Students Perceptions of Effective Teaching in Distance Education
|
|
- Junior Shepherd
- 8 years ago
- Views:
Transcription
1 Students Perceptions of Effective Teaching in Distance Education Albert Johnson, M.Ed. (IT) Senior Instructional Designer, Distance Education and Learning Technologies Trudi Johnson, PhD Associate Professor, Faculty of Education The notion of asking students to provide feedback on the quality of the teaching that they encounter during their academic career has been with us for almost a century. Student rating of instruction was introduced into North American universities in the mid-1920s (d Apollonia & Abrami, 1997). A renewed concern over the quality of university teaching, which has been partially generated by the growing acceptance of web-based distance education, has fostered a significant body of research that attempts to isolate characteristics of effective university teaching in both traditional and distance modes of delivery (Young, Cantrell, & Shaw, 1999). This presentation highlights a study of students perceptions of effective teaching that was conducted at Memorial University during the winter semester of While much research has been conducted on the questions related to effective teaching in post-secondary institutions, projects that investigate the nature of effective teaching across modes of course delivery are rare. The growth of online distance education leads researchers to questions about the characteristics of effective teaching in online courses. Are the characteristics of effective online teaching the same as the characteristics of effective teaching in a face-to-face environment? And, if so, how are these characteristics manifested through electronic media? Traditional student questionnaires and course evaluation forms are designed with the underlying assumption that the designer and the participant agree on the characteristics of effective teaching (Anderson, Cain, & Bird, 2005; Onwuegbuzie, Witcher, Collins, Filer, Wiedmaier, & Moore, 2007; Young, 2006). The method used to gather data to study students perceptions of effective teaching at Memorial University challenges this assumption. The first nine questions of the survey asked students for demographic information. Thirty of the remaining 40 items were open-ended and asked participants for text-based responses. Students were asked to draw on their own experiences as university students to identify five characteristics of effective instructors, describe each characteristic and explain why it is important, and to identify instructor behaviours that demonstrate the characteristic. Finally, students were asked to rank the five characteristics from one to five, with one referring to the least important and five referring to the most important. The set of questions was repeated five times for both on-campus teaching and instruction at a distance. The survey was made available to students through a learning management system (Desire2Learn) from February 25, 2008, to April 4, Approximately 17,000 Memorial University students had access. The demographics of the 330 students who provided usable data were very similar to the demographic profile of the larger university population. Of the 330 respondents, 161 of them provided data for both oncampus and distance delivery of courses. The manual coding of the data for on-campus teaching identified 69 adjectives that students used to identify characteristics of effective teaching. A unique coding number was assigned to each of the adjectives. These numbers were entered by hand onto a hard copy of the data, and then keyed into an electronic version in spreadsheet software. After completing the coding process, the data were filtered in the spreadsheet software by the unique numbers and new spreadsheets were derived, one spreadsheet for each of the 69 characteristics. The descriptions and instructor behaviours identified for each characteristic Copyright 2010 Board of Regents of the University of Wisconsin System 1
2 were then harvested, and definitions and a list of instructor behaviours were compiled for each characteristic. The analysis of these definitions and behaviours led to further grouping of the data along behavioural themes. The same approach was used to analyze the data for the characteristics of effective teaching in distance courses. Fifty-three of the adjectives identified in the on-campus segment of the survey appeared in the responses to the distance segment. No unique adjectives were present in the distance responses. After completing the analysis, nine characteristics of effective teaching were identified. Effective teachers at Memorial University were perceived to be: respectful, knowledgeable, approachable, engaging, communicative, organized, responsive, professional, and humorous. The characteristics are listed in descending order according to the number of times they were identified by on-campus students. The nine characteristics are consistent cross modes of delivery. Students who completed the section of the survey pertaining to distance courses place the characteristics in a different priority: respectful, responsive, knowledgeable, approachable, communicative, organized, engaging, professional, and humorous. A number of compelling trends appeared in the analysis of the data. Students in both on-campus and distance courses who included respectful as a characteristic highlight the nature of the valued relationship between instructor and students. They appreciate instructors who are compassionate and understanding of the unique and challenging situations that students sometimes experience. These aspects of the characteristic are particularly important for new students. Regardless of the mode of delivery, students expect and appreciate that their instructors are knowledgeable in the field of study in which they teach. Respondents rarely separate pedagogical and content knowledge when they describe good teaching. The conclusion drawn from this is that strong content knowledge does not guarantee good teaching, but good teaching is dependent on strong content knowledge. Both distance and on-campus students use a number of indicators to shape their opinions about an instructor s level of knowledge in their subject area. Many note that the instructor s ability to answer questions, clarify difficulty concepts, or deal with concepts in the subject mater that were outside of the course purview are good indicators of