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Transcending Paradigms Regarding Online Education: Transforming Reluctant Faculty from Adversaries to Advocates With the steadily growing increase in online learning, university faculty are experiencing a cultural shift as the teaching paradigm, so firmly embedded in traditional university life, changes to include technology, not as an exception, but as the norm. Seasoned faculty are often reluctant, and perhaps even fearful of learning new teaching methodologies that require technology. Given this reluctance, it is often a difficult task for colleges and universities to create new online programs to address growing demand. We have developed five successful online programs, overcoming a great deal of initial resistance to go on to develop a technologically astute culture and general acceptance of online learning among our faculty. We have created a replicable model for assisting faculty in making the paradigm shift from traditional classroom teaching to online course delivery, and will share methods, strategies, and experiences that have proven successful with ours and other programs. Presenter: Yvonne Bogard, Instructional Designer, College for Professional Studies, Regis University (CO)
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Yvonne Bogard, [email protected]
Instructional Designer
Regis University, College for Professional Studies
WCET Poster Session October 23, 2009
Online Teaching
Classroom Teaching
Const
rain
ts a
nd
Opport
un
itie
s
Conten
t and P
edag
ogy
Yvonne Bogard, [email protected]
Instructional Designer
Regis University
College for Professional Studies
WCET Poster Session, October 23, 2009 23, 2009
Resource:
Lowes, S. 2008. Online teaching and classroom change: The trans-classroom teacher in the age of the internet. Innovate 4 (3). Retrieved on October 21, 2009 from http://www.innovateonline.info/index.php?view=article&id=446.
Research conducted to gather information from pre-service teachers and faculty regarding skills needed and current classroom practices
Discusses next steps for infusing technology more purposefully and efficiently into teacher training
What technological skills should students have at the beginning of their programs?
What technological skills should students have at the completion of their programs?
Surveyed students in the College of Education and professors in the College of Education (used Survey Monkey for electronic survey)
Responses gathered using a Likert scale.
Essential…
Important…
Helpful, but Not Critical…
Unimportant…
N/A
Survey responses gathered from
33 Teacher Education Program students
21 faculty
0102030405060708090100
students
faculty
Skills at Beginning of programs
Students◦ Spreadsheet
◦ Graphics
◦ Database creation
Faculty◦ Spreadsheet
◦ Database creation
Ability to: Exhibit positive attitude toward technology (97%*) Create and apply knowledge (97%) Advocate safe, legal, responsible use of technology
(91%) Transfer current knowledge to learning of new
technology (91%) Locate, organize, analyze, evaluate, synthesize info
(91%) Develop cultural and global understanding (91%) Communicate information effectively(91%)
*percents reported represent responses of ‘important’ or ‘very important
0102030405060708090100
students
faculty
Determine if faculty and students have technology skills they need to begin the program
Work with faculty to infuse technology training into classes
Add technology workshops or seminars if more training is needed
Follow up in real life teaching situations to validate conclusions and curricular changes
Formal Assessment?Technology Class?Other ideas?
