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 2005
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
Learning Management System Self-Efficacy of online and hybrid learners: Using LMSES Scale Florence Martin University of North Carolina, Willimgton Jeremy I. Tutty Boise State University email@example.com
Getting Started In Your Davidson College Blackboard Course Course Name: Course ID: Instructor(s): URL: Http://blackboard.davidson.edu Username: (Davidson College network username) Password: (same as username)
Quality Matters Online Course Development and Guidelines Instructor: First Semester Course will be offered: Course: Credit/Non- Credit: College/School/Department: Degree/Program/Certificate: Development
IMPLEMENTATION GUIDE for MEDICAL TERMINOLOGY ONLINE for MASTERING HEALTHCARE TERMINOLOGY, Third Edition Module 7: Male Reproductive System OVERVIEW Module 7 in Medical Terminology Online accompanies Chapter
Blackboard Learning System: Student Instructional Guide This manual was prepared to assist students in the understanding, orientation, and usage of the Blackboard Learning System online course management
MAGNA ONLINE SEMINARS Training and Supporting Online Adjuncts: Practical Ideas Thursday, September 25, 2008 12:00 PM 1:00 PM (Eastern) 11:00 AM 12:00 PM (Central) 10:00 AM 11:00 AM (Mountain) 9:00 AM 10:00
Copyright 2010 The Learning House, Inc. Introduction to Online Learning Page 1 of 11 Introduction This lesson covers the function and major components of a learning management system (LMS). It addresses
Blackboard Collaborate Session What is Blackboard Collaborate? Wimba was purchased by Blackboard and has been merged with Elluminate Live! into a new platform called Blackboard Collaborate. Wimba is now
Teaching online requires faculty members to shift their roles from instructor to facilitator or coach. Content shifts to customized materials and learning includes many active components. Simonson, Smaldino,
Examining Blended and Online Learning in the 6-12 Setting Keisha Dubuclet Plain Talk About Reading February 9-11, 2015 New Orleans About the Presenter Keisha Dubuclet Keisha Dubuclet, Ph.D., is CDL s director
Student Engagement And Interactions Online: Tips, Strategies And Tools Dalia Hanna, LTO, Restiani Andriati, Digital Media Projects Office (DMP), Ya-Yin Ko, Digital Educational Strategies (DES), and Guest
Running head: INTERNET AND DISTANCE ED 1 Internet and Distance Education Delivery Models Jane Ford EDU 400 Prof. John Smith June 27, 2013 INTERNET AND DISTANCE ED 2 Internet and Distance Education Delivery
Definitive Questions for Distance Learning Models Nicole Meredith EDUC 6135-4 Dr. Ronald Paige February 11, 2012 Using the matrix on the next slide click on each of the links for more information. Distance
Technology Inspires Dynamic 21 st -Century Teaching Published: September 2014 For the latest information, please see www.microsoft.com/education Introduction... 1 An Increasingly Diverse Student Population...
ON-LINE TRAINING AND EDUCATION IN EMERGENCY MANAGEMENT: PERSPECTIVES BASED ON EXPERIENCE by Walter G. Green III, Ph.D., CEM Assistant Professor of Emergency Management University of Richmond A Paper Provided
Gatekeeper Perceptions of Interpersonal Skills Learned in Postsecondary Online Degree Programs: Recommendations for Teaching Interpersonal Skills Online Dr. Vesta R. Whisler Cassie L. Jacobs Jillian M.