depth and breadth of content knowledge. Students also note that organization is an important indicator of content knowledge. Respondents who completed the distance section of the survey stress the importance of well-organized web-based materials. Students also expressed the expectation that professors be current and active in ongoing investigations in their field. They indicated that researching, reflecting, and/or practicing in an instructor s chosen field is significant to the faculty member s ability to make teaching engaging. Adjectives respondents use to describe this aspect of knowledgeable included competent, credible, current, reflective, and qualified. Students indicated that they expect and appreciate that their instructors be approachable. On-campus students note a number of interpersonal attributes that made instructors approachable, while distance students framed their responses in the context of electronically mediated communication. The definitions that both distance and on-campus students provide encompass three main themes: the positive interaction between professor and students, the comfort level of students to ask questions and to seek advice, and the sincere effort on the part of instructors to help students reach their academic goals. The definitions students provided for engaging predominantly dealt with three attributes: the passion and enthusiasm demonstrated by the instructor for the course material and teaching, his or her ability to share this passion and enthusiasm with the students, and the level to which this energy influences the instructor s pedagogical choices. Students who responded to both sections of the survey indicated that instructors can engage their students by presenting authentic examples of practice, and appreciated the interjection of personal anecdotes that are related to the subject matter being taught. They found case Copyright 2010 Board of Regents of the University of Wisconsin System 2
3 studies or personal narratives about research interesting and aided in the students understanding of the course content. Communication skills are highly valued. On-campus students note the importance of language, particularly an effective command of English. For some on-campus and distance students, communicative means using a variety of teaching methods to help students understand course content. Prompt, quality feedback is a theme that appears often in student responses both for the on-campus and distance segments of the survey. The distance students, however, are very concerned about the speed with which instructor feedback was forwarded to them. Prompt feedback appears to be a very important characteristic of effective teaching at a distance. Respondents to both the on-campus and distance segments of the survey identified organization as a characteristic of effective teaching. Other adjectives that students used to describe this set of behaviours included efficient, focused, and prepared. Students preferred instructors who are organized in their lectures and online content, in their approach to the subject matter, and in their dealings with students. An organized instructor teaches from well-prepared lectures; uses clear visual aids; is coherent in class or with notes on a web site; reviews evaluation components when they are handed back to students; provides a course outline; and provides feedback consistently throughout the course. Instructors who are responsive to students are highly valued. Two important forms of feedback for oncampus students were discussion and questioning during class time. Students want their instructors to involve them more in the learning process. Students claim that this would result in a more effective and efficient use of instructional time. Students who completed the distance segment of the survey are greatly concerned about the responsiveness of faculty teaching online. Their concern is quite valid given that for the vast majority of distance students, all communication with instructors is mediated electronically, through , discussion forums, or audio or video conferencing (i.e., web-based audio and video conferencing, or telephone). For distance students, timely and constructive feedback to questions or evaluation components was extremely important. Both distance and on-campus students expect faculty to maintain a professional demeanor when dealing with students, both in person and electronically. On-campus students expect instructors to be in class on time with well-planned lectures and activities. Needlessly cancelling classes was described as unacceptable. They want their professors to stay on the course material, but appreciate the interjection of personal anecdotes that highlight concepts being studied in the course. Both on-campus and distance students want to be able to trust their instructors to be faithful to the course syllabus and to establish professional expectations for student conduct in their classes, laboratory activities, and in online communications and group work. They note that when a professor exhibits a professional presence and is dedicated to teaching, they feel valued as students. For some, being dedicated means keeping up with technology and new teaching methods. Distance students indicated that promptly responding to electronic forms of communication is a component of professionalism for instructors. Humor is noted as an important characteristic by a number of students who completed the on-campus segment of the survey. They contend that instructors with a sense of humor help them feel more relaxed. They expect their professors to be positive about teaching the material and about being in class. Responses provided by distance students concurred with the findings presented in the on-campus portion of the survey. Distance students indicated that they rely more on the content, language, and tone of electronic communications as indicators of humor. Respondents to both the on-campus and distance segments of the survey highlight the same characteristics of effective teaching, but they did indicate an understanding and acceptance of the fact that faculty would express these characteristics differently in different modes of delivery. Distance students are willing to Copyright 2010 Board of Regents of the University of Wisconsin System 3
