Have a nice day!Have a nice day!Have a nice day!~~~~~~~~~~~~

EXAMPLE EXAMPLE EXAMPLE

1

When Online Faculty Receive Low Evaluations: Guidelines & Advice

Dr. Kay Dennis & Dr. Jeffery Alejandro July 15, 2009

SCENARIO FOR APPLICATION

In the following situation, an online instructor receives an unsatisfactory annual review due to concerns over her teaching.

1. If you were the instructor, how could you respond to this review? What would you include in a plan of action to improve your online teaching?

2. If you were the Department Chair, how would you counsel this

instructor and assist her in becoming a more effective online instructor?

3. Compare your responses with those of the presenters!

Full-Time Faculty Annual Teaching Performance Review

Department Name: Teacher Education __________ Faculty Member Name: Dr. Sue Knight __________ Dept. Chair: _____Dr. Tallulah Black_____________________

According to the student evaluations of her teaching for the 2006-2007 Academic Year, Dr. Knight scored at the average level on her teaching effectiveness. This area therefore should be targeted for improvement. According to student comments, she needs to work on modifying her feedback and overall style of interaction. Her dialogue with students needs to communicate a more positive and objective message.

A corrective plan of action is recommended and is to be developed within the next 30 days. Because Dr. Knight is a conscientious instructor, dedicated to students, I know she will do her best to be successful in meeting the objectives of her plan.

EXAMPLE EXAMPLE EXAMPLE

2

Corrective Action Plan Dr. Sue Knight

In response to Periodic Review Dec. 2007 Jan., 2008

Dr. Black, Thank you for drawing to my attention these concerns over my performance. Although this review was a difficult experience, I look forward to resolving the issues identified. As you have noted, I am both conscientious and dedicated. I have the knowledge and resources necessary to make changes - plus a heightened awareness and the will to change. My challenge lies in addressing tasks while paying equal attention to relationships. I assure you that I will succeed to our mutual satisfaction, and I await your response.

Sue S. Knight

PROFESSIONAL DEVELOPMENT OBJECTIVES 1. Alter communication with students so as to convey a positive and

objective tone. A. Activities to accomplish the objective

i. Review recent student evaluations and list all areas of concern. Place near monitor.

ii. Review course communication samples by Teacher of the Year Award recipients.

iii. Identify comments, questions, & instructions that demonstrate positive objectivity.

iv. In teaching, make statements affirming students’ contributions to class. v. Offer constructive comments to enhance learning. vi. Give each student sincere positive feedback on performance every week. vii. Express acknowledgement of and appreciation for student efforts. viii. For each student, communicate a message of motivational value each week. ix. Encourage students to share their views. x. Place cue cards on monitor and re-read all messages before posting. xi. Respond to student emails within 24 hours. xii. Set a positive tone in all communications. xiii. Review and reflect upon communications with students on a weekly basis. xiiiv. Become consciously deliberate in these behaviors as new habits replace old

habits. xv. Broaden knowledge and awareness through reading salient literature (see

list). xvi. Integrate feedback from Dept. Chair into professional development plan.

EXAMPLE EXAMPLE EXAMPLE

3

B. Evidence of success

i. Improved student relationships and evaluations ii. Improved evaluation by Dept. Chair

READINGS – Completed or in progress

1. Academic development as institutional leadership: An interplay of person, role, strategy, and institution. L. Taylor. 2005. International Journal for Academic Development 10: 1.

2. An analysis of two models of reflection and their implications for educational development. Carolin Kreber. 2004. International Journal for Academic Development 9:1.

3. BE the Sermon. Excerpted from Attention, Class!!! 16 Ways to Be a Smarter Teacher http://www.fastcompany.com/magazine/53/

4. Characteristics of a Teaching Pedagogy that Creates a Dynamic and Engaging Student Learning Environment. Fiona O’Riordan. http://www.niace.org.uk/

5. Developing critical professional judgement: the efficacy of a self-managed reflective process. Alf Lizzio, Keithia Wilson. Studies in Continuing Education, Volume 29, Issue 3 November 2007, p. 277-293.

6. Evaluating the Need to Enhance Instructional Based Technology with Rapport Building Techniques. Craig Abramson, to be presented at ISETL 2008.

