1. Online Course Design: Is the Conversation Over?
Kelly Hinson, Gatson College

2. 2015 Cengage Learning Computing Conference
Who? What? Why?
Hello! I am Kelly Hinson, an instructor with Gaston College in the Information Technology Department. We are here today to share online design reflections and encouragement for each other.
Online Design is near to my heart because I find delivering content online intriguing. How is the best way to teach and reach my students? What works and why? What doesn’t work and why? Can you compare course to course?
2015 Cengage Learning Computing Conference

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I’m there!
Starting last spring, I felt like I had hit a brick wall with my courses. I was doing everything asked of me for online: SAIL. I followed all the online standards at my school. I have organized and “full” online courses. But I felt like I was missing something.
2015 Cengage Learning Computing Conference

4. But the results say what?
As part of SAIL my fall CIS 110 courses are statistically evaluated using the final exam. Learning outcomes are compare seated vs online. For our five learning outcomes, online students either out perform or are equal to seated students.
2015 Cengage Learning Computing Conference

5. 2015 Cengage Learning Computing Conference
CIS 110 at Gaston College
Retention Rate
Fall 2011
Fall 2012
Retention Rate Fall 2013
Retention
Rate Fall
2014
Online WAVE Section
69.09%
79.25%
76.79%
77.33%
Seated, Traditional
Sections
84.01%
82.53%
88.75%
77.61%
Difference
-14.92%
-3.28%
-11.96%
-0.27%
Here are our retention rates over the last four years: online vs seated. As you can see our online retention rate was worse but has now somewhat equal to seated classes.
2015 Cengage Learning Computing Conference

6. 2015 Cengage Learning Computing Conference
CIS 110 at Gaston College
Failure Rate
Fall 2011
Fall 2012
Failure Rate Fall 2013
Failure
Rate Fall
2014
Online WAVE Section
7.89%
16.67%
25.58%
6.90%
Seated, Traditional Sections
14.93%
16.43%
14.12%
10.95%
Difference
-7.03%
0.24%
11.46%
-4.05%
This is the failure rate of online vs seated. As you can see, the failure rate in our seated classes is greater than online for last year, but the two years before that were worse for online. Some of the reasons for the better failure rate is that we are encouraged to drop students who can’t pass the class. This procedure helps with financial aid.
2015 Cengage Learning Computing Conference

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What more?
This lead me to ask myself, is there any more that can be done online. Have I done my best for me? for my students? for my college? Have I reached the limit of online? This lead me to several research articles on student views of online courses vs instructor views vs institution views. I have been stuck in the institution requirements and what I think works, but I did not have any good student views except that my courses were very organized and easy to follow.
2015 Cengage Learning Computing Conference

8. Online Design: Institutions vs. Instructors vs. Students
What are the competing views of institutions and instructors and students? Don’t we all want the same thing? I think we all want student success, but our perceptions of what is needed online might differ.
2015 Cengage Learning Computing Conference

9. 2015 Cengage Learning Computing Conference
Five Areas
Technology Preparedness
Managing the Learning Environment
Asking for Help
Communication
Online Presence
During my research, I came across about 5 areas where the students perception and the instructors perception differed. These differences (while they might not have prevented student success) may have caused unneeded frustrations. My eyes were opened to some ideas that might make my courses even better, but this would require more work on my end. I would like you to join me on my journey into these areas to see what we can improved together.
2015 Cengage Learning Computing Conference

10. Technology Preparedness
So what does it mean to have “technology preparedness”? How does your institution handle technology preparedness?
2015 Cengage Learning Computing Conference

11. Thoughts on Technology Preparedness
Instructor
Student
Students should be able to create a document and attach a file.
Students should have working Internet at home.
Students should know what a browser it and know how to change it.
We use computers all the time so we know how to do everything.
We don’t need a LMS orientation because we can find things for ourselves.
We don’t need cutting edge. We need it to work.
2015 Cengage Learning Computing Conference

