Setting Expectations for OnlineInstructor Performance

Thursday, April 28, 2011

Presented by:

Dr. Lawrence C. Ragan

Dr. Lawrence C. Ragan is director of faculty development for Penn State's WorldCampus. He is responsible for directing the design and development of systems and services to meet the professional training needs of the online and blended educator. Dr.Ragan has taught in the online classroom for nine years and has experience with inte-grating a wide range of electronic media technologies into the instructional process inorder to create dynamic, student-centered learning systems. He is a frequent workshopcoordinator and has presented internationally on the topics of instructional design, multi-media development, faculty development issues and instructional design for distanceeducation. Dr. Ragan has also served as co-director of the EDUCAUSE Institute’s LearningTechnology Leadership Program.

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Setting Expectations for OnlineInstructor Performance

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Setting Expectations for Setting Expectations for Online Instructor PerformanceOnline Instructor Performance

April 28, 2011

MAGNA PUBLICATIONS PRESENTS:

Sponsored by:

2

3

Lawrence C. RaganDirector—Faculty Development

Penn State World Campus

Our presenter:

Polling Question #1:

Our institution . . .AA. Would never think to impose a defined

set of performance expectations on our online instructors.

BB. Has instructors who already understand what is expected of them when teaching online.

CC. Is interested in defining performance expectations, but has nothing yet.

DD. Has (or is working on) a set of expectations to be shared with faculty before they begin teaching online.

4

Operating Premise

If Then

5

Performance

Accomplishment of a given task measured against

preset standards of

accuracy, completeness,

cost, and speed.

(businessdictionary.com)

6

WORLD CLASS WORLD CLASS

STUDENT STUDENT

EXPERIENCEEXPERIENCE

7

LESS IS BETTER

sometimes

8

WORLD CLASS WORLD CLASS

STUDENT STUDENT

EXPERIENCEEXPERIENCE

Why the Need to Define

1. Relative immaturity of the field of practice

2. Few, if any, personal online learning experiences

3. Few role models (maybe a good thing)

4. Dramatic change in dynamics of a “class” experience

5. Few standards of practice emerging

6. Faculty desire input/guidance

9

Not Intended to . . .

• Demean, insult or offend,

• imply “under performance,”• or imply an end-state or “all the answers.”

10

Dimensions of Expectations

1. Examination of competency

categories and specific behaviors

2. Explore relationship between “competencies” and “expectations”

3. Define quantitative metrics

4. Suggest “where to look” for evidence

5. 12 Steps to Online Teaching Success

11

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Polling Question #2:

Which instructor performance competency does your institution place the highest value on?

AA. Multimedia Technology

BB. Administration/Leadership

CC. Active Learning

DD. Active Teaching/Responsiveness

13

Competencies for Online Teaching Success Results

Active Learning

Administration/Leadership

Active Teaching/Responsiveness

Multimedia Technology

Classroom Decorum

Policy Enforcement

Technological Competence

14

15

See

Supplemental Materials packet

27 Core Competencies for Online Teaching Success

“The instructor is able to . . .” statements

Technology

Course Administration

Pedagogy

16

17

See

Supplemental Materials

COMPETENCY &AN EXPECTATION

Difference between a

18

19

Online Performance

Expectations Categories

and description of associated

behaviors

20

Performance Expectation Categories

1. Technology Access

2. Course Management and Instruction

3. Preparation

4. Course Familiarity

5. Availability

6. Communication

7. Feedback

8. Documentation & Record Keeping

21

SPECIFIC ONLINE TEACHING

PERFORMANCE

BEHAVIORS(SEE SUPPLEMENTAL MATERIALS)

Review of

22

1.1.Technology

Access

The instructor is responsible for meeting the same technology requirements as required for students.

23

2. 2. Course

Management and Instruction

The instructor is responsible for managing and teaching the class from start to finish.

24

3.3.Preparation

The instructor is responsible for assuring they possess the required skills and competencies for teaching online.

25

4. 4. Course Familiarity

The instructor is

responsible for

being adequately familiar with the

online course.

26

5. 5. Availability

The instructor is

required to be

available to the online learner for

the duration of the

course.

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6. 6. Communication

The online instructor

is responsible for

managing course–related

communications.

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7. 7. Feedback

The online instructor

is responsible for

providing feedback to students.

29

8. 8. Documentation &

Record Keeping

The online instructor

is responsible for

maintaining records of course

transactions and

communications.

30

Category: FeedbackThe online instructor is responsible communicating with and providing feedback to students.

The instructor is expected to:

1. Provide prompt feedback.

2. Inform the learner of when they can expect a response if the instructor cannot provide a detailed response within 12 hours.

3. Provide clear and concise feedback to explain the degree to which the student is achieving the course/lesson outcomes.

4. Communicate to students when they can expect to receive graded feedback on assignments and exams.

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QUANTITATIVE & SOME

QUALITATIVE CRITERIA

Metrics

33

POLLING QUESTION #3:

What do you think is a reasonable expectation for instructor responsiveness to a student?

AA. 6 hours

BB. 12 hours

CC. 24 hours

DD. 48 hours

34

Feedback1. Provide prompt feedback

Suggested 12-24 hours

2. Inform the learner of when they can expect a response if the instructor cannot provide a detailed response within 12 hours.

Within 12 hours

3. Communicate to students when they can expect to receive graded feedback on assignments and exams.

Grade and submit feedback within two business days of receipt whenever possible.

35

ONLINE INSTRUCTOR

PERFORMANCE

EXPECTATIONSMETRICS(See supplemental materials)

Review of

36

EVIDENCE

Where to look, what to measure

37

Where to look, what to measure

• Student response/feedback

• Problem resolution/advising staff

• LMS provided metrics• Course activities

38

Category: Feedback

1. Provide prompt feedback.

– Review response logs within LMS

– Student feedback

2. Inform the learner of when they can

expect a response if the instructor cannot provide a detailed response

within 12 hours.

– Communications within LMS

39

12 STEPS TO ONLINE TEACHING SUCCESS

Generalized guide for novice online instructors

40

12 STEPS TO

ONLINE

TEACHING

SUCCESS(SEE SUPPLEMENTAL MATERIALS)

Review of

41

Thank youThank you42

WORLD CLASS WORLD CLASS

STUDENT STUDENT

EXPERIENCEEXPERIENCE

43

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