Steve Hynds Drury University. Best Practices in Creating Dynamic Online Learning programs

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1 Steve Hynds Drury University Best Practices in Creating Dynamic Online Learning programs

2 Agenda Context mapping Drury s success Organizational Mission Pro and Cons Student profile Things to consider Take advantage of the affordances Translating seated course into online course Student centered approach Best Practices Implementation Looking Ahead

3 Context 1999 Drury begins online programming - 2 classes Online primarily serves continuing studies and grad students 2004 HLC approval All Drury degrees Currently 11 associates and 8 bachelors, plus MED 2006 Integrated approach to student services 2008 Emphasis on compressed schedules 2010 Online offerings exceeded 250 per term 2010 Emphasis on quality initiatives

4 Context

5 Context Continuing Studies by site

6 Vision Are you looking to enhance seated courses and programs? Are you looking to create hybrid courses? For what purpose? Are you looking to offer fully online courses and programs? Does online programming support you mission? Will online programming: Enhance learning? Address different learning styles? Bring in more students? Optimize physical resources?

7 Pro and Cons Cons No F2F interaction, not online at the same time Investment is technology, faculty development Student and Faculty need to be more disciplined Student-faculty technology literacy gap Easy to blame the technology Its more work (Faculty and students and staff) Pros Easier to get critical mass Convenience Great chance of participation Whole class Collaboration Maximize resources (Faculty, classroom) Active Learning

8 Myths 1. If students can see me, they can t learn as well 2. You don t get to know your students 3. Online courses are easier that seated courses 4. It is easier to cheat

9 Research 2009 U.S. Department of Education Meta Analysis Students in bended and purely online environment's performed better than F2F. Students in online course who spent more time on task founder greater benefit Variation found only in curricular and instructor factors, no difference in other variables Online learning is enhanced when students are given control on the interaction with media and prompting refection.

10 Research 2009 U.S. Department of Education Meta Analysis On average, students in online learning conditions performed better than those who just receive F2F instruction. Observable advantage in online and blended is not rooted in the media. No other differences were found Online is not superior, just certain advantages exist

11 Research 2009 U.S. Department of Education Meta Analysis Strongest recommendation is to incorporate activities which promote: Student reflection Student self-monitoring Experiential manipulations

12 Research 2008 National Survey on Student Engagement (NSSE) For both first-year and senior students, online learners were more likely than classroom-based learners to: Be older, transfer, and first-generation students. Very often participate in course activities that challenged them intellectually. Very often participate in discussions that enhanced their understanding of different cultures. Very often discuss topics of importance to their major.

13 Research 2008 National Survey on Student Engagement (NSSE) For both first-year and senior students, online learners were as likely as classroom-based learners to: Spend at least 10 hours per week preparing for class. Very often participate in discussions that enhanced their understanding of social responsibility. Believe the campus environment is very supportive of their academic success. Relative to classroom learners, online learners reported more deep approaches to learning in their coursework.

14 Research 2008 National Survey on Student Engagement (NSSE) Possible causality of these conditions: Online students may tend to embrace the spirit of independent, student-centered, intellectually engaging learning as captured by deep learning experiences. It may be that professors who teach online courses make more intentional use of deep learning approaches to learning in their lesson plans.

15 Research 2008 National Survey on Student Engagement (NSSE) Possible causality of these conditions: Online learning may provide more opportunities for collaboration and active learning experiences such as asking questions and participating in discussions. Online courses seem to stimulate more intellectual challenges and educational gain. It may be that online faculty are more inclined to provide engaging experiences for their students regardless of how the content is delivered.

16 Sloan-C Study Benchmarking study by APLU Over 10K faculty Faculty population not different from F2F Believe that online take more time and effort * Have reservations about the quality of online learning outcomes Their institution provides below par support and incentives for teaching online course

17 Sloan-C Study Benchmarking study by APLU Over 10K faculty 33% have taught online 25% currently teaching 50% of all faculty recommend online to students 80% of faculty who have taught or developed online course recommend online courses #1 reason: Student centered learning

18 Sloan-C Study Benchmarking study by APLU Over 10K faculty 80 of faculty who have not taught online say the learning experience is inferior to F2F learning 56% of faculty who have taught online say the experience is as good or better than F2F Top reasons for teaching online: Meets students need for flexible access Best way to reach certain student populations Personal and professional reasons

19 Student Centered Learning Student is responsible for the learning Student participate in learning experience Collaborative experience between learners Instructor is seen as a guide facilitator Learning is the objective, not teaching

20 Student Experience Need for efficiency along with flexibility Adverse to surprises Need to know the instructor is present What to participate in the learning experience What to be acknowledged for what they know Need timely feedback Short attention span

21 What does going to class mean? How do we differentiate online courses from blended, enhanced or other technology assisted courses (mobile)? Don t try replicate a seated learning experience, translate to a digital experience Avoid shovelware Collaborative learning S2S, S2F Be there! Consistent design and expectations Challenge!

22 Best Practices Identify faculty who are early adopters, avoid terrorists! Create a community of online faculty to develop best practices for online excellence Centralize online governance, particularly with regard to online teaching methodology Cybergogy Don t expect technology to teach your students; faculty teach, not computers

23 Best Practices Require online faculty certification Recognize online faculty excellence Provide incentives which acknowledge the extra time, effort and commitment to online learning Encourage creativity

24 Questions?