1. Engaging Online Students in Global Learning
2017 FCIE Conference ● Miami
Engaging Online Students in Global Learning
Hilary Landorf, Ph.D. ● Eric M. Feldman, M.S.
Florida International University ● Miami
45 minutes

2. Fully online students and global learning at Florida’s colleges and universities
HL – As background and context for our discussion today, we’d like to start with two essential definitions and what they mean at our university, FIU: “fully online students” and “global learning”
First, fully online students:
One of the goals of most colleges and universities nowadays is to enroll an increasing number of fully online students - students who take all their courses in an online format, and may or may not ever come to campus.
The Florida SUS system is no different. It too wants to enroll fully online students.
In line with performance based metrics, in 2010 FIU instituted “performance-based indicator goals,” 20 metrics by which the university personnel are being evaluated. One of these metrics is “mode of delivery” of the curriculum: face-to-face, hybrid, and fully online. FIU’s goal for the year 2020 is “ ” – to have 30% of all courses taught F-to-F, 30% taught in a hybrid mode, and 40% of all courses taught in a fully-online format. This of course implies that these fully online students will be fully attending FIU.
The Office of Global Learning Initiatives (OGLI) at FIU is dedicated to what we call Universal Global Learning – and we have developed a definition for this term.

3. Definition of Global Learning
Global learning is the process of diverse people collaboratively analyzing and addressing complex problems that transcend borders.
Landorf, H., & Doscher, S. P. (2015). Defining global learning at Florida International University. Diversity and Democracy.
At FIU, we define global learning as: “the process of diverse people collaboratively analyzing and addressing complex problems that transcend borders.” We believe the goal of such learning is to produce and spread widely new knowledge and solutions for complex global problems facing people and the planet. To accomplish the goal of global learning – problem solving – it’s imperative that all students – including fully online students – are involved in the process.
In our discussion today, we will offer some of the strategies we use to engage fully online students in global learning, specifically in the co-curriculum.
But, before we do that, we’d like to hear from you -

4. Discussion Questions
Is the growth of the online student population included in your institution’s strategic plan?
In what ways has your department responded to the online student population at your institution? (i.e. work responsibilities, goals, vision)
If you have attempted to engage online students in your departmental programs, what has worked and what hasn’t? HL
First question: show of hands
Second question: T-P-S
Third question: asking it now for you to think about during the next phase of our presentation, and we’ll base our discussion on this question later

5. Engaging fully online students in co-curricular global learning
HL-
So, here we go

6. Global Distinction Program
Set of coordinated, globally focused curricular and co-curricular opportunities
Designed to increase opportunities for students to become engaged, active global citizens.
Can take the form of an informal award (e.g. Medallion, trophy, plaque), and/or an official academic notation on the transcript HL
First, some basics: many of our colleges and universities, including FIU, have a “global distinction program.” What is such a program:
A global distinction program is: read
At FIU our global distinction program is called the “global learning medallion” and consists of:
Successful completion of four GL courses: these are courses – and counting – throughout the curriculum, in which students engage in global learning, are assessed on the level of achievement of three outcomes – global awareness, perspective, and engagement;
Gain 20 activity points for participating in a variety of co-curricular activities that target one or more of the 3 GL outcomes: these activities range from films, to lectures, panel discussions, clubs, service-learning activities, etc.
Complete a capstone: either intensive language study, a globally focused internship, a study abroad experience, or research on a global topic
Compile an ePortfolio in which they showcase their achievements, as well as a written reflection of their experience engaging with the global learning outcomes
And graduate with a 3.0 GPA

7. Best Practices
Modify existing requirements and opportunities to fit the needs of fully-online students
Integrate co-curricular activities into the fully-online students’ existing university experience
Seek continual feedback from fully-online students, and use the results to improve your own program while encouraging other units to be inclusive of this population
HL-
From our work thus far helping fully online students engage in our global learning distinction program, we have identified 3 best practices:
1. Modify existing requirements and opportunities to fit the needs of fully-online students
2. Integrate co-curricular activities into the fully-online students’ existing university experience
3. Seek continual feedback from fully-online students, and use the results to improve your own program while encouraging other units to be inclusive of this population
The person who works to make this all happen on a day-to-day basis, Eric Feldman, will take over from here:

8. Modify existing requirements and opportunities to fit the needs of online students… but not more than necessary
Attend 20 on campus events
Attend 20 events in your local community or online
Internship, study abroad, research project, or language study
Internship, study abroad, research project, or language study EF

9. Seamless integration with online learning experienceEF

10. Seek Continual Feedback
More live events: requested and implemented
“I think the capstone requirement needs to be re-evaluated. It looks like it was written for on-campus students just out of high school. For example I have been working for 10 years for a global company in a few different countries. For study abroad, I am ‘Abroad’ but choose not to study at my local university but at FIU (which is abroad from my perspective).” EF

11. FIU Global Learning Engagement With Fully Online StudentsEF

12. Growth of Online Enrollment & Involvement
30 fully online degree programs
175 dedicated staff members
6,056 fully-online enrollment AY 16-17
2020 Goal: 40% of courses fully online EF

13. EF

14. EF

15. Global Learning Medallion participant
Peace Corps Prep committee member
E-board member of a club and member of 5+ more
Academy of Leaders graduate
Regular attendee of live, online events EF

16. VoiceThread EF

17. GL Medallion Students Around the WorldEF

18. Why This Work Matters
“HUGE thanks for all of this! It means more than you'd imagine - being an online student I feel like I miss out on a lot and always wish I was more connected to the FIU community.”
-Carissa HL

19. Concluding Discussion Question
How do you plan to use what you have learned in this presentation to support fully-online students in integrative global learning at your institution?

20. Thank You! Comments? Questions? Contact Us:
Hilary Landorf,
Eric Feldman,
goglobal.fiu.edu