TEACHING-LEARNING ONLINE Brenda Stutsky RN, PhD June 22, 2010

TEACHING-LEARNING ONLINE


Brenda Stutsky RN, PhDwww.stutsky.pbworks.com

June 22, 2010


Outline

• Completion of Survey

• Online/Blended Learning

• Community of Inquiry Model

• Faculty/Our Survey Results

• Donna’s Questions


Types of Learning• Traditional Course

– Face-to-face (f2f)– 0% online

• Web Facilitated– may use CMS to post syllabus & assignments– 1-29% online

• Blended/Hybrid– online & f2f– 30 to 79% online

• Online– no f2f– 80+% online

Allen & Seaman (2008)Sloan Consortium Report


How Big is Online Learning

• Sample of 4,491 US institutions – 2,577 responses

• Over 3.9 million students taking at least one online course in Fall 2007

• 12% increase over 2006

Allen & Seaman (2008)

Sloan Consortium Report


Strategic

• Online education is critical to the long-term strategy of my institution?– Agree 58%– Neutral 27%– Disagree 15%

• Percent agreeing by type of program– Baccalureate 35.4%– Master’s 65.8%– Doctoral 54.8%

Allen & Seaman (2008)Sloan Consortium Report


Geographic Reach

• Primary reason for entering online education? – 80% of master’s programs say to expand

geographic reach

• 85% of all online students come from within 50 miles of campus

Allen & Seaman (2008)



Motivation for Teaching Online• Because I am required to

– 61.6% not important

• It is the best way to reach particular students– 38.9% important

• Meets students needs for flexible access– 40.8% important

Options: Not important, somewhat important, important, very importantAllen & Seaman (2008)


• Convenience, convenience, convenienceCharles Dzuiban (2009)

Blended Learning Conference, Vancouver


Blended Learning

Definition:

“Courses that integrate online

with traditional face-to-face

class activities in a planned,

pedagogically valuable manner”

Sloan Consortium (2005)


Potential

• Potential to create communities of learners across time and space (engagement)

• Enhances student learning (effectiveness)

• Access, retention (convenience)

Garrison (2009) Fourth International Blended

Learning Conference, University of Hertfordshire


Opportunity• Opportunity to fundamentally redesign

how we approach teaching and learningGarrison & Vaughan (2008)

• Transformative process directed toward improving the quality of the educational experience

Garrison (2009) Fourth International Blended


• Shift to constructivism


Constructivism• Shift from teacher-directed to student-directed learning• Passive to active learning

Reigeluth (1999)

• Curriculum delivery is frequently the focus of concern in

traditional face-to-face or online environments, while the development of a community, as a foundation for learning, is often ignored

Lee (2006)

• Misapplication of learning approaches, such as implementing a behavioral approach as opposed to a constructivist approach to shape the development of a learning community remains an obstacle in online learning

(Bolliger, 2006; Lee, 2006)


Constructivism con’t• Shifting paradigms is not always easy• Educators & learners struggle with shift from traditional

teachingBarker (2004)

• Learners need to be self-directed, self-disciplined, and have good time management skills

(Barker; Kozlowski, 2004; Rovai, 2003)

• The conditions for learning are a social context where learners are viewed as autonomous, independent, self-motivating, engaging, and interactive individuals.

(Ali et al., 2004; Almala, 2005; Bolliger, 2006; Cooperstein & Kocevar-Weidinger, 2004; Driscoll, 2005; Lee, 2006)

• Constructivist learning outcomes focus on reasoning, critical thinking, understanding and use of knowledge, self-regulation, and mindful reflection

(Driscoll, 2005)


Design• No typical course design• Not for specific courses or disciplines• Large class

– reduce lectures, increase engagement

• Small to medium– sustain engagement and collaboration

• Professional and continuing education– scheduling flexibility (convenience) share professional

experienceGarrison (2009) Fourth International Blended



Value of a Framework• Provides order and a means to

understand complex educational activities

Garrison (2009) Fourth International Blended Learning Conference, University of Hertfordshire

• Importance of community is a key factor in successful online/blended learning

(Conrad, 2005; Haythornthwaite & Kazmer, 2004; Rovai, 2002; Shea, 2006; Shea, Li, & Pickett, 2006)


Community of Inquiry Model

Garrison, Anderson, and Archer (2000)


Elements• Social Presence

– Acts as a support to cognitive presence

• Cognitive Presence– Ability to construct meaning

• Teaching Presence– Unifying element in the model– Necessary to shape a meaningful learning

experienceGarrison, Anderson, and Archer (2000)


Blended Learning and CoI

• BL course had higher levels of all presences as well as perceived learning and satisfaction compared to a fully online course

• May suggest that the blended course format may have provided better conditions for higher-order thinking

Akyol, Vaughan, and Garrison (in press)


Overall

• Creating and sustaining a collaborative community of inquiry requires an understanding of the dynamics among and within the presences

Akyol and Garrison (2008)

• Need to design courses with CoI in mind

• Need to follow basic principles of instructional design


Survey• Nursing Faculty Experience and Attitudes

Toward Information Technology

• 2 Surveys– Stages of Adoption of Technology: Online

Course Delivery– Faculty Attitudes Toward Information

Technology


Stage of Adoption

• Stage 1: Awareness (20.8%)• Stage 2: Learning the process (8.3%)• Stage 3: Understanding and application (4.2%)• Stage 4: Familiarity and confidence (12.5%)• Stage 5: Adaptation to other contexts (8.3%)• Stage 6: Creative application to new contexts (0%)• Missing: 45.8%


Enjoy Lessons on the Computer

• Disagree (16.7%)

• Undecided (20.8%)

• Agree (54.2%)

• Strongly Agree (8.3%)


Important to Learn to Teach Online

• Disagree (4.2%)


• Agree (58.3%)



Feel Comfortable Teaching Online

• Strongly Disagree (12.5%)



• Agree (29.2%)



Sinking Feeling When Think of Teaching Online




• Agree (16.7%)



Computers Isolate People by Inhibiting Normal Social Interactions



• Agree (20.8%)



Probably Never Learn to Teach Online






Online Learning Will Improve Education



• Agree (58.3%)


Online Delivery Used with Courses that Demand Creative Activities


• Agree (66.7%)



Useful Instructional Aid in All Subject Areas



• Agree (50.0%)


Almost Always Reduces Personal Treatment of Students



• Agree (20.8%)


Effective Means of Disseminating Class Information & Assignments


• Agree (95.8%)


Better Access to the Instructor



• Agree (37.5%)


More Interaction Between Students




• Agree (29.2%)


More Interaction Between Student & Instructor



• Agree (25.0%)


Increases Motivation for the Course



• Agree (8.3%)


Course More Interesting



• Agree (12.5%)


Student Feel More Involved



• Agree (20.8%)



Helps the Student Learn More



• Agree (8.3%)


Helps to Provide a Better Learning Experience



• Agree (8.3%)


Donna’s Questions• From the standpoint of child-bearing women,

how would you rate the website? Why?• From the standpoint of a nurse, how would you

rate this website? Explain.• Who would be excluded from this educational

format? What other educational strategies could be used to target this group of women?

• How could web-based instruction be utilized as an educational strategy in your main project (an educational project proposal)?


That’s It

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TEACHING-LEARNING ONLINE Brenda Stutsky RN, PhD June 22, 2010