incentivising faculty to particiate in quality matters
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Why are we here today
We all have had at least one experience where we had trouble convincing someone else that they should also like QM
OR
We anticipate having trouble convincing someone else that they should like QM
Incentivizing faculty to participate in QM
Teresa Potter, Ursuline College March 14th, 2014Ohio Quality Matters Consortium Annual Members meeting
To find a copy of the presentation from today, visit OnlineatUrsuline.wordpress.com
or follow me on Twitter @msteresapotter
Who are we?
Instructional Designer Faculty Administrator Student Other/Multiple Rolls
What I am not going to tell you today 1. QM as the end all be all2. There is only one right way to set up a successful QM initiative3. You have to pay your faculty tons more money if you want them to
teach an online class4. If you don’t have a huge online initiative your university is doomed5. That I know everything, obviously.
Objectives
By the end of this workshop you will be able to : 1. Describe one or more ways that Quality Matters supports theories
on motivation 2. Identify one or more elements of QM that can help you incentivize
faculty towards QM in your specific context 3. Connect QM resources and principles with the specific needs of
your institution
What do faculty need in order to be successful teaching online courses?
Resources • Time: load release, additional stipend to work after hours• Materials: Good LMS, Multimedia resources• Support: Instructional designers, media librarians,
graduate assistants
This is the last time I’m going to talk
about this
Motivation …to do the cognitive work required to teach online …to start teaching online …to keep teaching online
This is what we are going to focus on
What they need to be successful
Regardless of how much we pay them, motivation will still be important because teaching online is a lot of work.
In your experience, which of these has the greatest impact on bringing faculty onboard with QM?•Financial incentives•Being able to take a vacation while teaching online •Required professional development time •Fear of being replaced if they don’t learn more about technology •Something else
Rewards and Cognitive Tasks
Monetary Reward Performance
2 weeks salary (baseline)
1 month salary Same as 2 weeks salary
2 months salary Worse than 2 weeks or 1 month salary
Ariely, D., Gneezy, U., Loewenstein, G., & Mazar, N. (2009). Large stakes and big mistakes. The Review of Economic Studies, 76(2), 451-469.
Conclusion: The carrot and the stick won’t work for our purposes
What does work
How QM utilizes motivation theory
Autonomy Designed to be voluntary, alignment to their own objectives, may ways to meet standards
Mastery Continuous Improvement
Purpose Student focused, Continuous improvement
Application
What is an example of a time when you had a hard time convincing someone else that Quality Matters would be a good resource for them?
Or
What is an example of a problem you anticipate encountering when you try and convince someone at your university that QM is a good resource for them?
Motivation and Teaching Online
1. What QM has to offer for those who aren’t teaching online/hybrid yet
2. What QM has to offer for those who are already teaching online
Incentivizing them to start teaching online Significant incentives: • Institutional progressiveness
and market trends Marginally significant: • Schedule flexibility Significant barrier: • Concerns about rigor
Parthasarathy, M., & Smith, M. A. (2009). Valuing the institution: An expanded list of factors influencing faculty adoption of online education. Online Journal of Distance Learning Administration, 12(2).
You can teach from the beach!
Statistically Insignificant
• The amount of time required to teach online (they think it’s the same)•Concerns about the course being comprehensive • Likelihood of “student slacking” • Academic honesty concerns
What this tells us
1. Those who aren’t teaching online mostly don’t understand what teaching online will be like.
2. Educating them about what teaching online is really like is a great place to start• Correcting misconceptions• Showing them the benefits of teaching online
How QM can help those who haven’t taught online
APPQMR helps introduce them to what teaching online is really like.
The rubric provides a framework to help them do quality work.
You can teach from the beach! But do you
really want to?
Where to position QM
Motivators How QM can help Institutional progressiveness and market trends
Approach online learning in a manageable and marketable way
Schedule flexibility Provides a realistic framework for developing and teaching online
Concerns about rigor Uses research-backed methods for teaching online
(Things they aren’t concerned about but should be)
Starts the conversation about academic honesty, etc
Application
Where are your faculty currently learning about what it is like to teach online?
What misconceptions do you know are widespread?
Is there a place in your current professional development plan to specifically dispel myths about what it’s like to teach online?
How can QM be part of this conversation?
Why they teach online
• Self-satisfaction • Flexible schedule • Wider audience • Intellectual challenge • Flexible location • Ability to use new technology • Ability to develop new ideas • Sense of empowerment • Responsibility Parker, A. (2003). Motivation and incentives for distance faculty.
Online Journal of Distance Learning Administration, 6(3).
Intrinsic rewards have a more powerful effect than external rewards
What QM has to offer for those already teaching online Why they like teaching online How QM can support this
Self-satisfaction Ability to develop new ideas
Collegial, continuous improvement
Flexible schedule Flexible location
Provides a realistic framework for what flexibility really looks like
Wider audience Framework to scale without loosing quality, attention to diverse learners to make accessible for all
Ability to use new technology Intellectual challenge Sense of empowerment Responsibility
In addition to those elements above, offers training on way more than just APPQMR
Contribute to the QM community
Resources
• QM workshops – APPQMR and much more • QM Research library • QM self review system • Ohio QM Consortium • Instructional Designers Association • The QM network
Application
Which of these theories are most relevant to the QM projects you are working on currently?
Motivating faculty towards cognitively challenging work Motivating faculty who have never taught online Motivating faculty who are already teaching online
Do you feel QM fits well with what research says incentives faculty to start teaching online and keep teaching online?
Final thoughts:
What have we talked about today that you feel will help with your faculty?
Image Credits
• By Nevit Dilmen (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0) or GFDL (http://www.gnu.org/copyleft/fdl.html)], via Wikimedia Commons• By Neoclassical_Velocity.JPG: Unitfreak Carrot.svg: Nevit Dilmen (talk)
Stick.svg: Nevit Dilmen (talk) derivative work: Nevit Dilmen (Neoclassical_Velocity.JPG Carrot.svg Stick.svg) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons• http://
i.huffpost.com/gen/1438669/thumbs/o-COMPUTER-FRUSTRATED-facebook.jpg
Those not listed used are under public domain or explicit permission.
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