1 So You Want to Offer Online Programs? Important Issues for Online Educators Danny Baer, Ph.D. Academic Dean Southeastern Free Will Baptist College Wendell, NC
2 65% of all reporting institutions said that online learning was a critical part of their long-term strategy. Sloan Consortium Going the Distance: Online Education in the United States, 2011 sloanconsortium.org.
3 Over 6.1 million students were taking at least one online course during the fall 2010 term a 10% growth rate. Sloan Consortium, Going the Distance: Online Education in the United States, 2011, sloanconsortium.org.
4 The 10 percent growth rate for online enrollments far exceeds the 1 percent growth of the overall higher education student population. Sloan Consortium, Going the Distance: Online Education in the United States, 2011, sloanconsortium.org.
5 Online Degrees and Jobs Hiring Practices and Attitudes: Traditional vs. Online Degree Credentials: a report by the Society for Human Resource Management (SHRM) commissioned by elearners.com
6 Top 10 Online Universities University of Phoenix - 380,232 Kaplan University - 70,011 Strayer University - 54,325 Ashford University - 46,835 Liberty University - 46,312 (60,000 June 2011) Walden University - 40,714 University of Maryland--University College - 37,347 Grand Canyon University - 34,205 Capella University - 31,998 American Public University System - 31,331 U.S. News and World Report:
7 31% of all higher education students now take at least one course online. Sloan Consortium, Going the Distance: Online Education in the United States, 2011, sloanconsortium.org.
8 Sloan Consortium, Going the Distance: Online Education in the United States, 2011, sloanconsortium.org.
9 69% of academic leaders rated the learning outcomes in online education as the same or superior to those in face-to-face. Sloan Consortium, Going the Distance: Online Education in the United States, 2011, sloanconsortium.org.
10 Sloan Consortium, Going the Distance: Online Education in the United States, 2011, sloanconsortium.org.
11 Sloan Consortium, Going the Distance: Online Education in the United States, 2011, sloanconsortium.org.
12 In 70% of the cases, students taking courses by distance education outperformed their student counterparts in the traditionally instructed courses. Neumann, Shachar, 2010, Twenty Years of Research on the Academic Performance Differences Between Traditional and Distance Learning: Summative Meta-Analysis and Trend Examination, MERLOT Journal of Online Learning and Teaching.
13 Results suggest there were no significant differences between the work submitted by students from the online sections and from the face-to-face students, and that the methods of instruction are more important than the delivery platform. Dell, Lowe, Wilker, March 2010, Comparing Student Achievement in Online and Face-to-Face Class Formats, MERLOT Journal of Online Learning and Teaching.
14 Should You Begin an Online Program?
15 Any institution that wants to deliver online learning needs to start at the end. You need to ask yourself, What do we want our outputs to be? and develop a plan to make that happen. Michael Lambert, executive director of the Distance Education and Training Council. Retrieved from American Council on Education,
16 Should You Begin an Online Program? Who will it target? What programs will you offer? Who will develop your courses? Who will teach your courses? What software platform will you use? What training will you provide? What will it cost?
17 What is Online Learning Anyway? Any form of learning that utilizes a network for delivery, interaction, or facilitation.
18 Online Learning is the use of the Internet to access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience.
19 Course Classifications Traditional No online technology used (0%) Web Facilitated Course that uses web-based technology to facilitate what is essentially a face-to-face course (<30%) Blended/Hybrid Course that blends online and face-to-face delivery. (30%-80%) Online Most or all of the content is delivered online. (>80%) Online Nation: Five Years of Growth in Online Learning, Babson Survey Research Group, Sloan Consortium
20 Potential Pros of Online Learning Flexibility Costs Student to Student interaction Learner focused Effective for certain types of learners
21 Potential Cons of Online Learning Course design Instructor learning curve Adaptation of traditional courses to online delivery Time consuming for instructors Technical training for professors and students Costs Academic honesty Lack of face to face interaction
22 Traditional Courses Instructor-focused More "passive" learning Instructors "deliver" knowledge Outgoing, verbal, high-achieving, students participate the most Technology may be used, but is not central to the role of being a learner Various media may be used, but most delivery is by the spoken word, with some written support
23 Online Courses Learner-focused More "active" learning Instructors "guide" the learners Instructors "model" good learning techniques A much greater percent of students actively participate in discussions Technology helps students explore resources and construct their own meanings Technology may help instructors use multiple forms of media, and reach a wider variety of learning styles
24 What About Online Course Design The content of external courses is the same as oncampus courses although special consideration may be given to different age groups. Tracs Accreditation Manual, p. 49.