12. How are you helping students with technology preparedness?
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Learning Management
Responsibility
Motivation
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14. Thoughts on Responsibility
Instructor
Student
Students need good time management.
Students should complete assignments on time without reminders.
Students need to figure out what is important for themselves.
Students need to ask questions when they don’t understand.
Students need good time management.
Login to the course frequently.
Self-discipline is needed. Create a schedule for yourself.
Expect instructors to guide them through learning the material.
2015 Cengage Learning Computing Conference

15. Thoughts on Motivation
Instructor
Student
Must put their own effort into studying.
Must be self-motivated.
I don’t need to do anything to encourage motivation.
I only need to provide some ungraded practice tests.
Must take the initiative
Need help staying motivated.
Need captivating materials in the course.
Would like a personal connection.
Need to know why this material is relevant?
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How do you motivate your online students? Is this important for an instructor?
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Asking for Help!
2015 Cengage Learning Computing Conference

18. Thoughts on Asking for Help
Instructor
Student
Students must communicate questions or problems.
Don’t wait until the last minute.
Sometimes you just need to make your best guess.
Don’t know how or the best way to do this online.
Give me an example of how to ask a question.
Fewer questions if more examples for assignments.
Tell me exactly what you want.
2015 Cengage Learning Computing Conference

19. How are you helping your students ask for help?
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20. Communication and Feedback
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21. Thoughts on Communication
Instructor
Student
Instructors can take up to 48 hours to respond. and don’t need to on the weekends.
Students, don’t wait until the last minute.
Read the assignment ahead to see if you understand.
Very important.
mainly used.
Students want responses within 24 hrs. if not more frequently.
Deadlines are coming and I need help!
I must do homework on the weekends because I work, so I need you on the weekends.
2015 Cengage Learning Computing Conference

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Thoughts on Feedback
Student
Instructor
Only provide an individual grade with comments for the class as a whole.
I don’t have time to respond individually to every student.
I tell students that they might not hear from me all semester.
Written feedback on assignments.
Need comments on discussion board posts.
I don’t want to do all that work and not hear from you!
2015 Cengage Learning Computing Conference

23. How are you with student communication and feedback?
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Online Presence
2015 Cengage Learning Computing Conference

25. Thoughts on Online Presence
Instructor
Student
I only have time to manage the course.
I like text-booked based courses because they are like my seated classes.
Videos are a problem for me.
Use varied and engaging ways to deliver material.
Be online frequently.
Actively teach.
We like multi-media.
Really like instructor videos.
2015 Cengage Learning Computing Conference

26. How do you fulfill your online presence?
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An Institution’s Role
Distance Learning Orientations Course
Skill based
Student role expectations
Before the semester or registration?
Mandatory?
Professional Development for Online Teachers
Vetting Online Courses for Content and Organization
Instructor’s must have office hours during the week, but not every day (according to students)
2015 Cengage Learning Computing Conference

28. My Wall is Starting to Crumble
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Review: Five Areas
Technology Preparedness
Managing the Learning Environment
Asking for Help
Communication
Online Presence
During my research, I came across about 5 areas where the students perception and the instructors perception differed. These differences (while they might not have prevented student success) may have caused unneeded frustrations. My eyes were opened to some ideas that might make my courses even better, but this would require more work on my end. I would like you to join me on my journey into these areas to see what we can improved together.
2015 Cengage Learning Computing Conference

30. Where do you see yourself?
Making a Difference?
Keep the conversation going!
2015 Cengage Learning Computing Conference

31. Research Articles Consulted
What Online Students Want Compared to What Institutions Expect e172.html
What Do We Expect? A Special Report for Education
What do Unsuccessful Online Students want us to know?
2015 Cengage Learning Computing Conference

32. Research Articles Consulted
Risk Ambiguity in Online Courses
online-courses.html
Advice for Online Learning Educators
WantToTell.pdf
What do Students (Really) Want in an Online Course?
t-do-students-really-want-in-an-online-course/
Five Things Students want Their Teachers to Know about Online Learning
things-students-want-their.html
2015 Cengage Learning Computing Conference