4 sacrifice some overt indicators of effective teaching for the convenience and flexibility offered by webbased course delivery. Students who responded to the distance portion of the survey are significantly concerned about timely feedback to , discussion postings, and evaluation components. Their concern is understandable and is significant to the other factors that make distance teaching effective. Communication is key to exhibiting the characteristics of effective teaching. On-campus students have access to a significant body of information to assess teacher effectiveness simply because they are taught in the physical presence of the instructor. There are a number of subtle indicators such as tone, body language, and facial expressions that communicate a multitude of information about the attitudes and professionalism of an instructor that distance students rarely, if ever, are able to access. For distance students, , discussion postings, and media presented through the web site are the only sources of information they have to assess instructor effectiveness, making electronically mediated communication the conduit by which distance instructors can demonstrate characteristics of effective teaching. Faculty and instructional designers need to maximize the potential of distance instructors to communicate the positive aspects of practice. There are a number of strategies that can be employed to enhance effective online instruction. Instructional designers can use multimedia to increase instructor presence in distance courses. When students see or hear the instructor in appropriate and engaging media throughout a web-based course, they feel more connected to their instructor. Faculty can also increase their instructor presence by promptly responding to electronic communications. The tone that is conveyed through these messages is extremely important and plays a significant role in the students perceptions of teacher effectiveness. There is great potential for this study to inform research in related areas. These results may be useful to researchers investigating the gap between students and faculty perceptions of effective teaching; the change over time of students perceptions of effective teaching; a comparison of Memorial University to other North American universities in regard to students perceptions of effective teaching; and the influence (if any) of the amount of university experience on students beliefs regarding effective instruction. Hopefully, this study will be the beginning of a more extensive research agenda in the area of effective teaching at the post-secondary level. An electronic version of the final report of this research project is available online at: References Anderson, H. M., Cain, J., & Bird, E. (2005). Online student course evaluations: Review of literature and a plot study. American Journal of Pharmaceutical Education, 69(1), d Apollonia, S., & Abrami, P. C. (1997). Navigating student ratings of instruction. American Psychologist, 52(11), Onwuegbuzie, A. J., Witcher, A. E., Collins, K. M. T., Filer, J. D., Wiedmaier, C. D., & Moore, C. W. (2007). Students perceptions of characteristics of effective college teachers: A validity study of a teaching evaluation form using a mixed-methods analysis. American Educational Research Journal, 44(1), Young, S. (2006). Student views of effective online teaching in higher education. The American Journal of Distance Education, 20(2), Young, S., Cantrell, P., & Shaw, G. (1999). Profiles of effective college and university teachers. The Journal of Higher Education, 70(6), Copyright 2010 Board of Regents of the University of Wisconsin System 4
5 About the Presenters and Co-investigators Address for all investigators: Faculty of Education St. John s, NL A1B 3X8 Canada Albert Johnson (M.Ed.) is a senior instructional designer with Distance Education and Learning Technologies at Memorial University. He is a sessional instructor in the Faculty of Education at Memorial University where he teaches a course called Effective Teaching to students preparing to practice at the intermediate and high school levels. albertj@mun.ca Phone: Fax: Trudi Johnson (PhD) is an Associate Professor in the Faculty of Education where she teaches Social Studies Education and Effective Teaching. She is also cross-appointed to the Faculty of Arts where she teaches in the Law and Society Program. Her research interests include married women s property law, and effective teaching. trudij@mun.ca Phone: Co-investigators Jerome Delaney holds a PhD from the University of Alberta and is currently an assistant professor of Educational Administration in the Faculty of Education at Memorial University. He teaches undergraduate courses in Effective Teaching and Legal and Moral Issues in Education as well as graduate courses in Educational Leadership. jdelaney@mun.ca Phone: Dennis Treslan (PhD) is a professor of Educational Administration in the Faculty of Education at Memorial University. His research interests focus on educational politics, leadership, organizational theory and supervisory processes in education. He recently completed a ten-year term as Associate Dean, Undergraduate Programs in the Faculty of Education at Memorial. dtreslan@mun.ca Phone: Copyright 2010 Board of Regents of the University of Wisconsin System 5
Students Perceptions of Effective Teaching in Higher Education
Students Perceptions of Effective Teaching in Higher Education Dr. Jerome Delaney Faculty of Education Albert Johnson Distance Education and Learning Technologies Dr. Trudi Johnson Faculty of Education
More informationCopyright 2010 Board of Regents of the University of Wisconsin System
Students Perceptions of Effective Teaching in Higher Education Jerome Delaney Albert Johnson Trudi Johnson Dennis Treslan 2010 Research supported by Students Perceptions of Effective Teaching in Higher
More informationSTUDENT PERCEPTIONS OF INSTRUCTOR INTERACTION IN THE ONLINE ENVIRONMENT
STUDENT PERCEPTIONS OF INSTRUCTOR INTERACTION IN THE ONLINE ENVIRONMENT Michelle Kilburn, Ed.D. Southeast Missouri State University Assistant Professor, Criminal Justice & Sociology mkilburn@semo.edu Abstract
More informationGRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING
GRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING Sharon Santilli and Vesna Beck Nova Southeastern University The participants for this study were 47 doctoral faculty from Nova Southeastern University Fischler
More informationPam Northrup, Ph.D. Associate Provost, Academic Innovation, Distance and Continuing Education University of West Florida.