Instruction Design Tips for Online Learning Instructional Design Tips for Online Learning was developed by Joan Van Duzer of Humboldt State University to be used in conjunction with the Rubric for Online
1 of 8 Getting an Edge in Online Education: Developing an Online Learning Web Portal Beate P. Winterstein Educational Research Methodology Department, School of Education PO Box 21670, Curry 210 University
Practical strategies for reducing the time spent teaching economics online Joseph Cavanaugh Wright State University - LC Abstract Although the online teaching format continues to grow in popularity, faculty
Global Outreach & Extended Education firstname.lastname@example.org ph: 480.965.1740 Ira A. Fulton Schools of Engineering Distance Learning Student Manual Welcome to the office of Global Outreach and Extended Education
E-LEARNING: USIU s EXPERIENCE Gerald W. Chege, Ph.D. Assistant Professor, Information Systems & Technology, United States International University COL Training Workshop, Pan Afric Hotel 23rd Nov 2006 1
Instructor Guide Prepared by Dalia Hanna, Manager, Learning and Teaching, Ryerson University 2012. Table of Contents Introduction and objectives 3 Unit 1: Communication 3 Unit 2: Pre-Planning Strategies
Introduction: Blended learning is defined as to combine Face-to-Face instruction with computer-mediated instruction Graham 2006. Mixing technology and content does not necessarily yield effective learning.
ICT Call 7 ROBOHOW.COG FP7-ICT-288533 Deliverable D8.1: Set up of WWW facilities April 30th, 2012 D8.1 FP7-ICT-288533 ROBOHOW.COG April 30th, 2012 Project acronym: Project full title: ROBOHOW.COG Web-enabled
Southwest Texas Junior College Distance Education Policy I. Institutional Policies A. Mission To provide quality education to students who prefer or require an alternative classroom setting. To accomplish
Dearborn Public Schools elearning Platform Communicate. Learn. Collect. See what you can do. 1 COMMUNICATE / LEARN / COLLECT elearning Platform A Quick Introduction Dearborn Public Schools offers teachers
Julian R. Cowart EDUCATION Doctor of Philosophy in Education 2009 Capella University, Minneapolis, MN Specialization: Leadership for Higher Education Dissertation: Best Practices in Online Education: Why
Blackboard Version 9.1 - Interactive Tools Contents Edit mode... 2 Selecting the Interactive Tools... 2 Posting an Announcement... 3 Creating a Blog... 4 Creating Blog Posts... 4 How to Comment on a Blog
OLIT Online Masterʼs Degree Completion Advisement Packet Overview The Organizational Learning and Instructional Technology (OLIT) Program offers an online Masterʼs Degree that gives students an opportunity
Can Using Individual Online Interactive Activities Enhance Exam Results? Dr. Lydia MacKenzie Professional Adjunct Professor College of Continuing Education University of Minnesota St. Paul, Minnesota 55108
Effective Use of Collaboration Tools for Online Learning Jennifer Pontano & Ke Anna Skipwith Drexel University e-learning 2.0 Conference March 2011 The Learning Technologies Group's Mission The Goodwin
ONLINE TEACHING Department of Rehabilitation Sciences Lois Stickley, PT, PhD Objectives Identify factors for successful online teaching Identify specific strategies to make online teaching successful 1
Provided by: Technology Initiatives and Curriculum and Instruction Alabama Department of Education High School Distance Learning: Online/Technology Enhanced Course or Experience Guidance As part of the
2011-2012 CARSON- NEWMAN COLLEGE CN-ONLINE LEARNING MANAGEMENT SYSTEM STUDENT MANUAL Table of Contents Introduction... 1 Getting Started... 1 Accessing and Logging In to C-N Online... 2 Access... 2 Log
General Procedures for Developing an Online Course General Procedures for Developing an Online Course Questions to Ask before you Begin Analysis 1. What is your learner audience? Is the course for beginners
Instructional Design Tips Category 1 Learner Support and Resources Information about being an online/hybrid learner Tips for being an online/hybrid student Quiz to self-assess readiness to be an online/hybrid
About Niritech Based in Kingston Jamaica, Niritech is a service based company offering Software Development and E-learning services to its diversified client base. Niritech is a bold and innovative company
Introduction to Online Teaching and Learning Online learning is the newest and most popular form of distance education today. Within the past decade it has had a major impact on postsecondary education
To appear in Data Warehousing and Decision Support - Tales from a Virtual Classroom, in Best Practices in Computer Enhanced Teaching and Learning, D. G. Brown, Ed. Winston-Salem, NC: Wake Forest University
Microeconomic Principles Instructor Information Dr. José J. Vázquez-Cognet University of Illinois at Urbana-Champaign E-mail: email@example.com Virtual Office Hours: By appointment Course Description
1 Online Versus Face-to-Face Classroom: Evaluating Learning Effectiveness for a Masters Level Instructional Design Course Ann Peniston George Mason University Author Note Submitted in partial fulfillment
Training MATTERS A PUBLICATION OF THE NC DSS FAMILY SUPPORT AND CHILD WELFARE SERVICES STATEWIDE TRAINING PARTNERSHIP Volume 9, Number 2 February 2008 Special Issue: Online Learning Training Matters is
Features of the Online Course Table of Contents Course Interface: Overview... 2 Syllabus... 3 Navigating through the Course Content... 4 Learning Modules... 5 Communicating... 5 Assessments... 6 Assignments...
