Positives - .edu

Positives - .edu

Summer Online Courses A Distance Learning Alternative for Traditional Campuses North East Regional Computing Program Annual Conference (NERCOMP) Boston Massachusetts March 18, 2003 Copyright Center for Instructional Technology, 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for noncommercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. 2 Who we are Sarah Cheverton Manager of Faculty Development Services

Jim Mazou Distance Learning Coordinator NERCOMP March, 2003 3 JMU Institutional Profile Primarily residential, rural campus Total Enrollment: 15K Undergraduate Enrollment: 14K Grad enrollment: 1K Undergraduates Full-time: 94% 25 yrs. or older: 2%

NERCOMP March, 2003 4 Distance Learning Profile 30 online courses 600 students 85% graduate level, continuing education, off-campus Online graduate degree programs: MBA in Information Security CS in Information Security Online Certificate program: Workforce Development NERCOMP March, 2003

5 Rationale for 2002 Pilot Determine the need for and feasibility of offering summer online courses Provide flexible and convenient course options Serve strategic institutional goals Alleviate enrollment pressures Encourage faculty development and technology integration Provide professional development opportunities NERCOMP March, 2003 6

Project Planning Staffed and funded by the Center for Instructional Technology (Educational Technologies) Selection process focused on GenEd courses Faculty stipends: $2,500 Pre/Post-Course Assessment Surveys Faculty Course Evaluation NERCOMP March, 2003 7 Course Description Selected 2 sections of GWRIT 102 (general writing) 4-week course (usually 15 weeks) 2 different instructors

24 students All returning students NERCOMP March, 2003 8 Project Planning Instructional Technologist consultation with instructors Assist instructor in creating detailed instructions for assignments Create online discussion forums Provide guidelines for general communication strategies NERCOMP March, 2003 9

Project Planning Student Orientation Characteristics of Online Learning Technical Support Using Blackboard Using Centra Symposium NERCOMP March, 2003 1 0 Findings:

Pre-Course Survey of Students Student demographics Most in-state but not in Harrisonburg Half used modem connection Reasons for taking the course Flexible class time Prefer JMU courses Avoid transfer credit Perception of preparedness Most felt prepared NERCOMP March, 2003 1 1 Findings:

Post-Course Survey of Students Student satisfaction Flexible class time Opportunity to complete coursework during summer Well-defined weekly schedule Detailed instructions Ability to submit assignments online Ability to contribute through a discussion board NERCOMP March, 2003 The course helped m e better understand the course m aterial 100% N=24 93%

90% 80% 70% Percent 60% Agree 50% Disagree 40% 30% 20% 7%

10% 0% I w ould recom m end this course to others 100% 100% N=24 90% 80% 70% Percent 60% Agree

50% Disagree 40% 30% 20% 10% 0% 0% I w ould recom m end this instructor to others 100% 100% N=24 90%

80% 70% Percent 60% Agree 50% Disagree 40% 30% 20% 10% 0% 0%

Overall, regarding this course, I have been N=24 100% 90% 80% 70% Percent 60% 50% Very Satisfied Somew hat Satisfied 43%

Somew hat Dissatisfied 43% Very Dissatisfied 40% 30% 20% 14% 10% 0% 0% 1

6 Findings: Post-Course Survey of Students Student Concerns Time management/fast paced course Lack of immediate feedback and clarification Scheduling conflicts for group work Difficulty coordinating group work Requires more self-discipline NERCOMP March, 2003

1 7 Findings: Post-Course Instructor Evaluation (N=1) Instructor satisfaction Well-defined weekly schedules Using technology in a new way Formalizing the instructional process NERCOMP March, 2003 1 8 Findings:

Post-Course Instructor Evaluation Instructor concerns Students not meeting deadlines Lack of immediate feedback and contact/feeling of detachment Lack of face-to-face interaction NERCOMP March, 2003 The technology w as appropriate for perform ing the tasks required 100% 100% N=24 90% 80%

70% Percent 60% Agree 50% Disagree 40% 30% 20% 10% 0% 0%

The technology used enabled m e to com m unicate effectively w ith m y instructor N=24 100% 90% 80% 79% 70% Percent 60% Agree 50%

Disagree 40% 30% 21% 20% 10% 0% The technology used enabled m e to com m unicate effectivelyw ith other students N=24 100% 90% 80% 71%

70% Percent 60% Agree 50% Disagree 40% 30% 20% 10% 0% 29%

2 2 Findings: Post-Course Survey of Students Student Concerns Time management/fast paced course Lack of immediate feedback and clarification Scheduling conflicts for group work Difficulty coordinating group work Requires more self-discipline

NERCOMP March, 2003 2 3 Conclusions Students found this to be valuable learning experience Technology not a barrier to learning, but, as used, challenged effective communication Course Design significant contribution to timemanagement and communication issues Too short for type of course Group-work approach presented challenges in coordination NERCOMP March, 2003 2

4 Recommendations Link compensation to a structured process of instructional design and faculty development Provide faculty development opportunities Improve planning Extend course duration Limit Add and Drop activity Provide a student orientation Improve communication NERCOMP March, 2003 2 5 2003 Faculty Summer Online Course Development Institute

Planning Academic Council Funding for cohort of 10 faculty $2000 stipend Applications solicited through RFP process Selection committee Proposal selection criteria NERCOMP March, 2003 2

6 Proposal Selection Criteria Quality of the proposal Impact on students curricular needs Applicants interest in and commitment to online teaching Support from the applicants department Sustainability of the proposal Potential to benefit teaching and learning NERCOMP March, 2003 2 7 Administrative Issues Competing with enrollments in Fall and

Spring courses Tuition rates Set at in-state/out-of-state rates Course size Left to the discretion of individual departments and instructors NERCOMP March, 2003 2 8 Institute Participants required to: Participate in a structured series of workshops, project work and discussions Receive approval from their academic unit and college to teach during the summer Develop and teach an online course twice

Participate in an evaluation of the course Showcase their work in a peer workshop NERCOMP March, 2003 2 9 Workshop Topics

Preparing and planning to teach an online course Course management Learner characteristics Teaching and learning strategies Assessment strategies Interactive learning Creating learning objects and modules Streaming audio and video Accessing digital library resources Copyright and ADA compliance NERCOMP March, 2003 3 0

Talking Points Identify needs Student needs Faculty needs Institutional Needs Transitioning to online course delivery Flexibility versus structure Costs NERCOMP March, 2003 3 1 Contact Information Jim Mazou [email protected] 540.568.7061

http://cit.jmu.edu/osi NERCOMP March, 2003 Summer Online Courses A Distance Learning Alternative for Traditional Campuses North East Regional Computing Program Annual Conference (NERCOMP) Boston Massachusetts March 18, 2003 Copyright Center for Instructional Technology, 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for noncommercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

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