1. Quality Online Preparation: Qualities of Faculty, Courses, and Preparation Programs By Dr. Erin O’Brien Valencia College League of Innovation Conference, March 21, 2016

2. Objectives Participants will become familiar with the qualities of a prepared online faculty member. Additionally, presenter will share the development of the faculty preparation program at her institution as well as other institutions, which were examined in a qualitative research study. Elements of quality online courses and quality assurance models will also be presented.

3. Quality Online Preparation: Main Question: What are the key qualities of an effective online faculty preparation program ? Related Questions What are the qualities of a prepared online faculty member? What are the elements of a quality online courses?

4. Significance of this Study Online teaching and learning has come to the forefront of many institutions’ strategic plans for targeting a new generation of students as well as satisfying the demand for more online courses. With growth comes the challenge of assuring quality. The quality of online courses compared to their traditional counterpart has been debated in higher education for many years. Many institutions have embraced quality assurance rubrics and processes as a potential solution. The preparation of online faculty is also a key concern. Studying this data can help inform practices at various institutions and impact professional development offerings.

5. Background on the Problem of Practice Researcher’s institution is re-examining the online teaching credentialing and quality assurance processes. Researcher’s institution uses the Quality Matters quality assurance rubric. Work groups have been formed to examine: Faculty Preparedness Student Readiness Success data Course and curriculum design Professional development offerings, training, and support

6. Grade Change Statistics Online Learning Survey The growth rate is approximately a 16.1 percent increase from 2001 to 2012 for students enrolling in at least one distance learning course compared to a 2.5 percent increase in the overall student body enrollment in higher education. The growth rate for distance course is slowing somewhat in recent years. Allen and Seaman confirm this number in their 2014 report. January 2014 Report – Grade Change Tracking Online Education in the United States http://www.onlinelearningsurvey.com/reports/gradechange.pdf February 2015 Report – Grade Change Tracking Online Education in the United States http://info2.onlinelearningconsortium.org/rs/897-CSM-305/images/gradelevel.pdf

7. Is the preparation of faculty for online/distance learning across institutions the same? To inform decisions at the researcher’s home institution, two other institutions’ practices were examined. One was a larger university where many of our students transfer. The second was a similar institution in terms of having a community college focus, demographics, and in terms of teaching faculty.

8. Methodology A quality assurance evaluation study with a multiple case study design was used to explore the criteria, preparation and support of online faculty members of the two institutions being studied. Purposive sampling was used. Qualitative data was collected via survey. Bolman and Deal’s Four Frames – Human resources, symbolic, structural and political Graham’s Blended Learning Framework- Awareness/Exploration, Adoption/Early Implementation, Mature/Implementation (see next slide)

9. Source for previous slides framework Source: Graham, C. R., Woodfield, W., & Harrison, J. B. (2012). A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education. [Used with permission.]

11. Source for Blended Learning Framework Source: Graham, C. R., Woodfield, W., & Harrison, J. B. (2012). A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education. [Used with permission.]

12. Examples: 3 Case Studies Community College University Home institution

13. Number of students online The National Center for Education Statistics states that in 2013 approximately 20 million students were enrolled in degree seeking post- secondary institutions. Of that number approximately 5.5 million (27%) were taking some type of distance education course. Source: https://nces.ed.gov/fastfacts/display.asp?id=80

14. Number of Students Online at Institutions Studied Community College – approximately 800 online students Home Institution – approximately 12000 per year University - Approximately 72000 students were learning online at one institution studied

15. Number of Fully Online Students at Valencia – Last Three Years

16. Do you think the principles of effective online preparation are similar regardless of institution? Consider the following factors: Size Demographics Location Centralized structure Decentralized

17. Results for Research Question 1: What are the similarities of the institutions’ best practices in quality assurance for online teaching and learning? Most institutions that were studied have a required credentialing process for their faculty to be able to teach and develop online courses. None had a centralized online campus. The majority suggested that they did not have an online quality assurance person or department. Most stated that quality assurance concerns involved academic freedom and utilizing many adjuncts.

18. Results for Research Question 1: What are the similarities of the institutions’ best practices in quality assurance for online teaching and learning? The majority indicated that their institution used a quality assurance rubric to prepare their online faculty for teaching online. The majority explained that the assessment of the quality of their institutions’ online courses is at the department level and in development currently.

19. Results of Research Question 1 Continued Surveys were mentioned as a means to evaluate the training and support provided to the faculty. The majority indicated that there were no external reviews and minimal internal reviews of online courses. some discussion of internal awards and reviews some type of internal award for excellence in online teaching external awards won by their online faculty

20. Results for Research Question 2: What are the differences between the two institutions’ best practices in quality assurance for online teaching and learning? Two institutions use the Quality Matters rubric and Blackboard Exemplary Course Certification. One uses their own rubric based on national standards, like QM and OLC.

21. Results for Research Question 2: What are the differences between the two institutions’ best practices in quality assurance for online teaching and learning? One institution uses their own created professional development courses to qualify faculty to teach online, depending on if the faculty member is going to teach another instructor’s already developed course or create and teach their own. The other two institutions have professional development courses in online pedagogy and technology use. One is in the process of refining their online onboarding process and online teaching requirements.

22. Results for Research Question 2: What are the differences between the two institutions’ best practices in quality assurance for online teaching and learning? One institution has an internal rubric that a faculty member can use to quality for an exemption. Only one institution that was studied indicated that their faculty had published in the field of online teaching and learning or quality assurance.

23. Applications of the Four Frames to Distance Learning Programs, Online Faculty Credentialing and Quality Assurance Procedures. Structural Frame  Online and blended learning defined at institution  Centralized or decentralized structure (i.e. campus devoted to online courses)  Credentialing process for online faculty members  Quality assurance process in place  Use of a quality assurance rubric  Formal and informal quality assurance reviews  Internal and external quality assurance reviews in place Symbolic Frame  Awards  Publications  Incentives Human Resources Frame  Technology support and training  Online pedagogy support and training Political Frame  Resources – who is competing for scarce resources? What are these resources?  Power – who is in charge of offering and evaluating online courses?  Agenda – what is the institution’s or department’s agenda?

24. How is Valencia College supporting this initiative? Faculty development/centers http://valenciacollege.edu/faculty/development/centers/ Quality Assurance/Exemplar Course Process http://valenciacollege.edu/faculty/development/programs/exemplar/ Work teams https://valenciacollege.edu/academic-affairs/institutional-effectiveness- planning/strategic-plan/WorkTeams.cfm

25. Valencia’s Online Work Teams Enhancing Quality Faculty Preparedness Online Student Services & Support Online Data and Evaluation Hybrid Design Team Course and Curriculum Design Student Preparedness Dean & Chair Development

26. How is your institution addressing this problem of practice/issue?

27. What are some suggestions/needs to address in future research?

28. Recommendations for Further Research Further research should be conducted to explore: What are institutions doing that are not using quality assurance rubrics to assure online course quality. Faculty perceptions of quality assurance and measures. If faculty members continue quality assurance and professional development initiatives after their initial training.

29. Recommendations Continued how students are prepared to take online courses, especially at institutions that have a well-developed plan and practice of preparing their online instructors. what intervention strategies colleges employ to assure online course quality with less successful courses the hiring practices of institutions when recruiting for new online faculty members.

30. Recommendations continued What continuous improvements colleges employ to assure online course quality What kinds of incentives are used to encourage faculty to develop and facilitate quality courses How face-to-face instructors move to online teaching.

31. Questions?

32. Thank you for your participation!