Studio e TM : A Professional Development Model for elearning Pam Northrup, Ph.D. Associate Provost, Academic Innovation, Distance and Continuing Education University of West Florida Introduction Online
More informationDeveloping Cognitive, Social, and Teaching Presence Online. Tina Stavredes, PhD Chair, Psychology, School of Undergraduate Studies Capella University
Developing Cognitive, Social, and Teaching Presence Online Tina Stavredes, PhD Chair, Psychology, School of Undergraduate Studies Capella University Introduction In the online environment, where there
More informationTeaching Media Design in an Online Setting: A Needs Assessment
Teaching Media Design in an Online Setting: A Needs Assessment Florence Martin Florence.Martin@asu.edu James Klein James.Klein@asu.edu Ann Igoe Ann.Igoe@asu.edu Educational Technology Arizona State University
More informationExamining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting
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
More informationOnline Class* Development Guidelines Middlesex Community College March 11, 2015
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
More informationAC 2012-3818: FACULTY PERCEPTIONS AND USE OF A LEARNING MANAGEMENT SYSTEM AT AN URBAN, RESEARCH INSTITUTION
AC 2012-3818: FACULTY PERCEPTIONS AND USE OF A LEARNING MANAGEMENT SYSTEM AT AN URBAN, RESEARCH INSTITUTION Julie M. Little-Wiles M.S.M., Ph.D. (A.B.D.), Purdue University, West Lafayette Julie M. Little-Wiles
More informationAssessing Blackboard: Improving Online Instructional Delivery
Assessing Blackboard: Improving Online Instructional Delivery Adnan A. Chawdhry chawdhry_a@cup.edu California University of PA Karen Paullet kp1803@online.apus.edu American Public University System Daniel
More informationDesigning Effective Online Course Development Programs: Key Characteristics for Far-Reaching Impact
Designing Effective Online Course Development Programs: Key Characteristics for Far-Reaching Impact Emily Hixon, Ph.D. School of Education hixone@calumet.purdue.edu Janet Buckenmeyer, Ph.D. School of Education
More informationTeaching Technical Writing Courses Online: Challenges And Strategies. William V. Van Pelt Associate Professor University of Wisconsin-Milwaukee
For more resources click here -> Teaching Technical Writing Courses Online: Challenges And Strategies William V. Van Pelt Associate Professor Matthias Jonas Graduate Project Assistant This presentation
More informationThe "Art" of Online Learning: Teaching Visual Art Virtually
The "Art" of Online Learning: Teaching Visual Art Virtually Professor Barbara Saromines-Ganne Leeward Community College 96-045 Ala Ike Pearl City, Hawaii, USA bsg@hawaii.edu Peter Leong Department of Educational
More informationHow to Teach Online/Distance Education Courses Successfully. Sunah Cho
How to Teach Online/Distance Education Courses Successfully Sunah Cho Instructional Designer/Project Manager & Instructor Centre for Teaching, Learning and Technology University of British Columbia Introduction
More informationEvaluation in Online STEM Courses
Evaluation in Online STEM Courses Lawrence O. Flowers, PhD Assistant Professor of Microbiology James E. Raynor, Jr., PhD Associate Professor of Cellular and Molecular Biology Erin N. White, PhD Assistant
More informationConstructive student feedback: Online vs. traditional course evaluations. Judy Donovan, Ed.D. Indiana University Northwest
www.ncolr.org/jiol Volume 5, Number 3, Winter 2006 ISSN: 1541-4914 Constructive student feedback: Online vs. traditional course evaluations Judy Donovan, Ed.D. Indiana University Northwest Cynthia E. Mader,
More informationJournal of Technology Education Vol. 15 No. 1, Fall 2003. WebCT as an E-Learning Tool: A Study of Technology Students Perceptions. Lesta A.
Articles WebCT as an E-Learning Tool: A Study of Technology Students Perceptions Lesta A. Burgess Introduction Educators today are using distance education and Internet-based 1 learning as methods for
More informationV. Course Evaluation and Revision
V. Course Evaluation and Revision Chapter 14 - Improving Your Teaching with Feedback There are several ways to get feedback about your teaching: student feedback, self-evaluation, peer observation, viewing
More informationMCNY DL Case-Study: Paradigm-Shift in Business Program s Approach to Serving Predominantly Black Minority Students
MCNY DL Case-Study: Paradigm-Shift in Business Program s Approach to Serving Predominantly Black Minority Students Jaya Kannan Associate Professor and Director, Learning Centre Metropolitan College of
More informationTEACHING COURSES ONLINE: HOW MUCH TIME DOES IT TAKE?
TEACHING COURSES ONLINE: HOW MUCH TIME DOES IT TAKE? Belinda Davis Lazarus Associate Professor of Special Education University of Michigan-Dearborn School of Education #116 4901 Evergreen Road Dearborn,
More informationSurvey of Online Educators at San Francisco State University
Report to the San Francisco State University Academic Senate from the All-University Online Education Committee Survey of Online Educators at San Francisco State University Spring 2015 Committee Members
More informationA Market Analysis of Online Education
Introduction A Market Analysis of Online Education Jason Caudill The University of Tennessee Knoxville, Tennessee, USA jason.caudill@gmail.com Abstract: The past several years have witnessed a meteoric
More informationCASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS
CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS George Joseph Associate Professor of Accounting University of Massachusetts Lowell Email: george_joseph@uml.edu ABSTRACT
More informationAlternative Online Pedagogical Models With Identical Contents: A Comparison of Two University-Level Course
The Journal of Interactive Online Learning Volume 2, Number 1, Summer 2003 www.ncolr.org ISSN: 1541-4914 Alternative Online Pedagogical Models With Identical Contents: A Comparison of Two University-Level
More informationHybrid, Blended, and Online Learning at Laureate Education: Exploring Myths and Best Practices
Hybrid, Blended, and Online Learning at Laureate Education: Exploring Myths and Best Practices Presenter: Barry Sugarman, MBA, Ph.D. Vice President, Strategic Planning and Product Initiatives Laureate
More informationWhere has the Time Gone? Faculty Activities and Time Commitments in the Online Classroom
Where has the Time Gone? Faculty Activities and Time Commitments in the Online Classroom B. Jean Mandernach, Swinton Hudson, & Shanna Wise, Grand Canyon University USA Abstract While research has examined
More informationIs the General Education program purpose congruent with the overall mission of the institution?
