Opinions about Distance Education at Pace A New Attitude? Jim Stenerson, Director Center for Teaching, Learning & Technology & Christine Moloughney Coordinator.

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Presentation transcript:

Opinions about Distance Education at Pace A New Attitude? Jim Stenerson, Director Center for Teaching, Learning & Technology & Christine Moloughney Coordinator of Online Support Services

Academic Year # of Online Courses Number of Online (WWW) Courses

Student Enrollments in Online Courses Academic Year # of Unique Students Enrolled in Online Courses

Academic Year # of Unique Faculty Number of Faculty Who Taught Online 82 64

History of Distance Education at Pace THENNOW Courses Platform Multiple Platforms Blackboard Associate Degree Bachelor Completion Degrees Master Degrees Individual Courses credit bearing course offered online

THENNOW Faculty Development Student Support Online Orientation Online Bookstore Library Services Tutorial Services Proctoring Limited Haphazard Instructional Design Staff Course Development Day Teaching Effectively Online Faculty Institute History of Distance Education at Pace

Support Survey Demographics Survey was distributed December 2004 & January 2005 to all Faculty and all students 172 Faculty responses ~ 176 Student Responses 60% Fulltime – 40% Adjunct 68% Undergraduate ~ 32% Graduate

Faculty Support Survey focused on: Barriers in developing online courseware Pedagogical issues Technology skills Converting conventional courses to online courses

Student Support Survey focused on: Attitudes re: Online Courses Barriers Support Services

Barriers in Developing Online Courseware Not having the software, hardware, or other equipment and materials to deliver an online course Technical & Support Services available at Pace Adequate Instructional Design support

Faculty Results The attitudes about hardware and software have changed with only 32% of faculty “Strongly Agreeing” that they do not have the resources Technical and Design support with ~ 50% of faculty having a concern Skill set for developing online courses is still a concern at 71%

Student Results A third of the students felt that too many technical problems, poor internet access and inadequate computer resources at home would discourage them from taking an online course.

Pedagogical Issues Concern that Distance Education is a legitimate form of education Workload issues Academic honesty among students

Results A third of the faculty still see a serious concern with distance education as a legitimate form vs only 8% of the students Half of the faculty are seriously concerned about the work load issue vs students perception of work load. Academic Freedom and Impact on TAP as a serious concern have dropped to less than 20% Only a third do not have concerns about intellectual property.

Technology Skills Using , Blackboard, PowerPoint Finding information on the World Wide Web, Attaching files to , using a chat room and digital scanner

Results No Proficiency Skills –Faculty Blackboard –8% – 2% WWW – 3% Online chat room 31% –Students – 0%

Converting Conventional Courses to Online Courses Establishing discussion groups and fostering a sense of community in the online course and keeping students motivated Providing feedback on student work Keeping course records online Constructing tests and non-test methods for assessment

Faculty Results Faculty are more comfortable with discussion boards then with fostering community About half do not feel providing feedback on student work is a serious concern Half are not concerned about keeping course records online. Concerns remain split over constructing tests and non-test methods for assessment

Student Attitudes Towards Online Courses Students reported these factors as most influential in their decision to take an online course: –Flexibility – 80% –Required course – 45% –Less driving to campus – 42% –Personal interest in the course – 35% 41% were concerned about the lack of teacher interaction 20% were concerned about the amount of group work Additional work load issues

Student Support Services A third felt that Academic Advisement and SARS needed improvement Areas such as Proctoring, Online Writing Center, Library and Career Services were perceived as adequate.

New Attitude?