An experience report on using collaboration technologies for distance and on-campus learning * David Carrington, Soon-Kyeong Kim and Paul Strooper School of Information Technology and Electrical Engineering
Communication Software Laboratory Academic Year 2007-2008 E-learning Platforms. Moodle and Dokeos. Group 95 Homero Canales Guenaneche 100031592 Fernando García Radigales 100039032 Index 1. Introduction...
The ANGEL Learning Management Suite The Most Comprehensive Suite of Online Teaching & Learning Tools Available The ANGEL Learning Management Suite of teaching and learning tools enables efficient and effective
Defining Blended Learning in the GDLN Context Blended learning refers to an educational experience created cost-effectively using a mix of integrated distance learning technologies such as videoconferencing,
An Evaluation of Open Source Learning Management Systems According to Learners Tools Hüseyin Uzunboylu, Ph.D *, Fezile Özdamlı ** and Zehra Özçınar, PhD *** * Associate Professor of Educational Technology,
Texas Wesleyan University Policy Title: Distance Education Policy Policy Statement Texas Wesleyan University recognizes the goal of distance education is to increase accessibility to learning by providing
June 2015 mba international eduportal Student Manual Author: Tagalaki Vasiliki, Special Technical Laboratorial Staff Department of Management Science and Technology Athens University of Economics and Business
RICHARD STOCKTON COLLEGE OF NJ Business Continuity Planning Emergency Response Preparedness Continuity of Class Meetings and Instructional Delivery This document has been created to assist faculty in making
Blackboard Version 9.1 - Interactive Tools Contents Edit mode... 2 Selecting the Interactive Tools... 2 Posting an Announcement... 3 Discussion Boards, Blogs, Journals, and Wikis What s the Difference?...
Technology Use in an Online MBA Program Mengyu Zhai, Shijuan Liu, Curt Bonk, Seung-hee Lee, Xiaojing Liu, Richard Magjuka Indiana University 1 About the Online MBA Program Founded in 1999 Program length:
REACH Distance Learning Program Center Handbook Introduction Distance learning is an educational delivery method where students work on their own and communicate with faculty and other students through
Entering the Mainstream The Quality and Extent of Online Education in the United States, 2003 and 2004 Neither this book nor any part maybe reproduced or transmitted in any form or by any means, electronic
1 20th Annual Conference on Distance Teaching and Learning click here -> Faculty Best Practices Using Blended Learning in E-learning and Face-to-Face Instruction Dr. Fernando J. Mortera-Gutierrez Full-Time
STUDENT PARTICIPATION INDEX: STUDENT ASSESSMENT IN ONLINE COURSES Alan Y K Chan, K O Chow Department of Computer Science City University of Hong Kong K S Cheung School of Continuing Education Hong Kong
Instructional Design For elearning Courseware:The It-Plus System Instructional Design For elearning Courseware: The It-Plus System Nuttaphong Kanchanachaya and Dr. Taminee Shinasharkey College of Internet
1 Quality Guidelines for Course Development The following guidelines are based on the Rubric for Online Instruction (ROI) created by Chico State University and on an adaptation of the instructional design
The Journal of Interactive Online Learning Volume 2, Number 3, Winter 2004 www.ncolr.org ISSN: 1541-4914 Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual
A SUCCESSFUL STAND ALONE BRIDGE COURSE Joann Segovia* Professor Minnesota State University Moorhead 1104 7th Avenue South Moorhead, MN 56563 Phone: (218) 477-4067 E-Mail: firstname.lastname@example.org James Hansen
Online Class* Development Guidelines Middlesex Community College March 11, 2015 I. Online Class Proposal: Submission and Review** The proposal to develop a new online course should start six months before
