1. Assessing Faculty Readiness for Online Teaching: An Attractive Approach John Sener Sener Learning Services 12 th Annual Sloan-C Int’l Conference Orlando, FL, November 9, 2006

2. Presentation Objectives Understand a conceptual framework for attracting faculty to online teaching Review an attractive approach to assessing faculty readiness for online teaching Become familiar with recent relevant research on faculty attitudes toward online teaching Discuss possible applications for the proposed attractive approach

3. What’s the Big Idea? Use faculty readiness assessment to attract faculty to online teaching

4. Assessing Online Readiness: The Glut and the Void "Is Online Learning for Me?" "Is Online Learning for Me?" –~19,900 Google hits [11/6/06] –100s of readiness assessment surveys “Is Online Teaching for Me?” “Is Online Teaching for Me?” –66 hits [11/6/06]; only 1 survey –Only one survey (Onlinelearning.net) – Fine as far as it goes, but…

5. The Onlinelearning.net Survey as Faculty Readiness Assessment Is Online Teaching for Me? TM Self-evaluation Quiz Categories: – Computer skills assessment – Experience, qualifications in OL environment – Attitudes toward OL teaching & learning – Teaching styles, habits needed to teach OL – Training and commitment

6. Onlinelearning.net Survey: Sample Questions 2. Are you willing to upgrade your computer equipment and/or purchase new software if needed? 10. Have you used online quizzes, a discussion board or chat room as part of your teaching? 13. Do you believe that lecturing is the best method for delivering education in your field? 19. Are you able to create schedules for yourself and stick to them? 24. Are you willing to spend time rethinking and redesigning your teaching materials to fit the needs of the online environment? [= all stick and no carrot]

7. An alternative: What If… …a faculty readiness survey was designed to attract faculty instead, …w/questions like: Does this aspect of online teaching interest you? Does this aspect of online teaching interest you? Would doing x, y, or z sound attractive to you? --------------------------------------- How does this idea sound to you? What would such a survey look like?

8. What the Research Says: Motivating Factors for Participants Meeting student needs, providing access Flexibility Better interaction/learning Personal motivation to use technology Release time Monetary support (> salary, stipends, et al.) Recognition of work Credit toward tenure and promotion Opportunity to use technology innovatively, enhance course quality; develop new ideas Consistent with belief system

9. What the Research Says: Inhibiting Factors Concern about workload Lack of technical support Lack of training provided by institution Lack of release time/compensation Lack of grants for materials/expenses Concern about quality of courses [non-parts] Complexity Participants ≠ Non-participants

10. What the Research Doesn’t Say A consistent pattern –Key factors vary by 2/4-yr, experience, FT/PT* Have factors changed over time? How? –Maguire (2005): lit review, but all pre-2003 –*Hiltz, Dziuban and Shea 2006; Shea and Li in press: –E.g.: tech support? Much about prospective participants Participants ≠ Prospective participants Non-participants ≠ Prospective participants Very little research on prospective participants

11. From Skeptical to Satisfied: A(n Informal) Research Study Target audience: –Initially skeptical –Tried it anyway –Now ‘converted’ to advocates Contacted ~15-20 online faculty Small sample (n=10), ‘ethnographic’ study EdPath article (Sener 2005) EdPath article (Sener 2005)

12. Results of “Skeptical to Satisfied”: Towards an Attractive Approach Intrinsic (‘Individual’) Motivational Factors –Desire for flexibility –Desire for convenience –Desire to become a better teacher –Desire to provide a good experience for students –Desire for change –Interest in reaching new audiences

13. An Attractive Approach: Other Possible Factors Extrinsic (“Organizational”) Motivational Factors (informed by Herzberg) –Tenure and promotion –Desire to increase enrollment/revenue –Desire to maintain enrollment/revenue –Material incentives for developing online courses/programs –Professional development –Emergency preparedness –Become more productive in doing one’s job –Supportive administration –Supportive supervisors

14. Toward an Attractive Approach: Underlying Strategies Toward an Attractive Approach: Underlying Strategies Help them find their attractors – find out what they want to do Help them find their attractors – find out what they want to do Help them figure out how OL will help them do what they want to do Help them figure out how OL will help them do what they want to do Identify concerns and address them Add sweeteners as necessary

15. Toward an Attractive Approach: Sample Survey Question Toward an Attractive Approach: Sample Survey Question Having more flexibility in my teaching schedule appeals to me. If yes, why? (Check all that apply) ___It allows me to pursue personal interests that are not work-related. ___I like having more flexibility to decide when I do my work. ___It enables me to accommodate other life needs (child care, other family needs, etc.). ___It gives me more free time for other professional activities (attending conferences, consulting, etc.) ___Other (specify) ______________________________

16. Toward an Attractive Approach: Other Possible Survey Questions Having a more convenient way to teach would be important to me. I’m interested in becoming a better teacher. I’m interested in providing a better learning experience for students. I’m ready for a change of pace in my teaching career – something new. Actively facilitating online courses appeals to me, but I have some concerns about it. [same format: If yes, how? + choices]

17. Discussion Reaction: ?s, comments, +/-, opptys./threats –Does the proposed approach have value IYO? Share your examples of attractive assessment What would help you/your institution/organization implement this approach? –Question bank –Customized surveys? –Case studies? –Other resources/services/products?

18. Contact Info Contact Info jsener@senerlearning.com 240-461-2841 [mobile] www.senerlearning.comwww.senerlearning.com [website to be re- developed w/resources “soon”] www.senerlearning.com