Where do we start? MODELS OF GENERAL EDUCATION The best General Education Program is not based simply on choosing specific goals or finding the perfect model. The best program is one that is aligned with
More informationPERCEPTIONS OF ONLINE INSTRUCTION
PERCEPTIONS OF ONLINE INSTRUCTION Wade W. FISH, Ph.D. Assistant Professor of Educational Leadership Department of Educational Leadership Texas A&M University-Commerce P.O. Box 3011 / Young Education North
More informationEngaged Learning in the 21st Century
1 of 5 17TH Annual Conference on Distance Teaching and Learning Activities to Engage the Online Learner Rita-Marie Conrad, Ph.D. Assistant Professor Florida State University Ana Donaldson, Ed.D. Assistant
More informationFirst-time Online Instructors Use of Instructional Technology in the Face-to-face Classroom. Heather E. Arrowsmith. Kelly D.
Running Head: USE OF INSTRUCTIONAL TECH First-time Online Instructors Use of Instructional Technology in the Face-to-face Classroom Heather E. Arrowsmith Kelly D. Bradley 1 University of Kentucky 1 Use
More informationOnline Learning in Engineering Graphics Courses: Research, Tools, and Best Practices
Online Learning in Engineering Graphics Courses: Research, Tools, and Best Practices Ted J. Branoff 1 and Richard A. Totten 2 Abstract This paper discusses some of the tools available that can be used
More informationStudent Feedback on Online Summer Courses
Student Feedback on Online Summer Courses October 8, 2015 Santa Clara University Office of Assessment Report Introduction In the summer of 2015, approximately 700 undergraduate students were enrolled in
More informationPenn State Online Faculty Competencies for Online Teaching
Teaching in an online environment can be considerably different in nature than teaching face-to-face. The competencies listed in this document are intended to provide faculty and administrators with a
More informationAn Iterative Usability Evaluation Procedure for Interactive Online Courses
An Iterative Usability Evaluation Procedure for Interactive Online Courses by Laurie P. Dringus ABSTRACT The Internet and World Wide Web (W3) have afforded distance learners simple links to access information.
More informationStudent Quality Perceptions and Preferences for MBA Delivery Formats: Implications for Graduate Programs in Business and Economics
International Journal of Economics and Management Sciences Vol. 2, No. 6, 2013, pp. 61-66 MANAGEMENT JOURNALS managementjournals.org Student Quality Perceptions and Preferences for MBA Delivery Formats:
More informationThe impact of classroom technology on student behavior
ABSTRACT The impact of classroom technology on student behavior Angeline M. Lavin University of South Dakota Leon Korte University of South Dakota Thomas L. Davies University of South Dakota The trend
More informationTexas Wesleyan University Policy Title: Distance Education Policy
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
More informationUW Colleges Student Motivations and Perceptions About Accelerated Blended Learning. Leanne Doyle
UW Colleges Student Motivations and Perceptions About Accelerated Blended Learning Leanne Doyle Abstract: Nationwide, both online and blended learning enrollments are causing a paradigm shift in higher
More informationExecutive Master of Health Administration - Online
Executive Master of Health Administration - Online Executive Master of Health Administration - Online Dear Professional, Thank you for your interest in the University of Southern California s online Executive
More informationAmerican Journal Of Business Education September/October 2012 Volume 5, Number 5
Synchronous Distance Education: Using Web-Conferencing In An MBA Accounting Course Dee Ann Ellingson, University of North Dakota, USA Matthew Notbohm, University of North Dakota, USA ABSTRACT Online distance
More informationIssues in Information Systems Volume 13, Issue 2, pp. 302-310, 2012
ASSESSING THE FACULTY AND STUDENTS PERCEPTIONS OF DESIRE2LEARN AND BLACKBOARD Adnan Chawdhry, California University of PA, chawdhry_a@calu.edu Karen Paullet, merican Public University System, kp1803@online.apus.edu
More informationCTL Online Workshop Program Referral Resource Sheet
ACADEMIC POLICIES THAT CAN AFFECT YOU AS A UMUC FACULTY MEMBER Familiarizes faculty with UMUC Academic Policies and their effect on faculty responsibilities and expectations for students Intended for all
More informationThe Videoconferencing Classroom: What Do Students Think? A. Mark Doggett Western Kentucky University. Introduction
The Videoconferencing Classroom: What Do Students Think? A. Mark Doggett Western Kentucky University Introduction The advantages of video conferencing in educational institutions are well documented. Scholarly
More informationExemplary Online Educators: Creating a Community of Inquiry
Turkish Online Journal of Distance Education-TOJDE April 2005 ISSN 1302-6488 Volume :6 Number: 2 Article No:3 Exemplary Online Educators: Creating a Community of Inquiry Associate Professor Beth PERRY
More informationEVALUATING QUALITY IN FULLY ONLINE U.S. UNIVERSITY COURSES: A COMPARISON OF UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE AND TROY UNIVERSITY
EVALUATING QUALITY IN FULLY ONLINE U.S. UNIVERSITY COURSES: A COMPARISON OF UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE AND TROY UNIVERSITY Susan C. Aldridge University of Maryland University College saldridge@umuc.edu
More informationAnalysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course
The Journal of Interactive Online Learning Volume 1, Number 3, Winter 2003 www.ncolr.org ISSN: 1541-4914 Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course Charles L.
