Carol McQuiggan

The Pennsylvania State University – Harrisburg

16th Annual Sloan-C International Conference on Online Learning, Nov. 3-5, 2010

Final results of action research study: Professional development program to prepare

faculty to teach online

Effectiveness of various approaches employed

Changes in faculty’s assumptions and beliefs

about teaching

Impact on face-to-face teaching practices

But first, some background. . .

Adult Learning Theory

Characteristics of Adults More independent and self-

directing

Reservoir of experiences

Readiness to learn related to

life stage and social role

More problem-centered and

want immediate application

More internally motivated

Need for relevance

Transformative Learning Theory Process by which people are led to consider and

question assumptions and beliefs that have

previously been uncritically assimilated.

Perspectives and assumptions may be revised

so as to be more open, permeable, and better

justified.

(Cranton, 2009)

Developing the Model Conducted extensive literature review

Reviewed faculty development models awarded

Sloan-C Excellence in ALN Faculty Development

Looked for attributes that support adult learning

theory framework

Established essential attributes of faculty

professional development program

Model July

December

Pre-Interviews Tell me how you came to the field of teaching

(their subject) in higher education.

What are the events and experiences in your life

that have made you the teacher you are today?

Tell me about your students.

Tell me about your teaching practices.

Tell me how you feel about teaching online.

Getting Started

Group F2F Session Objectives determined from pre-interviews

(needs assessment)

Discussed pre-readings

Building from Content to Community: [Re]Thinkingthe Transition to Online Teaching and Learning VCU Center for Teaching Excellence White Paper

(My) Three Principles of Effective Online Pedagogy Bill Pelz, JALN, 8(3), June 2004

Using the technology: ANGEL (esp. discussion forum)

Module 1: Reflection & ConceptualizationModule 2: Interaction & Collaboration

Module 3: Activities & AssessmentModule 4: Teaching & Managing

Resources

Classroom Observations Would teaching practices match the assumptions

and beliefs about teaching shared during pre-

interview

Would observations match teaching practices

described during pre-interview?

If changes observed, would they be able to be

explained by their online teaching experiences

and/or transformative learning?

Post-Interviews Tell me about your preparations to teach online. What did you do?

Tell me about teaching online. Was your experience different than what you expected? How?

Did adding the online components change what happened in the classroom?

Thinking about the faculty development program, what did you find most helpful? Do you have any suggestions for its next offering?

The reflection journal had varied use. What are your thoughts on the use of a journal for reflection?

Consider your experiences with online teaching this semester. Using an amusement park’s rides and activities, choose a metaphor that reflects you as teaching. Teaching is. . . or I am. . . Would this metaphor have been the same or different at the beginning of the semester?

Did your prior beliefs or assumptions about teaching and learning change at all from your online teaching experience?

Research Question #1Which aspects of the professional development

activities do faculty perceive being most effective

in helping them to reflect on and question their

previously help assumptions and beliefs about

teaching?

Finding #1: Most effective in supporting change were

opportunities for faculty to:

Talk to experienced online colleagues

Explore examples of online courses

Reflect on their preparations to teach online

One-on-one consultations

Provided by: Group face-to-face workshop in computer lab

Synchronous online Adobe Connect session with

experienced colleague

Access to a completely online course within

course management system (CMS) participants

were using

Program’s resources provided within same CMS

Continuous one-on-one support with faculty

development specialist/instructional designer

Research Question #2 Do faculty experience changes in their previously

held assumptions and beliefs about teaching as

a result of learning to teach online and, if so, how

does transformative learning explain the

change?

Finding #2:Reflective writing and/or talking about preparing to

teach online and teaching online opens up the

possibility for changes in previously held

assumptions and beliefs about teaching.

Finding #3:Reflective writing and/or talking about classroom

changes resulting from online teaching help

faculty become aware of changes in previously

held assumptions and beliefs about teaching.

John Not aware of any changes

Metaphor: “lift rider”

cross high above the amusement

park

secure

flexible

open

able to see different things

the “steady ride” that provided info

Mick “it reinforced and strengthened this notion of

constantly evaluating what you do and the

impact on students”

Mary Believed that one’s philosophy of teaching must

change to teach online

“Who am I inside of this new platform as a

teacher whose whole goal is to facilitate

learning?”

Had experienced successes online and was

impressed with the work her students create

Have to pay attention to the differences in order

to be effective

Kay Moved away from PowerPoint lectures

Used online discussion as starting point for in-

class discussion

Considered in-class discussion more student-

driven

Provided students with more ownership of

course

Lou Expected student resistance

Expected online to be more time consuming

Surprised by:

How rewarding it was

How students were more objective online

How their learning seemed broader and had a

greater impact on them

Ralph “If I don’t lecture about it, how will they learn it?”

Through online discussions, students were able

to make connections between:

Their readings

Online resources

Own experiences

Shared more personal aspects

of their life online than in class

Beth Had been “more rigid, not willing, and reluctant to

try” anything new

Would have lesson plans set at beginning of semester

Now she was “more open and more flexible to exploring and experimenting”

Moved away from lectures

Insights about student understanding gained through online discussion used to determine what happened in class

Research Question #3What impact does learning to teach online have on

face-to-face teaching practices?

Finding #4: Impact on face-to-face teaching practices:

Rethinking what they did and why

Move from teacher-centered to student-centered

Less reliance on lecture

More flexible and open

Finding #5:A lack of time to engage in faculty professional

development, including reflective writing, can

create a barrier to change. Alternately, more time

to engage in preparations to teach online can

provide more opportunities for reflection.

Finding #6:Faculty can experience difficulties in putting their

teaching beliefs into practice in the classroom,

but online teaching provides them with new

opportunities.

The only real voyage of discovery. . . consists not in

seeing new landscapes but in having new eyes. . .

~ Marcel Proust

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