1. A Retrospective of 25 Years Teaching Online: Secrets, the Future and Advice Dr. Diane Finley, Prince George’s Community College Annual Conference on Teaching, Society for the Teaching of Psychology Atlanta GA October 16-17, 2015

3. QUICK OVERVIEW OF ONLINE EDUCATION

4. “Online education is possibly the biggest event in American intellectual life in the past 40 years. What’s happened is that a critical mass of intellectual capital in the country has moved outside the academy.” Dr. Gerald Heeger ( Baltimore Sun, 8/17/2003; http://articles.baltimoresun.com/2003-08-17/news/0308170133_1_distance- education-higher-education-maryland-colleges/3) http://articles.baltimoresun.com/2003-08-17/news/0308170133_1_distance- education-higher-education-maryland-colleges/3

5. History of Distance Education 1728 – first course advertised 1833 – Swedish distance education course 1840 – Isaac Pittman in England gives shorthand at a distance 1874 – Illinois Wesleyan University – degrees at a distance 1883 – Correspondence University of Ithaca NY founded 1878 - Chautauqua Movement founded 1892 – University of Wisconsin – appears in catalog 1896 – William Rainey Harper found University of Chicago; university level correspondence courses 1920 – educational radio 1962 – Telstar launched; advent of telecourses

6. History of Online 1960s – computer based instruction sets the way for online learning 1981 – Open University (England) uses rudimentary whiteboard system; Bitnet founded 1984/85 – various institutions network and deliver courses 1990/91 – world wide web protocol developed 1995/96 – first LMS developed 1998- Distance Education Demonstration Project authorized 2006 – federal financial aid rules changed

7. Factoids In 2012, 21 million students took online courses (Title IV schools) Growth rate was 20% More common in 2-year and for-profit schools Asynchronous online delivery is most common Older students and those with mobility issues more likely to enroll online In 2009-2010, 1.3 million K-12 students took online courses http://nces.ed.gov/fastfacts/display.asp?id=80 http://nces.ed.gov/fastfacts/display.asp?id=79 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012154

8. MY JOURNEY & “SECRETS”

9. My Journey as an Onliner Accidental – Baseball Early Training – Barebones Departmental Needs Workshops, workshops, workshops Quality Matters

10. “Secrets” About Online Technology does not make everything easier. Teaching online requires instructors to be tech savvy Teaching online requires more than posting lectures Online class dynamics can be very different from F2F – Participation – Relationship – Informality Online does allow more mobility and flexibility Online challenges my creativity

11. Not-So Secrets about Online Greater time is required for teaching Course creation is very time-intensive Technology is always changing Students have many misconceptions about online learning

12. Most Important Lessons I Have Learned Based on the Chickering and Gamson Principles Chickering, A. W. & Gamson, Z.F. (March, 1987) Seven principles for good practice in undergraduate education. AAHE Bulletin, pp. 3-7.

13. Principle One Student-Faculty Contact Contact is the most important factor in student motivation and involvement in the discipline and school Online courses promote interaction through easier access, discussions, space for interaction to occur, attenuation of perceived barriers As an instructor, you MUST be present in the discussions and questions conferences. Quick response is critical.

14. Principle Two Encourages Cooperation Learning is enhanced when there is a team effort and it is collaborative. Online courses facilitate student to student contact through a ready space for communication and the reduction of time and space obstacles. Tools such as Google Hangout facilitate that cooperation. The instructor must require interaction

15. Principle Three Active Learning Active learning promotes thinking skills and touches on multiple learning styles. Online courses are tailored for active learning The instructor must create activities that require interaction with content, instructor and other students.

16. Principle Four Immediate Feedback Prompt feedback is essential. The online environment enables the instructor to give almost immediate feedback. There is no need to wait for the next class. Most CMS (course management systems) have gradebooks that enable the student to see grades without any Buckley worries.

17. Principle Five Time on Task Emphasis on time-on-task is critical Online courses can make time on task more efficient. Online courses makes it easier for the instructor to track student time on task and to remediate when necessary. Online courses record all participation so students (and instructors) can see what they are doing.