7. Insidious Disincentives: Perplexing Comments and Disheartening Remarks. S. R. Horn, to be presented at ISETL 2008.

8. Encouraging Intrinsic Motivation through Assignment Wording: The Effect of Controlling Language. Andrew Herman and Joan Zook, to be presented at ISETL 2008.

9. Everyday conversation as a context for professional learning and development. Neil Haigh. International Journal for Academic Development 10:1, May 2005, p. 3-16.

10. Interaction and e-Learning: The Student Experience. Mary Thorpe, Steve Godwin. 2006. Studies in Continuing Education 28:3.

11. Learning from Student Evaluations. http://www.developfaculty.com/tips.html 12. Looking Both Ways (LBW): A Model for Critical Colleagueship

http://www.lbw.cuny.edu/pdf/book/criticalcolleagueship.pdf 13. Matters of the Heart: Exploring the emotional dimensions of educational

experience in recollected accounts of excellent teaching. International Journal for Academic Development 12:2, Nov. 2007.

14. On-line courses: recommendations for teachers http://www.thefreelibrary.com/On-line+courses%3a+recommendations+for+teachers.-a0159921041

15. Online Learner Satisfaction: Learner-Instructor Discourse. http://etec.hawaii.edu/proceedings/2007/kiriakidis.pdf

16. Perceptions of Online Course Communications and Collaboration http://www.westga.edu/%7Edistance/ojdla/winter104/barnard104.html

EXAMPLE EXAMPLE EXAMPLE

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17. Quality of Instruction Improved by Evaluation and Consultation of Instructors. Heiner Rindermann et al. International Journal for Academic Development 12:2, Nov. 2007.

18. Solution-focused Training. http://www.brieftherapy.org.uk/viewnewsitem.php?item_id=1

19. Solution-focused Work in Academic Achievement. Marcia Devlin. International Journal for Academic Development 11:2, Nov. 2006.

20. Student Expectations for Distance Education http://www.thefreelibrary.com/Student+expectations+for+distance+education.-a0159921078

21. Students’ Attitudes Toward Online Instruction http://www.thefreelibrary.com/Students'+attitudes+toward+online+interaction.-a0159921046

22. Teaching and Assessing Dispositions. Cherrie Kassem. http://www.ISETL.org 23. The Academic Community – Manual for Change. Donald E. Hall. 2007. 24. The Academic Self - An Owner’s Manual. Donald E. Hall. 2002. 25. The Art and Ethos of Chairing: Unpacking the Toolbox of Governance. Frank

Trommler. ADFL Bulletin 32, no. 1 (Fall 2000): 07-11 26. The Dimensions of Colleagueship among College and University Faculty.

Finkelstein, Martin. Presented at AERA 1981. ED201275 27. The Effectiveness of a Faculty Training Programme: Long-term and institutional

impact International Journal for Academic Development, Vol. 12, Issue 2 Nov. 2007

28. The Recorder is On. Excerpt from Teacher Reminders. http://www.uwsp.edu/education/lwilson/Models/netiquette.htm

29. The Role of Communication in Student Achievement http://www.thefreelibrary.com/The+role+of+communication+in+student+achievement.-a0172686653

EXAMPLE EXAMPLE EXAMPLE

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When Online Faculty Receive Low Evaluations: Guidelines & Advice

Dr. Kay Dennis & Dr. Jeffery Alejandro July 15, 2009

Bibliography Barnard, L., Paton, V., & Rose, K. 2007. Perceptions of Online Course Communications and

Collaboration. Online Journal of Distance Learning Administration 10:4 http://www.westga.edu/%7Edistance/ojdla/winter104/barnard104.html

Conrad, R. M. and Donaldson, J. A. 2004. Engaging the online learner: Activities and

resources for creative instruction. Jossey-Bass Publishers. Davis, B. 1993. Motivating Students. In Tools for Teaching. Jossey-Bass Publishers.

http://teaching.berkeley.edu/bgd/motivate.html Dennis, K., Bunkowski, L. M., and Eskey, M. T. 2007. The Little Engine that Could – How to

Start the Engine? Motivating the Online Student. Insight 2, p. 37-49. Devlin, M. 2006. Solution-focused Work in Academic Achievement. International Journal for

Academic Development 11:2, p. 101-110. Haigh, N. 2005. Everyday conversation as a context for professional learning and development.

