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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

Quality in Online Teaching and learning

Ray Schroeder, USM Visiting Scholar

Center for Technology-Enhanced Learning

quality online
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 online3
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
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
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
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
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
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
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
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
Lots more to consider
  • Synchronous sessions
    • Engaging students
    • Presence
  • Inter-institutional collaborations
    • Cross-cultural
  • Assessment and evaluation

What issues have you encountered?

contact info
Contact Info

Ray Schroeder

Director of Technology-Enhanced Learning

University of Illinois at Springfield

One University Plaza

Springfield, IL 62703

(217)206-7531

[email protected]

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