Scaling Quality For Online Education
- 1. Scaling Quality for Online Education: A Comparison of Faculty Development ModelsThomas B. CavanaghAssistant Vice President, Distributed LearningUniversity of Central Florida
- 2. Why Faculty Development?Rapid growth in online courses12.9% growth in 2008 (national: Sloan)31% growth Fall 08-09 (UCF) Minnesota State system proposes 25% of all MnSCU credits be earned online by 2015.Faculty who have never taught online are being assigned (or have expressed an interest)
- 3. Why Faculty Development?True online course is not simply a “remediation” of classroom presentationVideo/Theater analogyEnable faculty success (and student success)As opposed to onerous administrative requirement
- 4. Accreditation RequirementsSouthern Association of Colleges and SchoolsFaculty support services are appropriate and specifically related to distance education. Faculty who teach in distance education programs and courses receive appropriate training.
- 5. Accreditation RequirementsWestern Association of Colleges and SchoolsThe institution provides an ongoing program of appropriate technical, design, and production support for participating faculty members.The institution provides to those responsible for program development the orientation and training to help them become proficient in the uses of the program’s technologies, including potential changes in course design and management.The institution provides to those responsible for working directly with students the orientation and training to help them become proficient in the uses of the technologies for these purposes, including strategies for effective interaction.
- 6. ComparisonPublicLargeMetropolitanMulti-disciplinary ProgramsPrivateMedium / LargeGlobalSpecialized Programs
- 7. Comparison – UCF / ERAU
- 8. Comparison – UCF / ERAUBoth schools have online:UG/ G programsIndividual courses (GEP)100% online and Hybrid/BlendedDifferent emphasis
- 9. ERAU ModelFour Course SequenceRequired to teach onlineAll faculty – tenure track, tenured, instructor, adjunctAll 100% onlineNo incentives provided
- 10. ERAU ModelFACD 700 / 700L – Instructional Use of Blackboard (with Lab)5 week online courseHow to use CMSWhy to use certain featuresBest practices
- 11. ERAU ModelFACD 701 – Teaching at Embry-Riddle Worldwide5 week online courseAudience is new online and F2F facultyResponsibilities of ERAU instructorsBest practices for course prep and deliverySpecial perspective on teaching in aerospace and military contexts
- 12. ERAU ModelFACD 702 – Supporting Online Learners7 week online courseTeaching focusedBest practices in online learningStudent-centered approaches to teachingInstructional applications for web-based collaboration toolsApplication in a blended environment
- 13. ERAU ModelFACD 703 – Developing Online Course Materials5-7 week online courseDesign focusedBy invitation onlyFor faculty developers of master course templatesObjectives, interaction design, assessment, TEACH Act, ERAU course production process, etc.
- 15. UCF ModelDifferent courses for different purposesFour course optionsCombination of online and blended facilitationAll faculty required for certain levels of accessIncentives provided$2,000 stipendLaptop computer (fulltime faculty only)
- 16. UCF ModelEssentials (includes lab component)Introduces UCF’s online course policies and proceduresTeaches faculty core skills needed to set-up and deliver a “web-enhanced” courseProvides safe practice environmentAllows faculty to demonstrate skills masteryApprox. 5 hrs contact time
- 17. UCF ModelADL 5000How to teach an existing W/M coursePedagogy, logistics, technology topicsOnline, self-pacedApprox. 35 clock hours contact time
- 18. UCF ModelIDL 6543Award-winning course for original design/delivery of online/blended coursesBroader and deeper in scope than ADL 5000Taught in blended formatMinimum of 80 clock hours contact time$2,000 stipend incentiveLaptop computer for successful completion
- 19. UCF ModelIVD 6000 (development in progress)Training program for lecture capture streaming video.2 parts: online self-paced and liveBest Practices, examples, integrating interactivity
- 21. Training Based on Best PracticesSloan’s 5 PillarsQuality MattersBlackboard Greenhouse RubricSREB/SRECAccreditation Best PracticesSACS, WASC, etc.Plus othersFind what works for your institution and combine/modify/amend as necessary
- 22. 6 Core Tenets re: Faculty Development1) Include technology subjectsUse of the CMS2) Include pedagogy subjectsThree types of interactivity3) Model what you want, as much as you canTry to conduct at least a portion online
- 23. 6 Core Tenets re: Faculty Development4) Involve faculty in design / review of programProvide peer credibilityBalance against IDOL expertise of ISDs, others5) Follow up with assessmentDid it help? What could be improved?Student performance / perceptions?
- 24. 6 Core Tenets re: Faculty Development6) Require faculty developmentRestrict modality accessProvide incentive, if possibleWCET / Campus Computing Project“Managing Online Education Programs” (10/09)53% of institutions report mandatory trainingAverage # of hrs: 27Average # of continuing ed training hrs: 2.5
- 25. Conclusion / QuestionsThomas Cavanagh, Ph.D.Assistant VP, Distributed LearningUniversity of Central Floridacavanagh@mail.ucf.edu