Stickley 11/18/2011 ONLINE TEACHING. Department of Rehabilitation Sciences Lois Stickley, PT, PhD

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1 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

2 MOVING FROM FACE-TO- FACE TO ONLINE TEACHING Reeves & Reeves, 2008 Goals of Online Teaching Provide greater access to educational opportunities to those that have distance or time constraints Enhance the quality of teaching and learning Economic benefits 2

3 Esani, 2010 Challenges of Online Teaching Few visual or real-time cues if students are struggling with the content Requires more development and design time Start preparation well before semester begins Every aspect of course must be carefully organized with explicit and detailed instructions Difficult to make any changes once course has started Delivery is more labor intensive Feedback should be specific Instructor must be available after normal office hours Messages can be time-consuming and labor intensive Frequently Asked Questions section Esani, 2010 Advantages of Online Teaching Convenient, efficient, challenging Teach from anywhere with internet connections Produce deeper level of thinking and understanding Work with emerging technologies Must master the course management system 3

4 Smith et al., 2001 Online (vs Face-to-Face) It takes time to design and develop courses Instructors role changes from content provider to content facilitator Instructor must gain proficiency in using the Web as the primary teacher-student link Kim & Bonk, 2006 Successful Online Teaching Create an environment that supports and encourages inquiry Broaden the learner s experience of the subject Elicit active and critical reflection by learners on their growing experience base 4

5 Kim & Bonk, 2006 Online Learning Environment Pedagogy Content Formatting Technology Learner Needs Engagement Kim & Bonk, 2006 Pedagogy and Technology Relevant Interactive Project-based Collaborative Provide some choice (control) over their learning 5

6 Illinois Online Network Self-Directed Learning Self-paced and independent activities that place the responsibility for learning directly on the learner Requires a proactive learner Search and utilize resources of the Internet, experts, access research, read journals online Zhu, Payette, DeZure (CRLT 18) Content Classes that focus on cognitive skills lend themselves to online coursework Teach concepts and principles Engage in discussions, debates, written papers, problem solving Course goals determine choice of technology Adapt teaching methods to use available technology 6

7 Learn the Lingo Course Management System Proprietary: BlackBoard, DesireToLearn Ready-made academic functions May inhibit innovative approaches Open Source: Sakai Project, Moodle Smith et al., 2001 Reliance on Text-based Communication Requires meticulous detail in every aspect of class to avoid misunderstandings Directions for every assignment need to be spelled out in a logical, self-contained way Requires considerably more up-front work Requires regular communication to create an online presence Threaded discussions or blogs Evaluation of assignments with specific feedback 7

8 Kim & Bonk, 2006 e-learning Technology Lecture formats Electronic books and journals Simulations Text messaging Podcasts Asynchronous discussion tools Video streaming Videoconferencing Synchronous presentations Online testing Learning object libraries Improvements in internet capabilities Zhu et al. CRLT #18 Technical Support Basic computer hardware & software requirements should be clearly identified before enrollment Students in geographically diverse locations & different time zones should be able to access technical support and the instructor Online instructors should have access to adequate support for online course design, development, & delivery Online students should have access to libraries and other course-related resources Student advising should be available and encouraged 8

9 Kim & Bonk, 2006 Critical Components Student Achievement and Satisfaction Can be as effective as traditional classroom teaching Environment should foster student learning & engagement Reflection, Synthesis, Real-world problem solving, Peer learning Interdisciplinary experiences Rich and timely feedback Faculty training and support is vital Illinois Online Network Learning Styles Address modes of learning with multiple instructional strategies Instructor does not have a monopoly on knowledge Learning is more collaborative, contextual, and active Instructor as facilitator, not lecturer Be willing to release control of learning to the students Design curriculum, goals & objectives How can online environment meet the goals & objectives 9

10 Esani, 2010 Creating a Social Presence Ability of participants to project personal characteristics into the community and present themselves as real people Enhances cognitive learning More enjoyable, satisfying, and personally/professionally fulfilling More interaction and enhanced learning Major contributor to student satisfaction and motivation Share background information, professional experiences, personal & professional interests Introductory activities Online Environments Teacher-Centered Student-Centered Low Levels of Interaction High Levels of Interaction 10

11 Zhu et al. CRLT #18 Teacher-Centered and Low Interaction Large enrollment (40) Access course materials on line Focus on reading and submitting papers Independent learning Instructor expects about 20 questions/week and 4-5 hours/week teaching Zhu et al. CRLT #18 Teacher-Centered and Student-Centered with Moderate Levels of Interaction Large enrollment (30) Involves students in interactive learning tasks Requires dialog & interaction Share, analyze, & compare perspectives Weekly discussions with minimum of 2 posts per week Student group projects Instructor expects to read and respond to 60+ messages per week 11

