About my institution. Objectives 10/9/2015. New Energy to Support, Develop and Communicate with Online Faculty

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1 New Energy to Support, Develop and Communicate with Online Faculty 2015 Annual Meeting Dr. Anthony Piña Sullivan University System Louisville, KY About my institution 53 years old SACS accredited doctoral granting 5000 students ~ 1,000 fully online ~ 2,000 hybrid 150 faculty teach online 500+ master courses 26 online degrees 40 including concentrations 19 certificate/diploma Objectives Discuss reasons why online faculty may not feel connected to their institutions Discuss how the theory of transactional distance can be applied to faculty and institutions Identify ways to improve communication, professional development and institutional support of online faculty 1

2 What led to this? Study of 254 online faculty, administrators and students Too much reliance on a single method (usually student surveys) Using Quality Matters to evaluate teaching Need to assess based on what they do in the course Before we can assess, we must train, develop and support them! Online faculty Critical to online student success Each instructor brings unique and important qualities to online courses Many faculty teach courses that they did not design Good design cannot make up for poor faculty Good faculty often make up for poor course design Transactional distance Developed by Michael G. Moore Psychological or perceived distance Transactions to lessen perceived distance Applied to online faculty & students 2

3 Transactional distance Developed by Michael G. Moore Psychological or perceived distance Transactions to lessen perceived distance Applied to online students & faculty Can be applied to online faculty & institution Transactional distance What contributes to online student/online faculty transactional distance? What contributes to online faculty/institution transactional distance? Analysis of our online faculty About 60 full-time and 90 adjunct 50% of online courses taught by adjunct faculty More than 1/3 are remote Particularly challenged Less access Less involvement Less awareness 3

4 On-ground vs. online On-Ground Faculty Synchronous interaction Verbal/visual communication Instant response/feedback Facilitating w/cues Creating the course Course designer Tech proficiency desirable Online Faculty Asynchronous interaction Written communication Delay response/feedback Facilitating w/o cues Course created previously Often not course designer Tech proficiency critical Communication & training analysis Online faculty received s from 12 different sources Some irrelevant Some redundant Some contradictory Training heavily skewed toward LMS use Faculty survey Transactional distance I feel a part of the SU community I feel connected to SU SU meets my needs as a faculty member I have sufficient opportunities to participate I feel valued by SU I feel like I know what is going on at SU Communication preferences Training needs 4

5 Faculty survey 72% response rate Transactional distance /5.0 Pretty good, but we hope for even better scores on 2 nd survey Communication preferences Want more consolidated communications Prefer periodic newsletter Want faculty resource website Live synchronous (GoToMeeting) not as popular Faculty survey Training needs Intermediate/advanced LMS How to be more engaged & engaging instructor Improving/facilitating online discussions Providing more effective feedback to assignments Use of free/open educational resource content High level of faculty support Responsiveness of instructional technologists What do we do? Provide just-in-time solutions Provide convenient access job aids, short video tutorials Go beyond one shot LMS training Continual professional development Tech/software skills, LMS tips & tricks, online teaching best practice examples Improve recognition 5

6 The GIST Message from the Dean of Online Division Replaces multiple s from University What instructors need to do that week Sent 4 times during quarter Week prior to quarter start (set up course) Week 1 (student activity) Week 5 (mid-term) Week 10 (finals, grade books, incompletes) The GIST Have I read the Important Notes for Instructor, Critical Course Information or Instructors Please Read if found on the Lessons page of my course? Have I checked my SUS and my LMS home page for communications from SUS or from students? Have I opened the Syllabus and Important Course Documents folder and: Read the Syllabus and checked to make sure that the correct textbook edition is listed? Read the Course Schedule and posted due dates for all assignments? Posted my policies regarding late assignments (modifying the existing policy, if needed)? Added my contact information and bio to Meet Your Instructor? Have I reviewed the content and hyperlinks of future weeks and reported any inaccuracies or dead links to onlinefacultysupport@sullivan.edu? Have I ensured that the proper start and end dates are set for folders and exams? Have I posted a welcome announcement for the class in Course Announcements? Those Who Can TEACH! 6

7 Those Who Can TEACH! Improve training Right size online instructor basic course What they need to get started SUS Success minute video training Short-focused tutorials 5-15 minute highly focused training Faculty Resource Website Faculty resource site One stop shop SUS Success & short training links Research into practice ideas Those Who Can Teach! LMS training and tips Course development resources 7

8 Next steps Synchronous online faculty orientation, training & meetings Online faculty awards/recognition Online classroom observation Peer & staff interactions Administrative tasks Student retention Student evaluations Our Goal: Close the Gap Questions? 8

9 New Energy to Support, Develop and Communicate with Online Faculty 2015 Annual Meeting Dr. Anthony Piña Sullivan University System Louisville, KY 9

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