13
Exploring and Removing Faculty Barriers to Developing Online Courses Dr. Alysia Starkey Lisa Craft Kansas State University Salina

Educause 2013

Embed Size (px)

DESCRIPTION

This poster session presents results from a survey conducted at a small Midwestern university that was designed to measure institutional barriers that prevent faculty from developing online courses and the steps taken to assist faculty in removing those barriers. The results of this survey were used to create a stipend incentive program for faculty that includes a required six-week hybrid course. The face-to-face sessions of this course were used to give the faculty hands-on technology training. Attendees will learn about the structure of the course and lessons learned,

Citation preview

Page 1: Educause 2013

Exploring and Removing Faculty Barriers to Developing Online

Courses

Dr. Alysia Starkey Lisa Craft

Kansas State University Salina

Page 2: Educause 2013

Theoretical FrameworkChism, 2004

Page 3: Educause 2013

Theoretical FrameworkChism, 2004

Page 4: Educause 2013

Survey Questions

Page 5: Educause 2013
Page 6: Educause 2013
Page 7: Educause 2013
Page 8: Educause 2013

Results• Faculty Development

Page 9: Educause 2013

Results

• Barriers to Online Instruction

Page 10: Educause 2013

Faculty Development New stipend program was Introduced spring of 2012 to

address barriers to developing online courses. To be considered faculty had to submit a proposal that

included: Intended audience Statement about how their academic program would

benefit Projected timeline for planning course development

strategy Course description Student learning outcomes and assessment strategies Pedagogical approach for the use of technology in the

course Plan for use of multimedia List of specific resources required for their course

development

Page 11: Educause 2013

Faculty DevelopmentIf selected, each faculty member received a $2000 stipend if the following criteria were met:

Participate in a six-Week hybrid course held in the summer of 2012 that focused on pedagogy, technology and application in teaching online. The course required a face-to-face meeting two hours a week for hands on technology training.

The course had to be ready to teach by the spring of 2013 semester.

The course had to pass an eLearning Course Readiness Checklist

Page 12: Educause 2013

CourseSix week hybrid course focused on the following content

Page 13: Educause 2013

Reflection Face-to-face course time should be

increased in order for faculty to become more comfortable with technology being taught.

A tremendous benefit of the face-to-face time was the learning community that was created.

Encouraging faculty to participate in online discussions boards was more difficult that expected.