25 Objectives What is the "enduring information" that you want students to remember after instruction? Are there external accreditation agencies, programs, or university standards that drive course content? What are the specific learning objectives for this course? What will the students be able to do, or how will they demonstrate that learning has taken place? How will you assess the objectives? academics.georgiasouthern.edu/col/id/analysis.php
26 Online Learning Theoretical Framework Constructivist School Knowledge is not received from the outside or from someone else; rather, it is the individual learner's interpretation and processing of what is received through the senses that creates knowledge.
27 What About Online Content? Print Textbooks, Study Guides, Workbooks - Are still very common in online learning courses. Audio Streaming audio - Used to deliver the instructors comments over any network. CD s - Could be mailed to students. MP3 files.
28 Online Content Video Streaming video - Can deliver video over any network. DVD s - Could be produced and mailed to students. Video files. Vimeo, You Tube
29 Online Content Data Web Pages A very common form of delivering content. CBT (Computer Based Training) Content Often delivered via CD-ROM, but also deliverable via a network. Computer files Can be ed or downloaded from a server (word processor, spreadsheet, presentation, database, etc.). Online Tests Computer scripts can be written to deliver a variety of test formats.
30 Online Interactive Tools Asynchronous Used for questions and discussion. Broadcast to everyone in the class or section at once. Web Forums Also called discussion forums or bulletin boards. They are probably the most common form of interaction in online courses. Wiki s Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser.
31 Online Interactive Tools Synchronous Chat Rooms Can be either moderated by an instructor of unmoderated for class use. Shared Whiteboards Allow class members to write on the same digital whiteboard. Application Sharing The same program and file can be shared for demonstration or collaboration. Teleconferencing Could be used to deliver instructor audio, or for collaboration. Videoconferencing Either from expensive, high quality, dedicated systems, or from less reliable desktop versions.
32 Asynchronous Courses Time independent Writing critical Dependent upon threaded discussions (forums) Great for certain learners Everyone participates Instructor intensive
33 Synchronous Courses Times dependent Technology dependent More like traditional classrooms Can be used in combination with Asynchronous methods
34 What About the Online Professor? Is qualified Instructs students Mentors students Monitors student performance Provides feedback Formulates grades
35 The Online Educator s Experience Concerns/Considerations for the Online Educator Flexibility and convenience, Time- and labor-intensiveness, Communication skills, Learner-centeredness, and Continuing education and training. De Gagne, Walters, 2010, The Lived Experience of Online Educators: Hermeneutic Phenomenology, MERLOT Journal of Online Learning and Teaching.
60 Populi Use Freemake to convert videos to MP4 format, upload to Vimeo.com and paste link in Populi.
61 Should You Begin an Online Program? Who will it target? What programs will you offer? Who will develop your courses? Who will teach your courses? What software platform will you use? What training will you provide? What will it cost?
62 Moodle or Blackboard? Which do you prefer, Moodle or Blackboard? No preference 42.9% Moodle % Blackboard % Blackboard vs. Moodle A Comparison of Satisfaction with Online Teaching and Learning Tools Kathy D. Munoz, Professor, Humboldt State University Joan Van Duzer, Instructional Technologist, Humboldt State University 15 February
63 Open Educational Resources (OER)
64 Community of Online Resources
65 Online Course Development Resource How-To Guide for Creating Accessible Online Learning Content /index.php
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