Online Course Delivery: Issues of Faculty Development

1996 ◽  
Vol 25 (2) ◽  
pp. 127-131 ◽  
Author(s):  
Betty Hurley Lawrence
Keyword(s):  
Faculty Development ◽  
Online Courses ◽  
Computer Conferencing ◽  
Course Delivery ◽  
Online Course ◽  
Education Programs ◽  
Online Delivery ◽  
State College ◽  
Empire State College ◽  
New Material

An exciting option for distance education programs is to incorporate the use of computer conferencing. Yet, the adoption of this format has implications for course delivery. Two essential factors need to be taken into consideration: the increased flexibility provided by the format and the opportunity for student-student interaction. Increased flexibility comes from the ability to introduce new material through the conference that complements the contents of the accompanying text and course guide. Opportunity for increased interaction brings the challenge to make this interaction effective and beneficial. As more faculty move to use online delivery, they need assistance so they can make the most of the advantages of this environment. The Center for Distance Learning of SUNY Empire State College has been offering online courses for a number of years and has recently been developing workshops and materials to facilitate faculty development in this area.

scholarly journals FROM POSTS TO PATTERNS: A METRIC TO CHARACTERIZE DISCUSSION BOARD ACTIVITY IN ONLINE COURSES

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Catherine A. Bliss ◽  
Betty Lawrence
Keyword(s):  
Online Courses ◽  
Large Data ◽  
Discussion Board ◽  
Discussion Boards ◽  
Participation Rates ◽  
Data Set ◽  
Mathematics Courses ◽  
State College ◽  
Empire State College

Asynchronous text based discussion boards are included in many online courses, however strategies to compare their use within and between courses, from a disciplinary standpoint, have not been well documented in the literature. The goal of this project was to develop a multi-factor metric which could be used to characterize discussion board use in a large data set (n=11,596 message posts) and to apply this metric to all Mathematics courses offered in the January 2008 term by the Center for Distance Learning at Empire State College. The results of this work reveal that student participation rates, quantity of student posts, quality of student posts and the extent of threading are well correlated with instructor activity.

scholarly journals Assessing experiences with online educational videos: Converting multiple constructed responses to quantifiable data

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
David J Harrison
Keyword(s):  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Instructional Designers ◽  
Subjective Experiences ◽  
Qualitative Survey ◽  
Educational Videos ◽  
Constructed Responses ◽  
To Come ◽  
Online Educators

<p>Online educational videos disseminated content for a university pre-service teacher internship program. Placed within an online course management system, the videos were accessed by 202 interns located in several Western U.S. states. To ascertain the interns’ subjective experiences of the online course and videos to assist in the evaluation of the course, the researcher analyzed qualitative survey data in the form of constructed response items using a new qualitative-to-quantitative protocol. Based on phenomenological and grounded theory methods, this protocol was designed to handle the large amount of subjective constructed responses, allowing the inductive understanding of the overall experiences of a common phenomenon. The responses provided critical information that is useful for instructional designers, online educators, and educational video producers. The data suggest:</p><p>1) Universities must carefully consider video hosting options to ensure access.</p><p>2) Online videos should be carefully planned to create high quality, concise videos of less than ten minutes in length, yet contain enough educational content to reduce the overall number of required videos.</p><p>3) Students appreciate the flexibility online course delivery offered in terms of scheduling and eliminating the need to come to campus to attend seminars.</p><p>4) Self-paced online courses require progress indicators to alleviate confusion.</p>

The Power of the Human Face in Online Education

2019 ◽  
Vol 10 (1) ◽  
pp. 13-26 ◽  
Author(s):  
Dale Patterson
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Course ◽  
Human Face ◽  
Online Delivery ◽  
Course Materials ◽  
Personal Level ◽  
Education Courses

The modern student exists in a highly technical and digitally driven educational world. Online delivery of courses and interactions, with the primary purpose of enhancing learning, and access to learning opportunities is becoming almost mainstream. Yet, despite the broad availability of online education courses and systems, the completion rates and levels of student satisfaction with online courses remains comparatively low. Studies have indicated that online students are seeking personal engagement to drive their learning. This project looked at the importance of having a human face at the heart of the online course materials to help develop a more personal level of engagement. The project, carried out between 2016 and 2018, involved a randomized control trial of 84 students, and compared two sets of course materials, for a common course topic, one with human face-based resources, and one without. The results clearly showed a significant increase in student engagement with the human face-based resources, but the learning outcomes, for those who completed, were not significantly different between the two groups.

