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Goodlett McDaniel Flo Richman Carol Urban

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E-learning and Faculty Load/ E-learning Lessons Learned. Goodlett McDaniel Flo Richman Carol Urban. Facts/Figures. Total Enrollment 32,067. In-State Students-(84%) 26,558, Out-of-State Students-(16%) 5,509. - PowerPoint PPT Presentation

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Page 1: E-learning and Faculty Load/ E-learning Lessons Learned

Goodlett McDanielFlo RichmanCarol Urban

Page 2: E-learning and Faculty Load/ E-learning Lessons Learned

Total Enrollment 32,067. In-State Students-(84%) 26,558, Out-of-State Students-(16%) 5,509.

Degree Programs Offered: Undergraduate 71, Graduate/Master's - 105; Doctoral – 36, Professional- 114, Nationally ranked law program.

Students: Undergraduate 19,700, Graduate 9,800, Doctoral 2,000, Law 700, Extended education 1,800.

Operating Budget: 887.1 million, 100.7 million in Sponsored Research.

Alumni: 132,000.

Page 3: E-learning and Faculty Load/ E-learning Lessons Learned

• 1.6 billion annually.

• Top 5 “Up and Coming Universities in US News. • Top 100 North and Latin American Universities.

• Great Colleges to work for in Chronicle.

• Forbes 100 best American Public Colleges.

• Best places to work for persons 50 or older, AARP.

Page 4: E-learning and Faculty Load/ E-learning Lessons Learned
Page 5: E-learning and Faculty Load/ E-learning Lessons Learned

• Gregory W. Hislop, a, , and Heidi J. C. Ellis, A study of faculty effort in online teaching. College of Information Science and Technology, Drexel University. February 2004.

• Opinion that teaching online takes considerably more time than traditional face-to-face instruction.

• Lack of quantitative data to either support or disprove.

• Seven comparable pairs of online and traditional course sections.

• Total effort expended by faculty and pattern of effort over time.

• Conclusion: Total time expended less but when normalized for class size, amount of per student instructor effort equal.

Page 6: E-learning and Faculty Load/ E-learning Lessons Learned

CAO’s cite DE as essential for Plan(APLU, 2010)

40-40-20 formula for allocating faculty time (AAUP, 1968)

Need for faculty support

Greater variability in classes

20% > teaching, advising, & assessment (Tomei, 2010)

Page 7: E-learning and Faculty Load/ E-learning Lessons Learned

- 19 Faculty- 11 Advisors- Organization

Chart- Target Markets- Demographics- Points of Entry- Tuition?- Single Most

Asked Question?

Summer 2011 Courses

N317 - Health Assessment (4 cr.) Nursing 341 - Theoretical

Foundations (4 cr.) Nursing 444 - Community Health

Nursing (3 cr.) Nursing Elective Cross Cultural Nursing (3 cr.) Electives Primary Healthcare in a School

Setting (2 cr) Cross Cultural Nursing (3 cr) Ethical Issues in Nursing (3 cr) Pathophysiology (3 cr) Clinical Pharmacology (3cr) Adaptation to Chronic Illness

and Disability (3 cr) Coordinated Care of the Child

with Chronic Illness (3 cr)

Page 8: E-learning and Faculty Load/ E-learning Lessons Learned

Taught and Developed

Online

All Faculty

Taught Online

Developed Online

APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning

Page 9: E-learning and Faculty Load/ E-learning Lessons Learned

APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning

Page 10: E-learning and Faculty Load/ E-learning Lessons Learned

APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning

Page 11: E-learning and Faculty Load/ E-learning Lessons Learned

APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning

Page 12: E-learning and Faculty Load/ E-learning Lessons Learned

Puddles of DataShadow SystemsWhat Should Data Look Like?How is Data Reflecting Student

Experience?How is Data Reflecting Costs?How Does Measurement Reflect

Teaching/Learning Quality?

