My Journey to Online Teaching Mirjeta Beqiri, Ph.D. Fordham University March 09, 2011
Introduction • Utilization of distance learning (MBA) courses – a recent trend in the business education • How are online courses being delivered and assessed? • What motivates students to learn (and instructors to teach) online? • How do our students feel about and perform in an online environment?
Timeline Blackboard Online CADE Continuous Training Research Teaching Training Learning + Research _|_____|______|______|______| . . . 2006 2006-07 2008 2010 2010
2006 Research • Factors impacting interest and/or motivation in taking online courses • Demographics • Geographic location • Ability to attend traditional courses • Employment situation
2006 Research (cont’d) • Enrollment status • Time related issues • Course structure • Learning style • Computer / Internet availability • Cost of course
Online Course Delivery: Empirical Analysis (Beqiri, Chase, & Bishka, 2007) • Does satisfaction with online courses differ based on the socio-demographic status? • What education-related factors impact satisfaction with online courses? • Is satisfaction different for online when compared to blended/hybrid courses?
Online Course Delivery:Empirical Analysis (cont’d) • Web questionnaire • Total number of students in the target population: 962 • 767 undergraduates & 195 graduates • Distributed to 509 undergraduates and all graduate students enrolled in spring 2007 • Received 240 usable responses • 168 undergraduates & 72 graduates
Online Course Delivery:Empirical Analysis (cont’d) • Online courses at SBA GU are offered ONLY during summer to: • Alleviate scheduling conflicts • Remove the need to commute to campus • Provide the opportunity for a balanced workload • Finish the degree as planned
Online Course Delivery:Empirical Analysis Findings • As age increases, Mean satisfaction with online courses increases (beta = 0.42; p-value = 0.000; R-squared = 17.1%)
Online Course Delivery:Empirical Analysis Findings (cont’d) • Those living more than 1 mile away from campus were more satisfied with online courses than those who lived close to or on campus • p-value = 0.000
Online Course Delivery:Empirical Analysis Findings (cont’d) • Graduate students were more satisfied with the delivery of online courses than undergraduates • p-value = 0.000
Online Course Delivery:Empirical Analysis Findings (cont’d) • Those who perceived online courses as a suitable way of learning tended to be more satisfied with online course delivery compared with those who did not accept the general concept of distance learning (beta = 0.19; p-value = 0.003)
Online Course Delivery:Empirical Analysis Findings (cont’d) • Those somewhat familiar with course topics were likely to be more satisfied with the delivery of online courses (beta = 0.15; p-value = 0.024)
Online Course Delivery:Empirical Analysis Findings (cont’d) • The Mean satisfaction with blended/hybrid courses was higher than the Mean satisfaction with online courses (p-value = 0.000)
Courses Delivered Online • Operations Theory and Practice (MBA and MBA AIE) • Quantitative and Statistical Analysis • Review of Statistical Concepts
Opportunities/Benefits:Faculty • Flexibility • Better spread of the workload throughout the year • New experience with the technology • $$$
Challenges: Faculty • Set up time • Technical issues • Administration of exams • Availability • Time-zone differences
Opportunities: Students • Resolve scheduling conflicts • Flexibility • Be able to finish as planned • Written communication skills • New experience with the technology
Challenges: Students • Technical issues • No face-to-face interaction with the faculty and/or classmates • Team building skills • Same cost
2009 Research Findings • Operations Theory and Practice • Student Performance • No significant difference in the overall performance • Teaching Evaluations • Generally, no significant differences • Instrument
2009 Research Findings (cont’d) • Quantitative & Statistical Analysis • Student Performance • No significant differences in the final exam and the overall performance • Significant difference in quizzes • Teaching Evaluations • Generally, no significant differences
CADE: Competency Assessment in Distributed Education (OTP) • Backward Design • “Shifting from thinking what students know to thinking what students can do with what they know.” • Competency/Knowledge • Evidence of Student Mastery • Tasks/Learning Activities
CADE: Competency Assessment in Distributed Education (OTP) • Knowledge • Strategic • Procedural • Factual
CADE: Competency Assessment in Distributed Education (OTP) • Instructional Plan: Ignatian Pedagogical Model • Context • “What’s the competence of the module?” • “What competencies will it address?” • Experience • “What is the best way to engage learners as whole persons in the teaching and learning process?”
CADE: Competency Assessment in Distributed Education (OTP) • Experience • Model • Coach • Scaffold • Reflection • Action • Evaluation
CADE: Competency Assessment in Distributed Education (OTP) • Module Outline • Module Name • Module Description • Length of Time • Read • View • Discuss • Engage • Write
2010 Research • Pre vs. Post CADE (OTP) • Overall, students performed at a higher level (2010 vs. 2009) • Overall, teaching evaluations (slightly) improved
What does it take to deliver an online course? • Passion • Commitment • Dedication • Determination • Organization/Structure • Patience • Open to new ideas/technologies • Willingness to continuously look for ways to improve the process
Learned Lessons • Capture the passion, commitment, and dedication (you already have in the face-to-face environment) and communicate it online to students • Be present to your students • Prompt feedback • Virtual office hours
Learned Lessons (cont’d) • Always look for ways towards improvement and transformation (i.e. CADE, etc) • Use technology to your advantage (Web tools)
Learned Lessons (cont’d) • Always ask (and try to find the proper answer to the following questions): • What can our students do? • Are the students learning? How do I know? • What’s best for our students? • How can we improve? • Does this fit the Jesuit way of teaching?
Conclusion • Online courses can be delivered as rigorously as the face-to-face ones. • Students can learn in an online setting as much as in a face-to-face environment. • Global presence makes it imperative to go towards this way of teaching and learning.
Thank You!!! Questions???