Assuring Quality in Online Course Delivery

2011 ◽  
Vol 2 (1) ◽  
pp. 36-49 ◽  
Author(s):  
Julia M. Matuga ◽  
Deborah Wooldridge ◽  
Sandra Poirier
Keyword(s):  
Student Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Critical Issue ◽  
Course Evaluation ◽  
Essential Elements ◽  
Course Delivery ◽  
Online Course ◽  
Cultural Issue

This paper examines the critical issue of assuring quality online course delivery by examining four key components of online teaching and learning. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to its evaluation. First, the authors examine and review key components of and tools for designing high impact online courses that support student learning. Second, in this paper, the authors provide suggestions for faculty teaching online courses to assist in creating high quality online courses that supports teaching and, consequently, facilitates opportunities for student learning. Quality online course delivery is also contingent on the support of faculty by administration. Lastly, this paper provides suggestions for conducting course evaluation and feedback loops for the continual improvement of online learning and teaching. These four components are essential elements in assuring quality online courses.

Online Learning and Quality Practice With Administrative Support and Collaboration

2021 ◽  
pp. 837-854
Author(s):  
Deborah G. Wooldridge ◽  
Sandra Poirier ◽  
Julia M. Matuga
Keyword(s):  
Student Learning ◽  
Postsecondary Education ◽  
Administrative Support ◽  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Cultural Issue ◽  
Teaching Online ◽  
Demand For Education ◽  
Faculty Teaching

Higher education institutions must innovate and develop new modes of learning, both formal and informal, that meet the demands of the knowledge-driven economy. There is a growing demand for education and a push for non-traditional ways of delivering knowledge and learning. This chapter begins by identifying the technological changes that are affecting all societies and how these changes will specifically impact postsecondary education. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to the evaluation of an online course. This chapter will examine and review key components of and tools for designing high impact online courses that support student learning and provide suggestions for faculty teaching online courses to assist in creating high-quality online courses that support teaching and, consequently, facilitate opportunities for student learning.

Assuring Quality in Online Course Delivery

2012 ◽  
pp. 28-41
Author(s):  
Julia M. Matuga ◽  
Deborah Wooldridge ◽  
Sandra Poirier
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Critical Issue ◽  
Course Evaluation ◽  
Essential Elements ◽  
Course Delivery ◽  
Online Course ◽  
Cultural Issue ◽  
Learning And Teaching

This paper examines the critical issue of assuring quality online course delivery by examining four key components of online teaching and learning. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to its evaluation. First, the authors examine and review key components of and tools for designing high impact online courses that support student learning. Second, in this paper, the authors provide suggestions for faculty teaching online courses to assist in creating high quality online courses that supports teaching and, consequently, facilitates opportunities for student learning. Quality online course delivery is also contingent on the support of faculty by administration. Lastly, this paper provides suggestions for conducting course evaluation and feedback loops for the continual improvement of online learning and teaching. These four components are essential elements in assuring quality online courses.

Strategies for Success: Teaching an Online Course

2009 ◽  
Vol 28 (4) ◽  
pp. 36-40 ◽  
Author(s):  
Jane E. Cole ◽  
Jeffrey B. Kritzer
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Inservice Training ◽  
Online Course ◽  
Teacher Education Programs ◽  
Discussion Boards ◽  
Hybrid Courses ◽  
Education Programs ◽  
New Faculty ◽  
Inverted Classroom

Online and hybrid courses have become an integral part of teacher education programs for preservice and inservice training. However, these programs can be intimidating to new faculty who must develop both pedagogical and technological skills in short order. The authors describe some strategies that have helped improve their online teaching and make their online courses be more effective. Some of the practices include persistent presence, discussion boards, weekly video messages, problem-solving climate, scaffolding, inverted classroom, and use of organizational modules.