More informationMEMORANDUM. Gary Perry, Provost and Vice President for Academic Affair
EAU FLORIDA ATLANTIC UNIVERSITY ACADEMIC AFFAIRS Office of the Provost 777 Glades Road AD 10-309 Boca Raton, Florida 33431 tel: 561.297.3062 fa x: 561.297.3942 www.fau.edu MEMORANDUM DATE: TO: FROM: SUBJECT:
More informationEnhancing Online Courses with Synchronous Software: An Analysis of Strategies and Interactions. Shauna Schullo. Jeff Kromrey. Ann E.
Synchronous Software 1 Enhancing Online Courses with Synchronous Software: An Analysis of Strategies and Interactions Shauna Schullo Jeff Kromrey Ann E. Barron Kris Hogarty University of South Florida
More informationFACULTY PEER ONLINE CLASSROOM OBSERVATIONS AA
Philosophy Online class observations are meant to facilitate an instructor s professional growth. They will be used to create an opportunity for reflection and stimulate ideas for improvement in the online
More informationSJSU Annual Program Assessment Form Academic Year 2014-2015
SJSU Annual Program Assessment Form Academic Year 2014-2015 Department: School of Information Program: Master of Library and Information Science (MLIS) College: CASA Website: http://ischool.sjsu.edu X
More informationPresented at the 2014 Celebration of Teaching, University of Missouri (MU), May 20-22, 2014
Summary Report: A Comparison of Student Success in Undergraduate Online Classes and Traditional Lecture Classes at the University of Missouri Presented at the 2014 Celebration of Teaching, University of
More informationDeveloping online discussion forums as student centred peer e-learning environments
Developing online discussion forums as student centred peer e-learning environments Neil Harris and Maria Sandor School of Public Health Griffith University Computer conferencing, most commonly in the
More informationPERCEPTIONS OF ONLINE VERSUS FACE-TO- FACE LEARNING OF EDUCATIONAL LEADERSHIP GRADUATE STUDENTS
European Journal of Educational Sciences December 2014 edition Vol.1, No.4 PERCEPTIONS OF ONLINE VERSUS FACE-TO- FACE LEARNING OF EDUCATIONAL LEADERSHIP GRADUATE STUDENTS Dr. Paulette Harris Dr. Samuel
More informationUsing Interactive Strategies in Distance Learning Lucy C. Morse, Ph.D. Engineering Technology University of Central Florida
Using Interactive Strategies in Distance Learning Lucy C. Morse, Ph.D. Engineering Technology University of Central Florida Abstract These case studies will examine successful and unsuccessful interactive
More informationPsychology as a Social Science
P Psychology as a Social Science Psychology 113online Westminster College Summer 2015 Ryan Brunner, Ph.D. CSC 212 ryan.brunner@westminster-mo.edu (573) 592-6119 Office Hours Hangout: Based on class consensus
More informationBlended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course
Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course Clement C. Chen, University of Michigan - Flint Keith T. Jones, Illinois
More informationJustification For Certification Program for Teaching Online. Daniel Aguilar Jose Banda Maria Eugenia Perez
Running head: JUSTIFICATION FOR CERTIFICATION PROGRAM Justification For Certification Program for Teaching Online Daniel Aguilar Jose Banda Maria Eugenia Perez University of Texas at Brownsville February
More informationExplorations in Online Learning using Adobe Connect
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
More informationModel for E-Learning in Higher Education of Agricultural Extension and Education in Iran
Model for E-Learning in Higher Education of Agricultural Extension and Education in Iran Jafar Yaghoubi 1 and Iraj Malekmohammadi 2 1. Assistant Professor, Zanjan University, Iran, Jafar230@yahoo.com 2.
More informationMaster of Arts in Instructional Technology Program. Policies and Procedures Manual 2014-2015
Master of Arts in Instructional Technology Program Policies and Procedures Manual 01-015 Master of Arts in Instructional Technology Program School of Education The Richard Stockton College of New Jersey
More informationCOURSE PREFIX AND NUMBER: -
Improving Health Education Distance Education Courses in Health Education Student Opinion Survey PURPOSE AND BACKGROUND: The purpose of this survey is to obtain your opinion on the Distance Education courses
More informationFaculty of Education Graduate Studies. www.education.uoit.ca
Faculty of Education Graduate Studies www.education.uoit.ca A MESSAGE FROM THE DIRECTOR Thank you for considering the Faculty of Education at the University of Ontario Institute of Technology (UOIT) for
More informationAC 2009-2363: DEVELOPING AND DELIVERING AN ONLINE COURSE IN CONSTRUCTION ESTIMATING
AC 2009-2363: DEVELOPING AND DELIVERING AN ONLINE COURSE IN CONSTRUCTION ESTIMATING Zhili (Jerry) Gao, North Dakota State University Dr. Gao is an Assistant Professor of Construction Management & Engineering
More information2014 MyUni Student Satisfaction Survey
Key Messages 2014 MyUni Student Satisfaction Survey About the 2014 Student Survey 2,450 students from University of Adelaide responded to the MyUni Student Satisfaction Survey The 2014 MyUni Survey focused
More informationReproductions supplied by EDRS are the best that can be made from the original document.
