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MSMU Best Practice in Online Teaching

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Kerry Rice
Kerry Rice

This document summarizes best practices in online teaching based on several models and standards. It discusses that student outcomes are similar between online and face-to-face instruction. Faculty development improves student learning when it is more extensive and self-motivated. Online teaching should be learner-centered, personalized, and focus on building community. Several organizations provide standards for quality online teaching focusing on areas like instructional design, interaction, and student support. The document advocates for online teaching that is responsive, reflective, and customized to student needs.

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Mount Saint Mary’s Best Practice in Online Teaching
About Me Teacher Mentor Partner Collaborator Learner Kerry Rice, Ed. D. Professor Department of Educational Technology Boise State University krice@boisestate.edu
What do we know? No Significant Difference in student outcomes Phipps, 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-efficacy Institutional 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-Term Measuring Learning Blended Learning Mid-Term Rethinking Learning Spaces Deeper Learning Approaches Long-Term Cultures of Innovation Rethinking How Institutions Work Where are we headed? Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016 higher 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 Learner Personal • 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 Communicatio n 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 Feedback Presence Interaction
iNACOL Standards for Quality Online Teaching Knowledge 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 Feedback Time 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-based Competencies 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/Guidelines Interregional 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 Links http://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. Professor Department of Educational Technology Boise State University krice@boisestate.edu

More Related Content

MSMU Best Practice in Online Teaching

  • 1. Mount Saint Mary’s Best Practice in Online Teaching
  • 2. About Me Teacher Mentor Partner Collaborator Learner Kerry Rice, Ed. D. Professor Department of Educational Technology Boise State University krice@boisestate.edu
  • 3. What do we know? No Significant Difference in student outcomes Phipps, 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
  • 4. 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-efficacy Institutional 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.
  • 5. Short-Term Measuring Learning Blended Learning Mid-Term Rethinking Learning Spaces Deeper Learning Approaches Long-Term Cultures of Innovation Rethinking How Institutions Work Where are we headed? Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016 higher education edition. Austin, Texas: The New Media Consortium. Retrieved from http://www.nmc.org/publication-type/horizon-report/
  • 6. 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
  • 7. 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
  • 8. 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
  • 9. This is not about the technology. This is about how technology enables you to engage in new teaching practices…. But…
  • 10. Learner Focused Learner Personal • Situational (what) • Operational (how) • Goal Driven Customized • Digital content • Multi-modal Community- Centered • Interactive • Transparent Reflective • Feedback loop Responsive • Just in time • Shared Resources
  • 11. Standards/Best Practice Guidelines Usage WCET Managing Online Education: Practices in Ensuring Quality 2013
  • 12. Online Course Design vs Online Teaching Course Content Organization of Content Navigation Structure Instructional Media Online Teaching Tech Tools to Support Learning Interaction and Communicatio n Instructional Strategies Course Design
  • 13. 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 Feedback Presence Interaction
  • 14. iNACOL Standards for Quality Online Teaching Knowledge 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.”
  • 15. Model: Seven Principles of Good Practice Seven Principles of Good Practice Student- Faculty Contact Cooperation Active Learning Prompt Feedback Time 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
  • 16. Model: Community of Inquiry • Critical thinking • Student reflection • Faculty presence • Learning community • Stimulating learning experiences • Assessment • Web design Standards for Online Teaching
  • 17. Model: Competency-based Competencies 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
  • 18. Other Best Practice Standards/Guidelines Interregional 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
  • 19. 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 Links http://bit.ly/msmu100
  • 20. 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.”
  • 21. Kerry Rice, Ed. D. Professor Department of Educational Technology Boise State University krice@boisestate.edu

Editor's Notes

  1. “Overall, this enrollment environment favors well branded institutions that are willing to grow and niche players with a distinct message that the market values.” Hartman, K. (2016). Eduventures’ 2016 higher education predictions: A year to unite. Retrieved from http://www.eduventures.com/2016/01/eduventures-2016-higher-ed-predictions-a-year-to-unite/ "We will see institutions across the board becoming more focused, ...” Hart, M. (2016). The revolution in higher ed is coming…. but when? EdTech Trends. Retrieved from https://campustechnology.com/articles/2016/02/17/the-revolution-in-higher-ed-is-coming-but-when.aspx