Presentation on theme: "1 My Journey to Online Teaching Mirjeta Beqiri, Ph.D. Fordham University March 09, 2011."— Presentation transcript:
1 My Journey to Online Teaching Mirjeta Beqiri, Ph.D. Fordham University March 09, 2011
2 Introduction Utilization of distance learning (MBA) courses – a recent trend in the business education How are online courses being delivered and assessed? What motivates students to learn (and instructors to teach) online? How do our students feel about and perform in an online environment?
3 Timeline BlackboardOnline CADE Continuous TrainingResearchTeaching Training Learning + Research _|_____|______|______|______|... 20062006-072008 20102010
4 2006 Research Factors impacting interest and/or motivation in taking online courses –Demographics –Geographic location –Ability to attend traditional courses –Employment situation
5 2006 Research (contd) –Enrollment status –Time related issues –Course structure –Learning style –Computer / Internet availability –Cost of course
6 Online Course Delivery: Empirical Analysis (Beqiri, Chase, & Bishka, 2007) Does satisfaction with online courses differ based on the socio-demographic status? What education-related factors impact satisfaction with online courses? Is satisfaction different for online when compared to blended/hybrid courses?
7 Online Course Delivery: Empirical Analysis (contd) Web questionnaire Total number of students in the target population: 962 –767 undergraduates & 195 graduates Distributed to 509 undergraduates and all graduate students enrolled in spring 2007 Received 240 usable responses –168 undergraduates & 72 graduates
8 Online Course Delivery: Empirical Analysis (contd) Online courses at SBA GU are offered ONLY during summer to: –Alleviate scheduling conflicts –Remove the need to commute to campus –Provide the opportunity for a balanced workload –Finish the degree as planned
9 Online Course Delivery: Empirical Analysis Findings As age increases, Mean satisfaction with online courses increases (beta = 0.42; p-value = 0.000; R- squared = 17.1%)
10 Online Course Delivery: Empirical Analysis Findings (contd) Those living more than 1 mile away from campus were more satisfied with online courses than those who lived close to or on campus –p-value = 0.000
11 Online Course Delivery: Empirical Analysis Findings (contd) Graduate students were more satisfied with the delivery of online courses than undergraduates –p-value = 0.000
12 Online Course Delivery: Empirical Analysis Findings (contd) Those who perceived online courses as a suitable way of learning tended to be more satisfied with online course delivery compared with those who did not accept the general concept of distance learning (beta = 0.19; p-value = 0.003)
13 Online Course Delivery: Empirical Analysis Findings (contd) Those somewhat familiar with course topics were likely to be more satisfied with the delivery of online courses (beta = 0.15; p-value = 0.024)
14 Online Course Delivery: Empirical Analysis Findings (contd) The Mean satisfaction with blended/hybrid courses was higher than the Mean satisfaction with online courses (p-value = 0.000)
15 Courses Delivered Online Operations Theory and Practice (MBA and MBA AIE) Quantitative and Statistical Analysis Review of Statistical Concepts
16 Opportunities/Benefits: Faculty Flexibility Better spread of the workload throughout the year New experience with the technology $$$
17 Challenges: Faculty Set up time Technical issues Administration of exams Availability Time-zone differences
18 Opportunities: Students Resolve scheduling conflicts Flexibility Be able to finish as planned Written communication skills New experience with the technology
19 Challenges: Students Technical issues No face-to-face interaction with the faculty and/or classmates Team building skills Same cost
20 2009 Research Findings Operations Theory and Practice –Student Performance No significant difference in the overall performance –Teaching Evaluations Generally, no significant differences –Instrument
21 2009 Research Findings (contd) Quantitative & Statistical Analysis –Student Performance No significant differences in the final exam and the overall performance Significant difference in quizzes –Teaching Evaluations Generally, no significant differences
22 CADE: Competency Assessment in Distributed Education (OTP) Backward Design –Shifting from thinking what students know to thinking what students can do with what they know. –Competency/Knowledge –Evidence of Student Mastery –Tasks/Learning Activities
24 CADE: Competency Assessment in Distributed Education (OTP) Instructional Plan: Ignatian Pedagogical Model –Context Whats the competence of the module? What competencies will it address? –Experience What is the best way to engage learners as whole persons in the teaching and learning process?
26 CADE: Competency Assessment in Distributed Education (OTP) Module Outline –Module Name –Module Description –Length of Time –Read –View –Discuss –Engage –Write
27 2010 Research Pre vs. Post CADE (OTP) –Overall, students performed at a higher level (2010 vs. 2009) –Overall, teaching evaluations (slightly) improved
28 What does it take to deliver an online course? Passion Commitment Dedication Determination Organization/Structure Patience Open to new ideas/technologies Willingness to continuously look for ways to improve the process
29 Learned Lessons Capture the passion, commitment, and dedication (you already have in the face-to-face environment) and communicate it online to students Be present to your students –Prompt feedback –Virtual office hours
30 Learned Lessons (contd) Always look for ways towards improvement and transformation (i.e. CADE, etc) Use technology to your advantage (Web tools)
31 Learned Lessons (contd) Always ask (and try to find the proper answer to the following questions): –What can our students do? –Are the students learning? How do I know? –Whats best for our students? –How can we improve? –Does this fit the Jesuit way of teaching?
32 Conclusion Online courses can be delivered as rigorously as the face-to-face ones. Students can learn in an online setting as much as in a face-to-face environment. Global presence makes it imperative to go towards this way of teaching and learning.