12 Zhu et al. CRLT #18 Student-Centered Approach with High Levels of Interaction Smaller class size (15) Networked learning environment that engages students in student-centered learning Problem-based learning Need highly motivated and self-directed students High level of dialogue and interactions Community of inquiry Enrollment? Level of dialogue and interaction E.g. 30 students in a high interaction class messages per student per week (60-300) Each higher level message demands 10 minutes of instructor s time hours per week Focus on completion of a few individual assignments Exchange of basic information takes more time Written clear and complete information Increased demands on instructor time Ideal number for a class

13 DEVELOPMENT & INSTRUCTION Tools for Success Illinois Online Network Online Lectures Lay foundation for student active learning on the subject Methods Web pages of text to read Notes in PDF format for downloading Audio or video Links to related resources Shorter and more to the point Serve as basis for further reading, research, or other learning activities Students can revisit as often as desired 13

14 Illinois Online Network Discussion Encourages active, participatory learning Analyze alternative ways of thinking and acting Reflect on own experiences to encourage critical thinking Asynchronous Communication Threaded Discussions Blogs Synchronous Communication Chat rooms Text-based virtual reality environments (Multi-user Domains or Multi-user Object Oriented Environments) Smith et al., 2001 Threaded Discussions Emphasis on written word allows deeper level of thinking Students written thoughts are exposed to others in the class and this results in deeper level of discourse Allows time for consideration of response Lack of face-to-face may divest the instructor of some authority Students may debate intellectual ideas more freely Students may become aggressive in their interactions Allows instructors and students to get to know each other at a deeper level 14

15 Bloom s Taxonomy of Educational Objectives: Cognitive Domain Extract factual knowledge Query a student s comprehension Ask a learner to apply knowledge and comprehension Ask a learner to analyze information Challenge the student to synthesize information Have the learner evaluate and make judgments Penn State Learning Design Community Discussion Questions Comprehension Questions State in your own words Compare, contrast Give an example What expectations are there? Which statements support? Is it valid that What would happen if Application Questions Predict what would happen if... Judge the effects of... What would result if... 15

16 Penn State Learnign Design Community Discussion Questions Analysis Questions What assumptions exist? Make a distinction between... What is the premise? What ideas apply? What inconsistencies or fallacies exist? What persuasive evidence is there? Synthesis Questions How would you test Propose an alternative Formulate Create, make, develop Penn State Learning Design Community Hub Considerations with Online Questioning Time factors for students and instructor Managing the discussion Differences between online and face-to-face discussions Learning the technology Student teams Contact among class members 16

17 Illinois Online Network Small Group Work Discuss content, share ideas, & solve problems Exposure to a variety of viewpoints Discussion group Analysis, synthesis, and evaluation Guided Design Develop decision-making skills Teach specific concepts & principles Role Playing Understanding of others positions & attitudes Affective domain Games Rules, procedures, objectives reflect typical real-life situations Illinois Online Network Project Opportunity to pursue special interests Individual or Group Provide practical experience Relevancy is important Share projects with other students 17

18 Illinois Online Network Collaborative Learning Small groups with differing ability levels use a variety of learning activities to master knowledge More effective than competition to promote cognitive development, self-esteem, and positive student student relationships Illinois Online Network Case Study Draw on past experiences and link to future expereinece Selection of appropriate problem situation Facts about the problem Environmental context Characters involved Independent or Group Activity Emphasizes practical thinking Identify principles after examining facts of case 18

19 Illinois Online Network Forum Open discussion carried on by one or more resource people and a group Moderator guides discussion Synchronous or asynchronous Panel 3-6 people have conversation in presence of audience Guided by moderator but no audience participation Symposium Series of presentations given by 2-5 people Questions from audience are encourage after presentations RUBRIC FOR ONLINE INSTRUCTION 19

20 Does Your Class Measure Up? Learner Support and Resources Online Organization & Design Instructional Design & Delivery Assessment & Evaluation of Student Learning Innovative Teaching with Technology Faculty Use of Student Feedback CSU, Chico, 2009 Rubric for Online Instruction 20

21 CSU, Chico, 2009 CSU, Chico,

22 CSU, Chico, 2009 CSU, Chico,

23 CSU, Chico, 2009 Summary Online teaching uses the same pedagogical theories as face-to-face teaching Specific techniques can improve your online teaching Online teaching requires more Planning Organization Specific instructions Detailed Feedback 23

24 References Rubric for Online Instruction. CSU-Chico Instructional Design Tips for Online Instruction (VanDuzer) Solomon P, King S. Online interprofessional education: perceptions of faculty facilitators. J Phys Ther Ed. 2010; 24(1): Smith GG, Ferguson DL, Caris A. Teaching college courses online vs face-to-face. THE Journal 2001 References Kim K-J, Bonk CJ. The future of online teaching and learning in higher education: the survey says Ed Quarterly. 2006;12(4): Rogers LG, Mulholland S, Derdall M, et al. From all perspectives: opinions of students and teaching staff regarding occupational therapy distance education. Brit J of Occupational Therapy. 2011;74: Reeves PM, Reeves TC. Design considerations for online learning in health and social work education. Learning in Health & Social Care. 2008;7(1):