Introduction to Online Teaching and Learning

Introduction to Online Teaching and Learning

Jason RhodeFaculty Development and

Instructional Design Center

Overview

Unique characteristics of online instruction

Components in an engaging

and interactive online course

This workshop is geared toward an audience who is new to online teaching and to those wanting to refresh their knowledge about online teaching fundamentals.

In 2011…

77% of institutionsoffer online courses

The Digital Revolution and Higher Education, http://www.pewsocialtrends.org/2011/08/28/the-digital-revolution-and-higher-education/

In 2012…

6.7 Million students were enrolled in at least one online course

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Allen & Seamen, 2013, http://www.onlinelearningsurvey.com/reports/changingcourse.pdf

In 2012…

32% of students were enrolled in at least one online course

Allen & Seamen, 2013, http://www.onlinelearningsurvey.com/reports/changingcourse.pdf

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Continued Growth

Allen & Seamen, 2013, http://www.onlinelearningsurvey.com/reports/changingcourse.pdf

Fall 2001

Fall 2003

Fall 2004

Fall 2005

Fall 2006

Fall 2007

Fall 2008

Fall 2009

Fall 2010

Fall 2011

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Online Enrollment as a Percent of Total Enrollment

32%

Online Enrollment Growth Outpacing Total Enrollment

Fall '03

Fall '04

Fall '05

Fall '06

Fall '07

Fall '08

Fall '09

Fall '10

Fall '11-5.0%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

Total EnrollmentOnline EnrollmentOnline Enrollment as % of Total Enrollment

Allen & Seamen, 2013, http://www.onlinelearningsurvey.com/reports/changingcourse.pdf

Reputation and Proximity

69% of online students look for online programs within 100 miles of their location

Aslanian and Clinefelter, 2013, http://www.learninghouse.com/ocs2013-report/

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Popularity of Publics

45% of students in fully-online programs attend a public university

Aslanian and Clinefelter, 2013, http://www.learninghouse.com/ocs2013-report/

Proportion of Content Delivered

OnlineType of Course Typical Description

0% Traditional Course where no technology is used – content is delivered in writing or orally.

1 to 29% Web Facilitated Course that uses web-based technology to facilitate what is essentially a face-to-face course. May use a course management system (CMS) or web pages to

post the syllabus and assignments.30 to 79% Blended/Hybrid Course that blends online and face-to-face delivery.

Substantial portion of the content is delivered online, typically uses online discussions, and typically has a

reduced number of face-to-face meetings.80+% Online A course where most or all of the content is delivered

online. Typically have no face-to-face meetings.

Definition of “online course”

Going the Distance, http://sloanconsortium.org/publications/survey/going_distance_2011

“Course in which 75% or more of the instruction (actual time spent on course content) is offered

by distance education”

Distance Education = Instructor-LedCorrespondence Education = Self-Paced

Definition by The Higher Learning Commission

The Higher Learning Commission, http://ncahlc.org/Table/FAQs/Institutional-Update-Distance-Ed-FAQs

In 2010…

Evaluation of Evidence-Based Practices in Online Learning, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Face-to-Face and Online courses equally effective

Perceptions

More personable

More anonymous

Perceptions

More static

More spontaneous

Perceptions

More feedback (in both directions)

Students have to be more responsible

Perceptions

Easier for faculty

More work for faculty

Benefits ChallengesFlexibility Time Management

Benefits ChallengesFlexibility

Not appropriate

for all coursesTime Management

Reach a wideraudience

Benefits ChallengesFlexibility

Reach a wideraudience

Not appropriate

for all coursesTime Management

Utilizes student

technology skillsTechnology fails

Initial Considerations

Initial Considerations

How much time do you have?

Initial Considerations

Who are your students?

Initial Considerations

What are administrative expectations?

Initial Considerations

What support will be provided?

Initial Considerations

What constitutes a quality online course?

Components of an online course

s

Components of an Online Course

Communication

Content Delivery

Collaboration

Assessment

Communication

Content Delivery

Collaboration

Assessment

Spectrum of Communication

Basic and Traditional

Advanced and Integrated

PhoneTOO

LS

EmailAnnouncements

Discussions

Web Conferencing

BlogsWikis

Communication

Communication

Communication

Communication

Content Delivery

Collaboration

Assessment

Content Delivery

Content Delivery

Content Delivery

Content Delivery

Content Delivery

Communication

Content Delivery

Collaboration

Assessment

Collaboration

Collaboration

Communication

Content Delivery

Collaboration

Assessment

Assessment

Assessment

Designing an Online Course

s

Start with What You Know

Key Teaching Moments

Look for Exemplars

Blackboard.com/ecp

View Exemplary Course Tours

j.mp/bbecptours13

Blackboard Exemplary Course Program Rubric

j.mp/bbecprubric

Build a Consistent Structure

Identify Replicable Aspects

Teaching an Online Course

s

The First Week of the Course

Provide a course orientation

The First Week of the Course

Provide for discussion and community

building

The First Week of the Course

Set expectations for students on:– Availability of new units– Grading turnaround– Response to email

Build Online Presence

During the Course

Hold virtual and/or face-to-face office

hours

During the Course

Grade assessments

During the Course

Grade assessments

How will you provide feedback?

During the Course

Update and release content

The End of the Course

Reflect on the course content, interactions, and

assessment

Plan updates for the next semester

Enjoy the experienceof teaching online

s

Resources

• Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from http://sloanconsortium.org/publications/survey/changing_course_2012

• Aslanian, C. B., & Clinefelter, D. L. (2013). Online college students 2013: Comprehensive data on demands and preferences. Louisville, KY: The Learning House, Inc. Retrieved from http://www.learninghouse.com/ocs2013-report/

• Eduventures, Inc. (2012). Online higher education market update 2012/13: Executive summary. Retrieved from http://www.eduventures.com/insights/online-higher-education-market-update/download/

• Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.

• Illinois Online Network (2007). Instructional Design. www.ion.uillinois.edu/resources/tutorials/id/index.asp

• Minnesota State Colleges and Universities. (2007). Getting Started Online: Advantages, Disadvantages and How to Begin. vfc.

• University of Central Florida (2008). Teaching Online. h.ucf.eduproject.mnscu.edu

Questions?

Contact Me

Jason RhodeEmail: jrhode@niu.eduPhone: 815.753.2475Twitter: @jrhode