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Quality in Online Teaching and learning Ray Schroeder, USM Visiting Scholar Center for Technology-Enhanced Learning Quality Online Online and On-Campus are not the same Not just a matter of putting materials online Objectives may be the same But, there are differences, such as:

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Quality in Online Teaching and learning

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Quality in Online Teaching and learning

Ray Schroeder, USM Visiting Scholar

Center for Technology-Enhanced Learning


Quality Online

  • Online and On-Campus are not the same

  • Not just a matter of putting materials online

  • Objectives may be the same

  • But, there are differences, such as:

    • Engaging the student (presence)

    • Clarifying the unclear (questions in eyes)

    • Time and distance (immediacy)

    • Emphasis on written (discussion boards)

  • How do we achieve quality online?


Quality Online

  • Outline

    • Learning objectives

    • Defining Quality (rubrics)

    • Teaching approaches (constructivist)

    • Effective practices

    • Formative evaluations (GetFast)

    • Student / Faculty Satisfaction

    • Community of Practice

    • Challenges from the group!


Learning Objectives

  • In developing an online version of a class begin at the beginning – what is the goal?

    • State the learning objectives (outcomes)

    • Use a verb to state the outcomes

    • The student will…..

    • Recall Bloom’s Taxonomy?

    • Include standards (how often, how well)

    • Include conditions (what circumstances)

      A good guide is available online:

      http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html


Online Quality

  • Rubrics abound for evaluating quality in online!

    • Chico State Rubric

    • University of West Georgia Rubric

    • Quality Matters Rubric

  • Don’t be too rigid in enforcing rubrics!

    • Rubrics often ignore the affective aspects

    • Rubrics often fall behind technologies

    • Rubrics often don’t consider outside-the-box innovations


Constructivism in Online Learning

  • Constructivist Approach

    • Knowledge is active (built by the student mind)

    • Knowledge is adaptive (various adaptations)

    • Knowledge is subjective (personal knowledge)

    • Building knowledge is both social and personal

  • Keys to implementing this approach

    • Instructor engages the students and materials

    • Student engages material, other students and instructor

    • Social, cognitive and teaching presence are all needed

  • Nice discussion of this topic

    http://edpsychserver.ed.vt.edu/workshops/tohe1999/online.html


Let’s Get Practical – Effectively!

  • Enough theory!

  • How is this implemented? Examples!

  • Karen Swan developed a summary of interaction research examples:

    http://www.sloan-c.org/publications/books/interactions.pdf

  • In many ways, effective online learning involves more interaction among students and instructor than face-to-face (just ask the faculty with the highest evaluations)


How do we know we are on course?

  • If the students are not there in front of you

  • If you cannot see the questions or boredom

  • How do you know you are on course?

  • Formative Evaluations!

    • Class evaluations for course corrections

    • Use Blackboard to create an anonymous survey

    • Or use this great free tool

    • http://getfast.ca

    • 373 sample evaluation questions!


Effective Practices Sites

  • Sloan Consortium Learning Effectiveness

    http://sloan-c.org/effective/SortByLearningE.asp

  • Sloan Consortium Student Satisfaction

    http://sloan-c.org/effective/SortByStudentSat.asp

  • Sloan Consortium Effective Practices Search

    http://sloan-c.org/effective/browse.asp


Community of Practice

  • It takes a …. Community!

    • It is a community that brings success:

      • Faculty are at the engines of the endeavor

      • Staff make the technology and many of the connections work

      • Students are at the core of the endeavor

    • Bringing this community together to make sure that it works best is a worthy activity

    • Community of Practice http://www.criticalmethods.org/collab/v.mv?d=1_67

    • Example: http://otel.uis.edu/copel/


Lots more to consider

  • Synchronous sessions

    • Engaging students

    • Presence

  • Inter-institutional collaborations

    • Cross-cultural

  • Assessment and evaluation

    What issues have you encountered?


Contact Info

Ray Schroeder

Director of Technology-Enhanced Learning

University of Illinois at Springfield

One University Plaza

Springfield, IL 62703

(217)206-7531

Schroeder.ray@uis.edu


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