18. Principle Six High Expectations Good practice communicates high expectations Online courses can more easily post expectations in terms of objectives, etc. Online courses make it easier for an instructor to highlight good work, thus giving other students examples of work that meets expectations. The same high expectations held for face-to-face students must be maintained for online students.

19. Principle Seven Respect Diverse Strengths Good practice respects diverse talents and ways of learning Different students have different learning preferences and talents. The online environment allows the instructor to tap into all of these. While online is primarily a text based format, it is very easy to include media and out of class experiential assignment.

20. FUTURE PROMISES OF THE ONLINE CLASSROOM

21. Future Directions Accessibility Alternate Formats and Timing New Paradigm for teaching

22. Current Research Findings Learning is affected by the quality of design AND good implementation Need for learner focused design student feelings and reactions are important Learning communities can help isolation Need for continuous training of students and faculty Need for better tech support

23. Future Research Questions Need for more randomized, controlled studied Need larger samples Need to examine total programs not just individual courses Need longitudinal data

24. Other Issues To Consider Faculty selection & training Time demands - compensation Equipment needs – both faculty and student Technology literacy and competency requirements (faculty and students) Student expectations & student support servives Enrollment limits Intellectual property rights

25. Advice for New (and Experienced) Onliners Chickering & Gamson Seven Principles Administrator Misconceptions Flexibility – to a degree! Tolerance for Unexpected Technology literacy Motives and beliefs (misconceptions) about online

26. Online Resources MERLOT – http://www.merlot.org a free and open resourcehttp://www.merlot.org Quality Matters – course design issues http://www.qualitymatters.org http://www.qualitymatters.org Online Learning Consortium (formerly Sloan Consortium) http://onlinelearningconsortium.org/http://onlinelearningconsortium.org/ Tips from the U. Michigan http://www.crlt.umich.edu/tstrategies/tsot.php http://www.crlt.umich.edu/tstrategies/tsot.php Journal of Teaching and Learning with Technology http://jotlt.indiana.edu/http://jotlt.indiana.edu/

27. References and Resources Duffy, T. M., & Kirley, J. R. (Eds.). (2004). Learner-centered theory and practice in distance education. Mahwah, NJ: Lawrence Erlbaum. Ko, S & Rossen. S (2004). Teaching online: A practical guide. College teaching series. Boston: Houghton Mifflin. Major, C.H. (2015). Teaching online: A guide to theory, research, and practice. Baltimore, MD: Johns Hopkins University Press. McKeachie, W.J. & Hofer, B. (2001). McKeachie’s Teaching Tips: Strategies, Research and Theory for College and University Teachers, 11 th ed.. Lexington, MA: D.C. Heath & Co. U.S. Department of Education. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Retrieved from http://www.ed.gove/about/offices/list/opeed/ppss/reports.html http://www.ed.gove/about/offices/list/opeed/ppss/reports.html

28. References cont. Baran, E. & Correia, A. (Sept/Oct. 2014). A professional development framework for online teaching. Tech Trends. 58(5), pp.96-102. Clay, R.A. (June, 2012). APA does not accredit fully online programs in professional psychology. Here’s why. Monitor on Psychology, 43-46. Major, C. H. (2015). Teaching online: A guide to theory, research, and practice. Baltimore, MD: Johns Hopkins University Press. Shelton, K, & Saltsman, G. (October, 2004). Tips and tricks for teaching online: How to teach like a pro. International Journal of Instructional Technology and Distance Learning. Retrieved 8/17/2015 http://itdl.org/journal/oct_04/article04.htm Tallent-Rounds, M.K., Thomas, J.A., Lan,W.Y., Cooper, S.,Ahern, T.C., Shaw, S.M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135. doi: 10.3102/00346543076001093

29. Contact Information Dr. Diane Finley Department of Psychology Prince George’s Community College 301 Largo Road Largo MD 20774 301-546-0869 dfinley@pgcc.edu