msmu best practice in online teaching
TRANSCRIPT
Mount Saint Mary’s
Best Practice in Online Teaching
About MeTeacher
Mentor
Partner
Collaborator
Learner
Kerry Rice, Ed. D.ProfessorDepartment of Educational TechnologyBoise State [email protected]
What do we know?No Significant Difference in student outcomesPhipps, R., & Merisotis, J. (1999). What's the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Washington, D.C: Institute for Higher Education Policy. http://eric.ed.gov/?id=ED429524
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A metaanalysis of the empirical literature. Review of educational research, 74(3), 379-439.
Cavanaugh, C. S., Gillan, K. J., Kromrey, J., Hess, M., & Blomeyer, R. (2004). The effects of distance education on k-12 student outcomes: A meta-analysis. Naperville, IL: Learning Point Associates.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education. http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
What do we know? Faculty development has a demonstrable effect on student learning, and….
The benefits are cumulative Greater improvements are found with More extensive history of development Self motivated development Greater self-efficacyInstitutional cultures that value experimentation
Condon, W., Iverson, E. R., Manduca, C. A., Rutz, C., & Willett, G. (2016). Faculty development and student learning: Assessing the connections. Bloomington, IN: Indiana University Press.
Short-TermMeasuring LearningBlended LearningMid-TermRethinking Learning SpacesDeeper Learning ApproachesLong-TermCultures of InnovationRethinking How Institutions Work
Where are we headed?
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016higher education edition. Austin, Texas: The New Media Consortium. Retrieved from http://www.nmc.org/publication-type/horizon-report/
When Faculty Compared F-2-F with OnlineF-2-F• Teacher-Centered• Teacher-Led Discussions – focus on
breadth• Teacher as leader• Less frequent one-on-one interaction• Spontaneous/Flexible• Immediate• Took less time to plan
Online• Learner-Centered• Student-controlled and generated
discussions – focus on depth but less control
• Facilitative• Responded to students more quickly,
more frequently and more individually• Less spontaneous• More efficient and intentional• Innovative• Democratic• Limited by text communications
Stacey, E. & Wiesenberg, F. (2007). A study of face-to-face and online teaching philosophies in Canada and Australia. Journal of Distance Education, 22(1), 19-40. Retrieved from http://files.eric.ed.gov/fulltext/EJ805067.pdf
Impact on Teaching Practice• Used peer feedback more often• Increased importance on
developing a sense of community• Equalized discussions• Guided learning • More organized• Prepared more structured support
resources (better prepared students)
• More creative teaching strategies• Improved written communications• More critical and reflective
Targeted Instruction Time Learning
Constant Constant Variable
Targeted Instruction Time Learning
Variable Variable Constant
From this…
To this…
Fullan, 2009
Technology Allows us to Change our Practice
This is not about the technology. This is about how technology enables you to engage in new teaching practices….
But…
Learner Focused
LearnerPersonal• Situational (what)• Operational
(how)• Goal Driven
Customized• Digital content• Multi-modal
Community-Centered• Interactive• Transparent Reflective
• Feedback loop
Responsive• Just in time• Shared
Resources
Standards/Best Practice Guidelines Usage
WCET Managing Online Education: Practices in Ensuring Quality 2013
Online Course Design vs Online Teaching
Course Content
Organization of Content
Navigation Structure
Instructional Media
Online Teaching
Tech Tools to Support Learning
Interaction and Communication
Instructional Strategies
Course Design
OLC (Online Learning Consortium)• Institutional Support
• Technology Support• Course Development and Instructional Design• Course Structure• Teaching and Learning• Social and Student Engagement• Faculty Support• Student Support• Evaluation and Assessment
FeedbackPresenceInteraction
iNACOL Standards for Quality Online TeachingKnowledge
of… The field of online teaching and learning
Technology for learner engagement
Student-centered instructional strategies
Communication and interaction techniques
Legal, ethical, and safe behavior
Diverse needs
Assessment integrity
Standards-based assignments and assessments
Data driven instructional methods
Professional community building
“…ensure all students have access to a world-class education and quality online learning opportunities that prepare them for a lifetime of success. National Standards for Quality Online Teaching is designed to provide states, districts, online programs, and other organizations with a set of quality guidelines for online teaching.”
Model: Seven Principles of Good Practice
Seven Principles of Good Practice
Student-Faculty Contact
Cooperation
Active Learning
Prompt FeedbackTime on Task
High Expectations
Diverse Needs
• Setting expectations for learners
• Accommodate a variety of learning styles
• Communication at a distance
• Establish a sense of community
Online Learning Model
Model: Community of Inquiry• Critical thinking• Student reflection• Faculty presence• Learning community• Stimulating learning experiences• Assessment• Web design
Standards for Online Teaching
Model: Competency-basedCompetencies for Online Teaching Success (COTS)
30 Competencies• Pedagogical• Administrative• Technological
Ragan, L. C., Bigatel, P. M., Kennan, S. S. & Dillon, J. M. (2012). From research to practice: Towards the development of an integrated and comprehensive faculty development program. Journal of Asynchronous Learning Networks, 16(5), 71-86.
Faculty Competencies for Online Teaching
Other Best Practice Standards/GuidelinesInterregional Guidelines for the Evaluation of Distance Education (2011)*adopted by all regional US higher ed accrediting agencies in 2011
• eCampus Alberta Quality eToolkit• California State, Chico Rubric for Online Instruction• University of Wisconsin Online Course Evaluation Guidelines
What are your Pillars of Best Practice in Online Teaching?
Community-based Personal Customized Reflective Responsive
MSMU Faculty Development, Best Practices in Online Teaching Resource Linkshttp://bit.ly/msmu100
MSMU Five Pillars of Distinction• Innovative teaching and learning• Global awareness and
understanding• Women• Community• Spirit of the founders
“Our unwavering commitment to excellence calls us to be forward thinking. We must be innovators in our work with students across all of our populations.”
Kerry Rice, Ed. D.ProfessorDepartment of Educational TechnologyBoise State [email protected]