1. 1 Online Education: The New Benchmark for Quality Roger Von Holzen Darla Runyon Center for Information Technology in Education Northwest Missouri State University

2. 2 The Standard It is often heard that online courses need to be as good as the courses that are offered on campus This standard, by which the quality of online courses are judged, seems to have been etched in the stone foundation of the time-honored campus course*

3. 3 The Standard Based on the “unshakable image” of what teachers and students are supposed to do Relies on the following assumptions: teaching is telling learning is absorbing knowledge is subject-matter content Assumptions not based on serious educational research and sound instructional design*

4. 4 Campus Courses Few have much time and effort devoted to them during the development stage Most are not fully developed before the instructional delivery actually begins Instructors typically must develop as they teach with little or no assistance*

5. 5 The Typical Campus Course Large enrollment numbers Focused on the lecture mode of delivery Assessment based on 2-3 formative exams and one summative knowledge- based exam Fails to accommodate various individual student learning styles Places little demand on the students*

6. 6 “Truly distant learning… …sitting in a large lecture hall with 200 other students.” Anonymous

7. 7 “ In attempting to harness the capabilities of digital interfaces, the mistake is often made of recreating a classroom-teaching model within an online learning environment. Online technology designed to mimic the classroom becomes a restriction and a barrier to the teacher’s ability to impart knowledge.” Nishikant Sonwalkar You can’t always teach an old dog new tricks

8. 8 Online Courses The New Gold Standard

9. 9 Benefits of Online Learning Anytime, anywhere delivery of educational opportunities Learning centered around the student instead of the classroom*

10. 10 Shifting from Teaching to Learning New role for faculty Move away from the one-size-fits-all lecture method Design techniques to meet the individual needs of students Incorporate active learning in the educational process Meet the need for flexible learning through the use of technology The challenge is to get consensus among faculty about what makes a good online course It’s like herding cats…

11. 11 Video

12. 12 Campus Course Loads Large numbers of students Little interaction Lecture mode of delivery Objective assessments*

13. 13 Campus Course Load Typical 3 credit course 1.5 hours prep time 3 hours of lecture 1.25 hours of communication*

14. 14 Online Course Load Interaction is key to online delivery Faculty spend most of their time communicating with students Time saved from not preparing or delivering lectures As the size of the class increases student assistant should be provided screen incoming e-mail messages handle routine problems or questions*

15. 15 Little Support for Campus Courses The delivery of a campus-based course is left in the hands of the instructor or his/her graduate assistant This poses a problem since most higher education faculty have not been trained in classroom teaching methodologies On the fly course development which often results in…

16. 16 Quality Support for Online Courses Instructional design process often begins six months prior to course start date Provides online faculty time to develop a working knowledge of good design and development techniques online teaching pedagogy Support provided by an array of experts during the course development stages From instructional design specialists, to graphic designers, to web masters*

17. 17 Quality Support for Online Courses Online faculty support centers play a critical role in speeding up the time intensive upfront development provide insight into: the best communications options time management procedures content delivery techniques ensure the development of quality instructional materials* So…how long will that take me?

18. 18 Quality Checklist for Campus Courses 

19. 19 Quality Checklist for Online Courses Three major areas of quality development and review  pre-course development  course and instructional design  course management and support*

20. 20 Campus Pre-course Development Syllabus only No communication prior to course start date Assessment plan 3 exams and a final No learning style check*

21. 21 Online Pre-course Development Conduct analysis of audience Discern critical content, concepts and course materials Develop extensive syllabus Develop effective learning and assessment plans Prepare course introduction or orientation e-mail message Link to a learning styles inventory *

22. 22 Campus Course Instructional Design Questions? Any questions? Class dismissed…

23. 23 Online Course Instructional Design Incorporate authentic activities meeting a variety of learning modalities Develop interactive, instructional activities based on critical concepts and desired learning outcomes*

24. 24 “If we are to be required to assess educational quality and learning by virtue of how long a student sits in a seat, we have focused on the wrong end of the student.” Laura Palmer Noone

25. 25 Assessment Strategies Campus courses 6/12/Final Online courses Focus on outcomes-based assessment Determine evidence that is acceptable as proof of knowledge or skill Punctuate course with a diverse array of short formative assessment opportunities Develop a post-assessment (summative) based on outcomes*

26. 26 Campus courses Navigation by syllabus Online courses Divided into modules of content and authentic learning activities Include an introductory module Provide students with a systematic way to navigate the course* Course Navigation

27. 27 Course Interaction Campus courses Minimal two-way communication Show up = participation Online courses Interaction is the #1 component of courses Online = involved Effort to develop a virtual community*

28. 28 Course Review and Development Campus courses Little review of campus courses Department chair visit(s) Online courses Course won’t be perfect the first time through Support Center provides faculty with a printout of recommendations for redesign and improvement Course becomes a depository for a plethora of information, resources, and activities*

29. 29 “You can’t have everything. Where would you put it?” Stephen Wright “…in an online course site!” Darla Runyon

30. 30 Online Course Development Even with all of this support and planning at times you feel like you’re building on a wing and a prayer…

31. 31 Video

32. 32 Why the New Gold Standard? Need to redesign course from the ground up Development of innovative course materials Emphasis on engaging students using active learning strategies

33. 33 Why the New Gold Standard? Focus on individualized instruction and independent learning skills Use of technology to provide multiple ways of presenting instruction*

34. 34 Course Development Costs Campus courses Development costs placed on the shoulders of the faculty member—their time $50,000 salary/36 weeks/$34.72 per hour Development costs for a three credit course 6 hours/week of development time * 15 weeks 90 hours * $34.72/hour = $3,124.80 Little or no additional resources devoted to assisting faculty Teaching and learning centers*

35. 35 Course Development Costs Online courses Faculty typically paid a stipend or given release time for course development $50,000 salary * 7.5% = $3,750 stipend Additional resources may add to cost of course design and development Computer and pedagogical assistance Investment in quality Ideas from online courses often incorporated into campus-based courses*

36. 36 The Future

37. 37 The Vision Higher education must provide broad access to lifelong learning Allow the learner to seamlessly connect anywhere and anytime to the continuum of educational options that are now surfacing Must provide a wide variety of teaching and learning opportunities and approaches Consumers will shop for online courses tailored to their job and career goals demand greater customization of delivery modes*

38. 38 The Delivery Modes Traditional on-campus classes Instructional television courses Web-based courses Local course sites Mixed-mode of instructional delivery Key requirements: Low-cost points of access to education Flexible delivery systems for learners*

39. 39 Will today’s college campus go away? "No, I think kids will always come to campus. It is a beautiful place and their parents want them to leave home." Sally M. Johnstone

40. 40 But maybe…

41. 41 Video

42. 42 Our final words of wisdom: Think outside the classroom ©

43. 43 Roger Von Holzen rvh@mail.nwmissouri.edu Darla Runyon drunyon@mail.nwmissouri.edu Center for Information Technology in Education Northwest Missouri State University