DOCUMENT RESUME ED 444 579 IR 020 235 AUTHOR Shih, Ching-Chun; Howard, Marvin; Thompson, Ann D. TITLE Formative Evaluations of a Web-Based Masters Program: Insights for Web-Based Course Developers. PUB
More informationFactors Influencing Students Success in an Online Statistics Course at College-level
Factors Influencing Students Success in an Online Statistics Course at College-level R. Indika P. Wickramasinghe, PhD., Abstract Studies about students performance in a class are very important to an instructor,
More informationAC 2007-481: COMMUNITY COLLEGE TEACHER PROFESSIONAL DEVELOPMENT
AC 2007-481: COMMUNITY COLLEGE TEACHER PROFESSIONAL DEVELOPMENT Theodore Branoff, North Carolina State University Ted Branoff is an associate professor of Graphic Communications in the Department of Mathematics,
More informationComparison of Student Performance in an Online with traditional Based Entry Level Engineering Course
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
More informationPROTOCOL FOR PEER OBSERVATION OF AN ONLINE COURSE. The forms to be used for the peer observation of an online course are modeled on
PROTOCOL FOR PEER OBSERVATION OF AN ONLINE COURSE The forms to be used for the peer observation of an online course are modeled on those in current usage in the classroom setting. The observer and the
More informationFaculty Handbook for Alternative Delivery Classes 2011-2012
Faculty Handbook for Alternative Delivery Classes 2011-2012 Learning Technologies Department Table of Contents Overview for All Alternate Delivery Classes... 1 Delivery Methods... 1 Enhancement and Tools...
More informationGonzaga University Virtual Campus Ignatian Pedagogical Approach Design Portfolio (IPA) Updated: October 15, 2014
Gonzaga University Virtual Campus Ignatian Pedagogical Approach Design Portfolio (IPA) Updated: October 15, 2014 Course Title: Course Number: Faculty Name: Course Date: Course Type course description here.
More informationHow Nontraditional Bachelor of Science Degree Technology Students Perceive Distance Learning
How Nontraditional Bachelor of Science Degree Technology Students Perceive Distance Learning Dale E. Thompson, Betsy Orr and Cecelia Thompson This is a report of a questionnaire survey of 27 students.
More informationUDL and Course Design at AL$ workshop. Elizabeth Tu Center for Faculty Development June 13 & 14, 2012
UDL and Course Design at AL$ workshop Elizabeth Tu Center for Faculty Development June 13 & 14, 2012 Agenda Overview of Agenda The Universal Design for Learning (UDL) Framework and Your Instructional Issue
More informationTeacher-Student Interaction and Academic Performance at Utah s Electronic High School. Abigail Hawkins Sr. Instructional Designer Adobe
Teacher-Student Interaction and Academic Performance at Utah s Electronic High School Abigail Hawkins Sr. Instructional Designer Adobe Michael K. Barbour Assistant Professor, Instructional Technology Wayne
More informationThe University of Mississippi School of Education
The University of Mississippi School of Education Master s Degree in Literacy Education Department of Teacher Education Educators as Reflective Professionals Graduate Handbook Revised Fall 2012 1 Table
More informationNEW WAYS OF THINKING ABOUT MULTIMEDIA AND ONLINE TEACHING IN HIGHER EDUCATION
NEW WAYS OF THINKING ABOUT MULTIMEDIA AND ONLINE TEACHING IN HIGHER EDUCATION Ahmad Abuhejleh Computer Science & Information Systems University Of Wisconsin River Falls Ahmad.Abuhejleh@uwrf.edu Abstract
More informationPreprint: To appear in The Learning Curve. Lowenthal, P. R., & Parscal, T. (2008). Teaching presence. The Learning Curve, 3(4), 1-2, 4.
1 Preprint: To appear in The Learning Curve. Lowenthal, P. R., & Parscal, T. (2008). Teaching presence. The Learning Curve, 3(4), 1-2, 4. Teaching Presence Online Facilitates Meaningful Learning Patrick
More informationMaster of Counselling Program, Academic Quality Assurance Review
TO: Mike Mahon President and Vice Chancellor DATE: May 6, 2015 FROM: Robert A. Boudreau Chair, Academic Quality Assurance Committee RE: Master of Counselling Program, Academic Quality Assurance Review
More informationTraditional courses are taught primarily face to face.
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
More informationREGULATIONS GOVERNING THE DEGREE OF MASTER OF EDUCATION
REGULATIONS GOVERNING THE DEGREE OF MASTER OF EDUCATION May 27, 2013 NOTES: 1) Students who are admitted to the Master of Education Degree programs as of Spring Semester 1994 will be governed by the following
More informationART AND DESIGN. Syllabus for Primary Schools. Curriculum Department, Floriana
ART AND DESIGN Syllabus for Primary Schools Curriculum Department, Floriana RATIONALE Curriculum Department, Floriana i THE ART AND DESIGN PROGRAMME For Primary Schools Rationale Art is the visual language.
