1 / 20

A Model of Support

A Model of Support. Faculty Learning Communities for Online Instructors Laura McGrath, Kennesaw State University. The Catalysts. Isolation Stagnation Desire to learn more Need for eLearning conversations and networking. The Opportunity.

hyunki
Download Presentation

A Model of Support

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. A Model of Support Faculty Learning Communities for Online Instructors Laura McGrath, Kennesaw State University

  2. The Catalysts • Isolation • Stagnation • Desire to learn more • Need for eLearning conversations and networking

  3. The Opportunity • Who: Center for Excellence in Teaching and Learning • What: Budgetary support for faculty learning communities (FLCs): ”small groups of faculty who are interested in focusing on a particular teaching and learning initiative”

  4. About FLCs • Cox (2004): “Multidisciplinarity and community are the elements that allow FLCs to excel . . . .” • Statistics  Richlin & Essington (2004) • Example: Kent State • Ingram (2005): “The online learning and teaching FLC uses a combination of face-to-face meetings and Web-based activities to create an environment in which members can consult with each other to improve their online or Web-supported courses.”

  5. About FLCs: Goals • Cox (2004): • Enhancing teaching and learning • Building community • Encouraging collaboration • Increasing awareness • Promoting diversity • Supporting the scholarship of teaching

  6. The Learning Community • Online Instruction: Supporting Teachers, Enhancing Learning • Goals: • Address professional needs • Provide a forum for sharing best practices & discussing challenges • Create a group of online learning leaders • Advance eLearning on campus

  7. Proposal • Rationale: • University-wide growth in eLearning offerings • Limited support for online teachers • Need for professional development opportunities • Informed teachers benefit students

  8. Facilitating a FLC • Petrone & Ortquist-Ahrens (2004): • manage the agenda • create community • promote change • encourage learning • negotiate and locate resources • communicate effectively • Appropriate role for junior as well as senior faculty

  9. Schedule and Activities • Monthly afternoon meetings (November-May, 3:30 p.m.) • Activities: • Introductions/Profiles • Shared practices, successes, challenges • Book & article discussions • Software trials • Online posting (e-mail & group space)

  10. Texts • Conrad and Donaldson’s Engaging the Online Learner: Activities and Resources for Creative Instruction • Hiltz and Goldman’s Learning Together Online: Research on Asynchronous Learning Networks • Palloff and Pratt’s Collaborating Online: Learning Together in Community and The Virtual Student: A Profile and Guide to Working with Online Learners • A variety of scholarly articles

  11. Call for Participants • Searched schedule of courses • Invitations through campus e-mail • Filled within a week and a half (coordinator + 6 participants)

  12. Cross-Disciplinary Perspectives

  13. Varied eLearning Experiences

  14. Successes • Discussed current scholarship & eLearning best practices • Learned from members’ innovations, successes, and struggles • Tested potential of eLearning software • Established a leadership network

  15. Successes • “This program reinvigorated my online teaching, gave me new directions for my research, and enriched my sense of professional identity.”

  16. Challenges • Unexpected opportunities and problems • Ingram (2005): “maintaining progress and momentum” • Varying levels of commitment • Achieving goals within time frame

  17. Challenges: Asynchronous Component • Vaughn (2004): • Problems = electronic communication overload; option to delay communication • Strategies = involve members in the design and facilitation of online activities; pre- and post-meeting activities  “cycles of inquiry”

  18. Lessons Learned • Meet for at least 1 hour and 30-45 min. • Extend over two academic years. • Year 1: exploring issues, building community, setting goals • Year 2: goal-oriented work • Exploration  action  tangible outcomes • Sustain community over the summer to avoid losing momentum. • Plan for evaluation and assessment

  19. Key Questions • Does assigning participants roles within the community enhance engagement? • How can the community relationships be sustained after the FLC project period? • Should dissemination be a required responsibility for funded learning communities? • How can the FLC’s impact on teaching practices and student learning in online environments be measured? How can FLCs be assessed?

  20. Why a Faculty eLearning Community? • Sherer et al. (2003): “Faculty need an active, connected community to help filter the overwhelming availability of information, understand what they find, and use it appropriately.” • Especially true for those who teach online

More Related