1 online education: the new benchmark for quality roger von holzen darla runyon center for...
TRANSCRIPT
1
Online Education: The New Benchmark for Quality
Roger Von HolzenDarla Runyon
Center for Information Technology in EducationNorthwest Missouri State University
2
The Standard It is often heard that online courses
need to be as good as the courses that are offered on campus
This standard, by which the quality of online courses are judged, seems to have been etched in the stone foundation of the time-honored campus course*
3
The Standard Based on the “unshakable image” of what
teachers and students are supposed to do Relies on the following assumptions:
teaching is telling learning is absorbing knowledge is subject-matter content
Assumptions not based on serious educational research and sound instructional design*
4
Campus Courses Few have much time and effort
devoted to them during the development stage
Most are not fully developed before the instructional delivery actually begins
Instructors typically must develop as they teach with little or no assistance*
5
The Typical Campus Course
Large enrollment numbers Focused on the lecture mode of delivery Assessment based on 2-3 formative
exams and one summative knowledge-based exam
Fails to accommodate various individual student learning styles
Places little demand on the students*
6
“Truly distant learning…
…sitting in a large lecture hall with 200 other students.”
Anonymous
7
“In attempting to harness the capabilities of digital interfaces, the mistake is often made of recreating a classroom-teaching model within an online learning environment.
Online technology designed to mimic the classroom becomes a restriction and a barrier to the teacher’s ability to impart knowledge.” Nishikant Sonwalkar
You can’t always teach an old dog new tricks
8
Online Courses
The New Gold Standard
9
Benefits of Online Learning
Anytime, anywhere delivery of educational opportunities
Learning centered around the student instead of the classroom*
10
Shifting from Teaching to Learning
New role for faculty Move away from the one-size-fits-all lecture
method Design techniques to meet the individual
needs of students Incorporate active learning in the educational
process Meet the need for flexible learning through the
use of technology The challenge is to get consensus among
faculty about what makes a good online course It’s like herding cats…
11
Video
12
Campus Course Loads Large numbers of students Little interaction Lecture mode of delivery Objective assessments*
13
Campus Course Load Typical 3 credit
course 1.5 hours prep time 3 hours of lecture 1.25 hours of
communication*
Course Delivery
Communication22%
Lecture Time52%
Lecture Prep Time26%
14
Online Course Load Interaction is key to online
delivery Faculty spend most of their time
communicating with students Time saved from not preparing or
delivering lectures
Course Delivery
Interaction Time
100% As the size of the class increases student assistant should be provided
screen incoming e-mail messages handle routine problems or questions*
15
Little Support for Campus Courses
The delivery of a campus-based course is left in the hands of the instructor or his/her graduate assistant
This poses a problem since most higher education faculty have not been trained in classroom teaching methodologies On the fly course development
which often results in…
16
Quality Support for Online Courses
Instructional design process often begins six months prior to course start date
Provides online faculty time to develop a working knowledge of good design and development techniques online teaching pedagogy
Support provided by an array of experts during the course development stages From instructional design specialists, to graphic
designers, to web masters*
17
Quality Support for Online Courses
Online faculty support centers play a critical role in speeding up the
time intensive upfront development provide insight into:
the best communications options time management procedures content delivery techniques
ensure the development of quality instructional materials*
So…how long will that take
me?
18
Quality Checklist for Campus Courses
19
Quality Checklist for Online Courses
Three major areas of quality development and review pre-course development course and instructional design course management and
support*
20
Campus Pre-course Development
Syllabus only No communication prior to
course start date Assessment plan
3 exams and a final No learning style check*
21
Online Pre-course Development
Conduct analysis of audience Discern critical content, concepts and
course materials Develop extensive syllabus
Develop effective learning and assessment plans
Prepare course introduction or orientation e-mail message
Link to a learning styles inventory*
22
Campus Course Instructional Design
Questions?
Any questions? Class dismissed…
23
Online Course Instructional Design
Incorporate authentic activities meeting a variety of learning modalities
Develop interactive, instructional activities based on critical concepts and desired learning outcomes*
24
“If we are to be required to assess educational quality and learning by virtue of how long a student sits in a seat,
we have focused on the wrong end of the student.” Laura Palmer Noone
25
Assessment Strategies
Campus courses 6/12/Final
Online courses Focus on outcomes-based assessment
Determine evidence that is acceptable as proof of knowledge or skill
Punctuate course with a diverse array of short formative assessment opportunities
Develop a post-assessment (summative) based on outcomes*
26
Campus courses Navigation by syllabus
Online courses Divided into modules of content and authentic learning
activities Include an introductory module
Provide students with a systematicway to navigate the course*
Course Navigation
27
Course Interaction Campus courses
Minimal two-way communication Show up = participation
Online courses Interaction is the #1 component
of courses Online = involved Effort to develop a virtual
community*
28
Course Review and Development
Campus courses Little review of campus courses
Department chair visit(s) Online courses
Course won’t be perfect the first time through Support Center provides faculty with a printout of
recommendations for redesign and improvement Course becomes a depository for a
plethora of information, resources, and activities*
29
“You can’t have everything. Where would you put it?” Stephen Wright
“…in an online course site!” Darla Runyon
30
Online Course Development
Even with all of this support and planningat times you feel like you’re building on a wing and a prayer…
31
Video
32
Why the New Gold Standard?
Need to redesign course from the ground up
Development of innovative course materials
Emphasis on engaging students using active learning strategies
33
Why the New Gold Standard?
Focus on individualized instruction and independent learning skills
Use of technology to provide multiple ways of presenting instruction*
34
Course Development Costs
Campus courses Development costs placed on the shoulders
of the faculty member—their time $50,000 salary/36 weeks/$34.72 per hour Development costs for a three credit course
6 hours/week of development time * 15 weeks 90 hours * $34.72/hour = $3,124.80
Little or no additional resources devoted to assisting faculty
Teaching and learning centers*
35
Course Development Costs
Online courses Faculty typically paid a stipend or given
release time for course development $50,000 salary * 7.5% = $3,750 stipend
Additional resources may add to cost of course design and development
Computer and pedagogical assistance Investment in quality
Ideas from online courses often incorporated into campus-based courses*
36
The Future
37
The Vision Higher education must provide broad access
to lifelong learning Allow the learner to seamlessly connect anywhere
and anytime to the continuum of educational options that are now surfacing
Must provide a wide variety of teaching and learning opportunities and approaches
Consumers will shop for online courses tailored to their job and
career goals demand greater customization of delivery modes*
38
The Delivery Modes Traditional on-campus classes Instructional television courses Web-based courses Local course sites Mixed-mode of instructional
delivery Key requirements:
Low-cost points of access to education Flexible delivery systems for learners*
39
Will today’s college campus go away?
"No, I think kids will always come to campus.
It is a beautiful place and their parents want them to leave home." Sally M. Johnstone
40
But maybe…
41
Video
42
Our final words of wisdom:
Think outside the classroom©
43
Roger Von [email protected]
Darla [email protected]
Center for Information Technology in EducationNorthwest Missouri State University