More informationASSESSMENT RECORD FOR DEPARTMENT OF History
ASSESSMENT RECORD DEPARTMENT OF History (Academic Department Name) Includes Assessment Reports for those Instructional Programs listed below: Title of Instructional Degree Program History Degree Level
More informationFall Summer W e s t e r n C o n n e c t i c u t S t a t e U n i v e r s i t y
Summer 12 WCSU Online Policy Faculty Senate Distance Education Committee Please see http://library.wcsu.edu/wcsu/distanceed/wiki for a list of committee members and working documents. W e s t e r n C o
More informationBest Practices for Increasing Online Teaching Evaluation Response Rates
Best Practices for Increasing Online Teaching Evaluation Response Rates Denise T. Ogden, Penn State University Lehigh Valley James R. Doc Ogden, Kutztown University of Pennsylvania ABSTRACT Different delivery
More informationLDC Template Task Collection 2.0
Literacy Design Collaborative LDC Template Task Collection 2.0 December 2013 The Literacy Design Collaborative is committed to equipping middle and high school students with the literacy skills they need
More informationDesigning for Learning in an Open World: Pedagogies, Social Models for Blended learning. Terry Anderson, PhD Professor, Athabasca University
Designing for Learning in an Open World: Pedagogies, Social Models for Blended learning Terry Anderson, PhD Professor, Athabasca University Values We can (and must) continuously improve the quality, effectiveness,
More informationStudents Perceptions of Distance Learning, Online Learning and the Traditional Classroom
1 of 10 Students Perceptions of Distance Learning, Online Learning and the Traditional Classroom John O'Malley, Department of Management and Business Systems Harrison McCraw, Department of Accounting and
More informationIssues of Pedagogy and Design in e-learning Systems
2004 ACM Symposium on Applied Computing Issues of Pedagogy and Design in e-learning Systems Charalambos Vrasidas Intercollege 46 Makedonitissas Ave. P.O. Box. 25005 Nicosia, 1700, Cyprus Tel. +357-22357661
More informationImpact of On-line Lectures for an Undergraduate Mechanisms Course
Impact of On-line Lectures for an Undergraduate Mechanisms Course William L. Cleghorn and Hapreet Dhariwal University of Toronto cleghrn@mie.utoronto.ca and harpreet.dhariwal@utoronto.ca Abstract This
More informationCommunication Software Laboratory Academic Year 2007-2008. E-learning Platforms. Moodle and Dokeos.
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...
More informationPracticum Requirements Special Education Program Old Dominion University
Practicum Requirements I. Goals The overall goal of the practicum experience is for students to participate in a 45 hour field placement in which they will have hands-on opportunities to interact with
More information3.4.9 The institution provides appropriate academic support services. (Academic support services)
3.4.9 The institution provides appropriate academic support services. (Academic support services) Off-Site Committee Comments While it appears that the institution offers appropriate academic support services
More informationThe Accounting Education Change Commission Grant Experience: A Summary
The Accounting Education Change Commission Grant Experience: A Summary Chapter 8 UNIVERSITY OF CHICAGO GRADUATE SCHOOL OF BUSINESS Type, Size and Mission of Accounting Program The Graduate School of Business
More informationFaculty and Student Evaluations of a Web Based Nursing Program. Associate Professor of Nursing College of Nursing, University of New Mexico
1 21st Annual Conference on Distance Teaching and Learning click here -> 1 Faculty and Student Evaluations of a Web Based Nursing Program George F. Shuster Associate Professor of Nursing Gloria Birkholz
More informationReproductions supplied by EDRS are the best that can be made from the original document.
DOCUMENT RESUME ED 448 722 IR 020 485 AUTHOR Johnson, Scott D.; Aragon, Steven R.; Shaik, Najmuddin; Palma-Rivas, Nilda TITLE Comparative Analysis of Online vs. Face-to-Face Instruction. PUB DATE 1999-10-00
More informationFlorida Gulf Coast University Lutgert College of Business Marketing Department MAR3503 Consumer Behavior Spring 2015
Course name: Class schedule: Course mode: Classroom: Lutgert Hall, Room 2208 CRN: 10141 Consumer Behavior Tuesday & Thursday, 9:30 AM 10:45 AM On campus, face-to-face meetings Credit hours: 3 Final exam:
More informationCenter for Distance Learning and Instructional Technology. Policies, Procedures and Best Practices for the Development and Teaching of Online Courses
Center for Distance Learning and Instructional Technology Policies, Procedures and Best Practices for the Development and Teaching of Online Courses updated November 2010 The Center for Distance Learning
More informationA critique of the length of online course and student satisfaction, perceived learning, and academic performance. Natasha Lindsey
Running head: LENGTH OF ONLINE COURSE STUDENT SATISFACTION 1 A critique of the length of online course and student satisfaction, perceived learning, and academic performance Natasha Lindsey University
More information