Page 13: E-learning and Faculty Load/ E-learning Lessons Learned

A coalition of academic, business, community and health care leaders

Mission is to establish a strategy to address the regional health care workforce shortage

Page 14: E-learning and Faculty Load/ E-learning Lessons Learned

♦ 1,000 vacancies are RN’s♦ 2,974 RN vacancies by 2010♦ 6,350 RN vacancies by 2020

N. VA. Needed 2,800 health care workers in 24 professions

Page 15: E-learning and Faculty Load/ E-learning Lessons Learned
Page 16: E-learning and Faculty Load/ E-learning Lessons Learned

During the 2010-2011 academic year, NOVA served

More than 78,000 students in credit courses

More than 24,000 students in non-credit

courses

Approximately 200,000 individuals participate in community activities

Page 17: E-learning and Faculty Load/ E-learning Lessons Learned

The Momentum 2 + 1 Registered Nurse Track is a prescriptive track with students attending classes for six semesters at the Medical Education Campus of NOVA, and two semesters at George Mason University (GMU).

Courses are offered in an online hybrid format or completely online.

The student will graduate with two Associate Degrees; an Associate of Science Degree in General Studies (A.S.) and an Associate Degree in Applied Science for Nursing (A.A.S.). Once students take and pass the NCLEX-RN exam they will complete the senior year (2 semesters) of the nursing program at GMU and, if successful, will earn a Bachelor’s Degree in Science (B.S.N.) for Nursing.

Page 18: E-learning and Faculty Load/ E-learning Lessons Learned
Page 19: E-learning and Faculty Load/ E-learning Lessons Learned

Students: Demonstrate working knowledge of the technology used in the DE class

Faculty: Facilitate as content expert and motivator. Understand learning styles and technologies used

Support Staff: student registration, facilities scheduling, processing grade reports, managing technical resources

Page 20: E-learning and Faculty Load/ E-learning Lessons Learned

Number of working hours that represent one full-time employee during a fixed time period.

Simplifies work measurement by converting work load hours into number of people required to complete that work

FTE analysis is the methodical analysis of current

work activities with related time and cost measures. Assists in understanding the root causes and drivers of workload levels, organizational performance, and improvement opportunities http://www.orientpoint.com/FTE.htm

Page 21: E-learning and Faculty Load/ E-learning Lessons Learned

Preparation Time: Course development

Delivery: Asynchronous and Synchronous, using enhanced technologies

Evaluation: Assessing student learning outcomes

Required time depends on…..1. Exams – proctored on campus 2. Online quizzes – timed 3. Papers; case studies4. Discussion Boards

Page 22: E-learning and Faculty Load/ E-learning Lessons Learned

Variables to consider….. Type of course Testing Synchronous and Asynchronous Preparation by faculty or course designers Recorded lecture with PowerPoints

Page 23: E-learning and Faculty Load/ E-learning Lessons Learned

Variables to consider….. Type of course Testing Synchronous and Asynchronous Preparation by faculty or course designers Recorded lecture with PowerPoints

Page 24: E-learning and Faculty Load/ E-learning Lessons Learned

Course Designers build

Content Experts on the team

Course design/development reimbursed

If/Then, workload will be determine by credits taught plus a determine number of overload based on the number of students

Page 25: E-learning and Faculty Load/ E-learning Lessons Learned

Orient Point Consulting LLC DOI: http://www.orientpoint.com/FTE.htm

DiBiase, D.& Rademacher, H.J. Scaling up: faculty workload, class size, and student satisfaction in a distance learning course on geographic information science. Journal of Geography in Higher Education. (29) 2, pp. 139-158,

Page 26: E-learning and Faculty Load/ E-learning Lessons Learned

Orient Point Consulting LLC DOI: http://www.orientpoint.com/FTE.htm

DiBiase, D.& Rademacher, H.J. Scaling up: faculty workload, class size, and student satisfaction in a distance learning course on geographic information science. Journal of Geography in Higher Education. (29) 2, pp. 139-158,


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