Modeling the relationship between transportation-related carbon dioxide emissions and hybrid-online courses at a large urban university

2014 ◽  
Vol 15 (3) ◽  
pp. 270-279 ◽  
Author(s):  
Matthew Little ◽  
Eugene Cordero
Keyword(s):  
Carbon Dioxide Emissions ◽  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Future Research ◽  
Hybrid Courses ◽  
Content Type ◽  
Urban University ◽  
Class Meetings ◽  
The Relationship

Purpose – This paper aims to investigate the relationship between hybrid classes (where a per cent of the class meetings are online) and transportation-related CO2 emissions at a commuter campus similar to San José State University (SJSU). Design/methodology/approach – A computer model was developed to calculate the number of trips to campus for a student body similar to SJSU. Different scenarios considered the theoretical effectiveness of implementing a hybrid course system to reduce CO2 emissions. Findings – Increases in hybrid courses resulted in decreased student trips to campus and associated CO2 emissions. The utility of such a relationship is demonstrated through a case study where the required increase in online class meetings needed to eliminate the need for an overflow parking lot is studied. Finally, preferential scheduling of online meetings can further reduce trips to campus. Research limitations/implications – A limitation of the model is that student schedules are random. Future research could use actual student schedules to better model how online course delivery will affect trips to campus. Practical implications – As today’s universities struggle with financial pressure, online course delivery is being offered as a way to cope. This analysis provides an additional metric to evaluate online courses and includes other potential financial savings. Social implications – Transportation contributes to local air pollution and emissions of heat-trapping gases. As universities move toward more sustainable behaviors, reducing automobile trips to campus can be seen as a priority. Originality/value – To the authors’ knowledge, this is the first attempt to model the relationship between hybrid courses and CO2 emissions at an urban university. This information will be valuable to the SJSU community, as well as many other institutions.

scholarly journals Designing for learning: What are the essential features of an effective online course?

1997 ◽  
Vol 13 (2) ◽  
Author(s):  
Allison Brown
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Courses ◽  
Economic Thought ◽  
Online Course ◽  
Delivery Mode ◽  
Online Delivery ◽  
University Courses ◽  
New Learning

<span>How do online courses differ from traditional university courses? What are the new learning demands made on students in online courses? Which particular design features optimise the teaching and learning process in an online delivery mode?</span><p>These were the questions explored in a collaborative course design project involving an economics lecturer and the instructional designer at Murdoch University. Emerging from the project is the fully online course <em>Economic Thought and Controversy</em>, together with an instructional design template. This template is now being applied to other courses in the discipline with the aim of transferring the whole economics programme to online delivery in 1998.</p><p>This paper describes the pedagogical rationale of the design template.</p>

scholarly journals Faculty Transitions In Online Delivery: Make Or Buy? Tips For Developing A New To You Online Course

2014 ◽  
Vol 11 (1) ◽  
pp. 45-52
Author(s):  
Kelly Delaney-Klinger ◽  
Jeff Vanevenhoven ◽  
Richard Wagner ◽  
John Chenoweth
Keyword(s):  
Online Courses ◽  
Colleges And Universities ◽  
Online Course ◽  
Online Delivery ◽  
Standard Practice ◽  
Course Offerings

In the last few decades, teaching courses online has become a standard practice at many colleges and universities. Although technologies and pedagogies have changed rapidly during this time, developing an online course is still a labor and time-intensive undertaking. With changes in staffing and course offerings, faculty are often faced with determining the most effective and efficient ways to assume responsibilities for online courses. The authors suggest that under particular ownership expectations there are three main approaches for faculty tasked with offering a course online: 1) develop a new course, 2) modify an already existing course, or 3) adopt an existing online course as-is. Some decision guidelines and sample scenarios are offered to aid faculty in determining the best approach for launching or taking ownership of an online course offering.

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