International Journal for Academic Development 10:1, p. 3-16. Kiriakidis, P. 2007. Online Learner Satisfaction: Learner-Instructor Discourse. TCC

Conference. http://etec.hawaii.edu/proceedings/2007/kiriakidis.pdf Kreber, C. 2004. An analysis of two models of reflection and their implications for educational

development. International Journal for Academic Development 9:1, p. 29-49. Lai, H. 2006. On-line courses: recommendations for teachers. Academic Exchange Quarterly.

http://www.thefreelibrary.com/On-line+courses%3a+recommendations+for+teachers.-a0159921041

Lizzio, A. & Wilson, K. 2007. Developing Critical Professional Judgement: The Efficacy of a Self-

managed Reflective Process. Studies in Continuing Education 29:3, p. 277-293. Mandernach, J., Donnelli, E., Dailey, A. & Schulte, M. 2005. A Faculty Evaluation Model for

Online Instructors: Mentoring and Evaluation in the Online Classroom. Online Journal of Distance Learning Administration. http://www.westga.edu/~distance/ojdla/fall83/mandernach83.htm

EXAMPLE EXAMPLE EXAMPLE

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O’Riordan, F. 2007. Characteristics of a Teaching Pedagogy that Creates a Dynamic and Engaging Student Learning Environment. http://www.aishe.org/events/2006-2007/conf2007/abs/abs-01.html

Rindermann, H. 2007. Quality of Instruction Improved by Evaluation and Consultation of

Instructors. International Journal for Academic Development 12:2, p. 73-85. Smith, T. C. 2005. Fifty-One Competencies for Online Instruction. The Journal of Educators

Online, 2:2. Taylor, A . & McQuiggan, C. 2008. Faculty Development Programming: If We Build it, Will They

Come? EDUCAUSE Quarterly 3, p. 28-37. http://net.educause.edu/ir/library/pdf/eqm0835.pdf

Taylor, L. 2005. Academic development as institutional leadership: An interplay of person, role,

strategy, and institution. International Journal for Academic Development 10: 1. Thorpe, M, & Godwin, S. 2006. Interaction and e-Learning: The Student Experience. Studies in

Continuing Education 28:3, p. 203-211. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.

Cambridge, MA: Harvard University Press. Vygotsky, L. S. (1962). Thought and language. (E. Hanfmann and G. Vakar, Trans.) Cambridge,

MIT Press. WEBSITES

Judith Boettcher – Design for Learning

http://www.designingforlearning.info/services/writing/ecoach/tenbest.html

Sloan Consortium http://www.sloanconsortium.org

TLT (Teaching, Learning and Technology Group) http://www.tltgroup.org/Seven/Library_TOC.htm

Instructor Immediacy http://teachvu.vu.msu.edu/public/designers/social_interactions/index.php?page_num=7

Best Practices for Teaching Online http://www.sanjuancollege.edu/pages/2823.asp

Why Use Rubrics?

http://top.waubonsee.edu/documents/Developing_Rubrics.pdf

SACS on Best Practices http://www.sacscoc.org/pdf/commadap.pdf

Higher Learning Commission on Best Practices http://www.ncahlc.org/download/Best_Pract_DEd.pdf

EXAMPLE EXAMPLE EXAMPLE

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Learning from Student Evaluations

http://www.developfaculty.com/tips.html

Looking Both Ways (LBW): A Model for Critical Colleagueship http://www.lbw.cuny.edu/pdf/book/criticalcolleagueship.pdf

BE the Sermon. Excerpted from Attention, Class!!! 16 Ways to Be a Smarter Teacher http://www.fastcompany.com/magazine/53/ Higher Learning Commission

http://www.ncahlc.org/download/Best_Pract_DEd.pdf Student Expectations for Distance Education http://www.thefreelibrary.com/Student+expectations+for+distance+education.-a0159921078 Students’ Attitudes Toward Online Instruction

http://www.thefreelibrary.com/Students'+attitudes+toward+online+interaction.-a0159921046

Student Motivations and Attitudes: The Role of the Affective Domain in Geoscience Learning.

http://serc.carleton.edu/NAGTWorkshops/affective/index.html The Recorder is On. Excerpt from Teacher Reminders.

http://www.uwsp.edu/education/lwilson/Models/netiquette.htm The Role of Communication in Student Achievement

http://www.thefreelibrary.com/The+role+of+communication+in+student+achievement.-a0172686653