eLearning Building effective skills for online instructors and evaluation

Introduction There are many models of instruction currently available online. This presentation focuses on the implementation of a disaggregated faculty model that is used in various competency-based learning institutions.

Disaggregated Faculty: What and Why?  Division of Labor Course designer Mentor Evaluator  Benefits of disaggregation Increased objectivity Mitigates bias/grade inflation Lessens faculty load One on one attention Increased hours of availability

How it works  A team of instructional designers and Subject-Matter-Experts (SME)design the course and assessments  A mentor/instructor answers questions with regard to content and test preparation  An independent evaluator scores student work which is submitted anonymously

Instructor role: eCompetence skills  Basic student support for the technology used in instruction and assessment  Serve as facilitators of student learning over instructing students Building instructor-student relationships online Cultivating motivational skills for engagement Subject matter expertise scaffolding  Student-centered focus

Disaggregation makes the student the center of the program

Drawbacks:  Reinvents professorship  Puts more responsibility on the learner  Less conducive to building student- teacher relationships/interactions  Segments the learning process  Difficulties in direct observation  Requires new training for instructors, mentors, coaches

Conclusion As more and more respected universities venture into the cyber world with education and instructional programs, there will be an increase in the number of learners and the quality of learning. It does not appear that this shift in higher education will fade, it isn’t a trend or a fad. The demand for instructors with eCompetence will increase.

References Gardner, H. (1997, September) Multiple intelligences as a partner in school improvement. Educational Leadership, v55 n1 p20-21 Paulson, K. (n.d). Reconfiguring faculty roles for virtual settings. Journal Of Higher Education, 73(1), Schneckenberg, D. (2010). Overcoming barriers for eLearning in universities-portfolio models for eCompetence development of faculty. British Journal Of Educational Technology, 41(6), doi: /j x