educause 2013

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Post on 27-May-2015




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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,


  • 1. Exploring andRemoving FacultyBarriers to Developing Online CoursesDr. Alysia StarkeyLisa Craft Kansas State University Salina

2. Theoretical FrameworkChism, 2004 3. Theoretical FrameworkChism, 2004 4. Survey Questions 5. Results Faculty Development 6. Results Barriers to Online Instruction 7. Faculty Development New stipend program was Introduced spring of 2012 toaddress barriers to developing online courses. To be considered faculty had to submit a proposal thatincluded: 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 thecourse Plan for use of multimedia List of specific resources required for their coursedevelopment 8. Faculty DevelopmentIf selected, each faculty member received a$2000 stipend if the following criteria weremet: Participate in a six-Week hybrid course heldin the summer of 2012 that focused onpedagogy, technology and application inteaching online. The course required aface-to-face meeting two hours a week forhands on technology training. The course had to be ready to teach by thespring of 2013 semester. The course had to pass an eLearningCourse Readiness Checklist 9. CourseSix week hybrid course focused on the followingcontent 10. Reflection Face-to-face course time should beincreased in order for faculty to becomemore comfortable with technology beingtaught. A tremendous benefit of the face-to-facetime was the learning community that wascreated. Encouraging faculty to participate in onlinediscussions boards was more difficult thatexpected.