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Online learning – does it cure all or is it Satan’s creation??? Bill Evans School of Education

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Presentation on theme: "Online learning – does it cure all or is it Satan’s creation??? Bill Evans School of Education"— Presentation transcript:

1 Online learning – does it cure all or is it Satan’s creation??? Bill Evans School of Education

2 Does it cure all? Or it is Satan’s creation?

3 Pensacola, United States

4 Pensacola, Florida Yes, we speak English!

5 UWF Students Flying

6 UWF Students Swimming

7 UWF Campus

8 UWF Backyard

9 A Little About Me (this is the boring part) Background Research My Jobs and How I started Interests A keenly interested participant

10 How We Started Online Courses at UWF Why we started Online competition Changing student population and needs Our initial attempts at Online Learning Faculty Resistance – including me Our initial steps for acceptance Trying to build consensus for goals Overcoming inertia Faculty rewards and support Training support – initial and ongoing Stipends Support for implementation Good examples Building sound programs How to deal with non-believers The invasive species Hurricane Ivan and what 225 k/ph winds will do Fuel costs

11 Growth in Total Demand for Teachers in Special Education 47% during the past 17 years 2.75% per year during the past 17 years 10,000 additional teaching positions created per year during the past 6 years 12% shortage in fully certified Sp.Ed teachers

12 Retention of Sp. Ed teachers 71% of Sp. Ed. teachers rehired in %-29% loss of Sp. Ed. teachers every year

13 Florida Hires and Needs 2010 New Hires ESE 1,600 Total New Hires 18,983 Need 2011 Total number of teachers 181,636 Total number of teachers needed 21,629 Need 2020 Total number of teachers 215,418 Total number of teachers needed 25,632 Florida universities currently meet about 50% of need

14 UWF Blended and online process Establishing common goals for blended or online instruction Clear impediments to training adequate numbers of teachers in an online or blended format – University capacity – classrooms, parking, budget – Candidate issues – work and family issues, distance to get to class, skill set for online classes, gas, hardware – University issues – faculty support for online and blended, institutional infrastructure support, faculty load, graduate assistants, expectations for students and faculty related to amount of time with courses, faculty and student training, ongoing faculty training, ongoing faculty training – Institutional readiness and commitment

15 Progress towards implementation Decision was made to be workforce and demand oriented not capacity driven Meeting the needs of the profession with retention and new hires – We are not dinosaurs – Helping inclusive and upwardly mobile folks – Serving the taxpayers – Must reduce seat time – We have to have a strong field based component – Will improve the skills of those we train – Initial attempts to compartmentalize – Need for data not just perception – Seriously addressing training needs and infrastructure – Changing the perception of students and faculty

16 The Great Rewards and How to Make it Happen Faculty travel Stipends for training Group support Support staff QM Listening to students’ reviews Job retention

17 What do we want the training to do??? Serve initial certification or inservice or both? Do we plan by program or by courses? Do we want blended or online? And, what are these? How will these affect marathon classes? How do we integrate field experience? How do we get buy in of faculty? Will it increase the trained workforce? Will it help retain teachers? Dual certification for longevity and effectiveness

18 Problems/Issues with Implementation Students need to know what they are signing for Issues with synchronous presentations Blended programs or courses? Structure programs to let students develop their own blended program Hardware, training Building courses and programs Ongoing data collection

19 What we found: Offers upward mobility Blended best then online, then F2F Inclusive Best evaluations were for blended classes Worst evaluations were for lecture capture More grades of C or better in blended Blended classes have lowest withdrawal rates Principal evals in first year indicated no difference in blended, online program and F2F Blended online content delivery differs from F2F – use modality Have to provide support to students and faculty Faculty can travel People liked us

20 Where we are at now 60% plus courses online or blended A strong field base component that links to content Consistent monitoring of student performance RtI for problems This is not a one size fits all approach Programs and courses within programs

21 Helpful Advice and Website Don’t get mad at a hammer that doesn’t work as a screwdriver

22 WARNINGS Common goals Match the medium to the content Lousy content and implementation-Poor program Focus on real skills and practice, practice On line programs have no greater loss of teachers than face to face BUT Skill set is different – independent workers Must build in interaction Feedback is critical

23 UWF Students Studying (Dorms in the background)

24 My Information Bill Evans Director – School of Education University of West Florida Pensacola, Florida

25 NATIONAL SPECIAL ED DATA Total number of positions in Special Ed 475,000 Source of New Hires in Sp. Ed (2000) Entering Teachers 13,000 Experienced Teachers13,000 Switch from Gen. Ed.40,000 Vacant 3,000 12% shortage of fully certified Sp. Ed. 98% of school districts report shortage of Sp. Ed. teachers

26 How are teachers trained Traditional Alternative Other # of yrs of exp %22% 16% %9% 19% %3% 23%

27 Suppliers of all teachers Traditional teacher prep programs 62% Alternative teacher prep programs 22% No teacher prep program 6%

28 FLORIDA STATISTICS Population 20, 468, 867 Total number of teachers - 172,215 Total number of ESE teachers - 25, % of teachers are out of field 22% of reading teachers are not certified 22% of ESOL teachers not certified 8.9% of ESE teachers not certified

29 Teacher Turnover 8.6% from Traditional programs 37% from Alternative Cert. programs 55% from little or no training group Traditional programs cost more initially but more teachers are retained Greater retention of teachers trained in alternative programs in secondary ed than in sp ed. No difference in retention or perceived quality related to F2F or online training


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