Session 2247 Developing Web-Based Courses Using an Online Development Guide and Templates James A. Rehg Penn State Altoona Abstract The impact of the web on engineering and engineering technology education
For more resources click here -> HTML-eZ: The Easy Way to Create a Class Website Henry Borysewicz Director, AeroSpace Network / Scientific Computing Center John D. Odegard School for Aerospace Sciences,
Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Ismail I. Orabi, Ph.D. Professor of Mechanical Engineering School of Engineering and Applied Sciences
A Perspective on Online Degrees Vs. Face-to-Face in the Academic Field. Smriti Raj The Pennsylvania State University email@example.com Muhammad Al-Alawneh The Pennsylvania State University firstname.lastname@example.org
Constructing a Three Credit Hour Information Literacy Course: A Blueprint for Success Anne Pemberton and Rachel Radom Background With 11,911 students, the University of North Carolina Wilmington (UNCW)
Online Instructional Materials for Universal Web Accessibility 2002/2003 TIGERS Grant Final Report (as published in the 2003 EdMedia Conference Proceedings) Candace Egan California State University Fresno
The "Art" of Online Learning: Teaching Visual Art Virtually Professor Barbara Saromines-Ganne Leeward Community College 96-045 Ala Ike Pearl City, Hawaii, USA email@example.com Peter Leong Department of Educational
Standards for Online Guidelines for Planning and Evaluating Online Courses and Programs Southern Regional Education Board 592 10th St. N.W. Atlanta, GA 30318 (404) 875-9211 www.sreb.org For more information,
99 International Journal of Learning, Teaching and Educational Research Vol. 14, No. 2, pp. 99-110, December 2015 Explorations in Online Learning using Adobe Connect Deirdre Englehart University of Central
Teaching Without a Classroom: Delivering Courses Online Gary McDonald, Professor Department of Computer Science and Information Systems Northwest Missouri State University firstname.lastname@example.org Merry
ecollege September 2011 quick guide for students Table of Contents Table of Contents...2 ecollege Quick Guide for Students...3 Gradebook...5 To access the Gradebook:...5 Email...5 To send an email to the
Online Learning at Duke: A Planning Guide I. Planning an online program at Duke (for deans, chairs, program directors) II. Teaching an online class at Duke (Faculty, TAs, etc. level) III. Adding online
The University of North Carolina at Chapel Hill February 5, 1999 Contact: Dr. Edward F. Brooks, Associate Provost CB# 3000, 104 South Building Chapel Hill, NC 27599-3000 1. Nature of Distance Education
This worksheet represents the self-report component of the HOQAS course review process. Please complete the worksheet in order to provide relevant information about the course that will assist the HOQAS
Real-time technologies and efficient collaboration Alexandre Eisenchteter COO @af83 twitter : @ineation TTI/VANGUARD PARIS 2011 Collaboration occurs when a group of autonomous stakeholders of a problem
Extending Classroom Interaction to the Cyberspace with Facebook, Moodle and Blogger Evrim Baran (Iowa State University) N106 Lagomarcino Hall Center for Technology in Learning and Teaching Iowa State University
AC 2008-604: PERFORMANCE ANALYSIS OF SOFTWARE BASED VIDEO LECTURE CAPTURE AND DELIVERY SYSTEM Alfred Ducharme, University of Central Florida Ali Mehrabian, University of Central Florida Diala Gammoh, University
PSY 211 Psychology of Learning San Diego State University Fall Semester 2010 Tuesday 8:00-9:15 and Online Instructor: B. Charles Tatum, Ph.D. Office: Life Sciences 24B (Basement Level) Phone: (619) 226-7726