1. Accentuating Time in Student- Professor Interactions: Time, Value and Course Quality Dr. Ann V. Doty

2. Removing “Amorphous” Value of instructional contact time spent by students Value of instructional contact time spent by students Can and do faculty predict…? Can and do faculty predict…? Time spent on assignments, exams and student communications. Time spent on assignments, exams and student communications. How well students will “engage” with the course. How well students will “engage” with the course. Level of success when sufficient time is spent. Level of success when sufficient time is spent.

3. Activities During Course Quizzes and Tests Blogs, Journals, and Logs Projects (Group/Individual) & Presentations Case Studies Conferences (Synchronous/Individual) Discussion Forums Field Trips and Labs

4. Forming Agreements and Gaining Benefits Faculty Students Time

5. Contact Time “Frequent student-faculty contact in and out of class is a critical factor in student motivation and involvement. Faculty concern helps students get through difficult times with course work and external factors, and usually encourages students to keep on working. Knowing faculty members well enhances student intellectual commitment, and encourages thinking about values and plans with a vested interest from faculty in student success.” Chickering and Gamson. Implementing the Seven Principles: Technology as Lever. 1987

6. Studying… Course activities and their alignment to best practices as selected by faculty members. Course activities and their alignment to best practices as selected by faculty members. APUS APUS RIT RIT

7. Surveying Best Practices Faculty Utilize Blogs, Journals and Logs Blogs, Journals and Logs Case Studies and Problem Solving Case Studies and Problem Solving Synchronous and Individual Student Counseling Synchronous and Individual Student Counseling Discussion Forums Discussion Forums Individual or Group Projects Individual or Group Projects Multimedia Presentations Multimedia Presentations Actual/Virtual Field Trips Actual/Virtual Field Trips Tests and Quizzes or Peer Review Projects Tests and Quizzes or Peer Review Projects

8. Faculty Alignment and Utilization of Best Practices Communicates High Expectations Communicates High Expectations Provides Prompt Feedback Provides Prompt Feedback Promotes Cooperation Among Students Promotes Cooperation Among Students Respects Diverse Ways of Learning Respects Diverse Ways of Learning Increases Time-on-Task and Active Learning Increases Time-on-Task and Active Learning Encourages Student–Faculty Contact/Cooperation Encourages Student–Faculty Contact/Cooperation Encourages Time on Task Encourages Time on Task

9. Faculty Use of Best Practices: Survey Results at Five Campuses (n=21) 100% use Tests and Quizzes 100% use Tests and Quizzes 95% use Individual or Group Projects 95% use Individual or Group Projects 90% use Case Studies/Problem Solving 90% use Case Studies/Problem Solving 85% use Discussion Forums, Multimedia/Audio Presentations, and Peer Review Projects 85% use Discussion Forums, Multimedia/Audio Presentations, and Peer Review Projects 76% use Blogs/Journals/Logs 76% use Blogs/Journals/Logs 58% Use Synchronous/Individual Conferences 58% Use Synchronous/Individual Conferences 55% use Actual/Virtual Field Trips 55% use Actual/Virtual Field Trips

10. Faculty Survey Results: Undergraduate – Fully Online 63 = Average hours spent on course Realistic expectations of student time commitment for success Course is built from the ground up Students spend more time than in hybrid or blended courses Difficult to align best practices Variety of learning activities used to achieve SLOs

11. Who Benefits? Students Improved online or in class learning experience Improved online or in class learning experience Well balanced courses with time-on-task considerations Well balanced courses with time-on-task considerations Clear alignment between course activities and experiential learning Clear alignment between course activities and experiential learning High retention and course success rates High retention and course success rates And, ergo, reasonable time to degree And, ergo, reasonable time to degree

12. Who Benefits? Faculty Simple and quick recognition and recoding of course activities with alignment to pedagogical best practices Simple and quick recognition and recoding of course activities with alignment to pedagogical best practices Opportunities for master course development adoption across programs Opportunities for master course development adoption across programs Templates are made available for new online course development Templates are made available for new online course development Easy onboarding of new faculty members to institutional culture and expectations for effective online teaching Easy onboarding of new faculty members to institutional culture and expectations for effective online teaching

13. Who Benefits? Institution Campus gains access to data that supports organizational compliance with online course delivery Assess Federal credit hour compliance Assess Federal credit hour compliance Adhere to State or accreditation body regulations that support campus plans and progress Adhere to State or accreditation body regulations that support campus plans and progress Determine professional development needs for faculty members Determine professional development needs for faculty members Enable data-driven decision making in investing in academic technology to support course delivery Enable data-driven decision making in investing in academic technology to support course delivery Program review, faculty evaluation Program review, faculty evaluation

14. Time on Task Success Map

15. Conclusions Faculty generally follow and adhere to online instructional best practices (Quality Matters, qm.org) Faculty generally follow and adhere to online instructional best practices (Quality Matters, qm.org) Opportunities to allocate a variety of learning activities help faculty create and achieve learning outcomes Opportunities to allocate a variety of learning activities help faculty create and achieve learning outcomes Faculty demonstrate realistic expectations of their own AND student time commitment based on course design Faculty demonstrate realistic expectations of their own AND student time commitment based on course design

16. Other Prominent Resources Babson Survey Research Group Babson Survey Research Group CCRC, Teacher’s College Columbia University (4/2013) CCRC, Teacher’s College Columbia University (4/2013) Edgecombe, N., Barragon, M., & Rucks-Ahidiana, Z. Edgecombe, N., Barragon, M., & Rucks-Ahidiana, Z. Hill, P., e-Literate Hill, P., e-Literate Inside Higher Education (11/21/2014) Inside Higher Education (11/21/2014) Ann Doty Ann Doty

17. For additional information Contact: Ann Doty – enrichedbyresearch@gmail.com enrichedbyresearch@gmail.com 949-614-6108