TEACHING-LEARNING ONLINE

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TEACHING-LEARNING ONLINE

• Brenda Stutsky RN, PhD
• www.stutsky.pbworks.com
• June 22, 2010

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Outline

• Completion of Survey
• Online/Blended Learning
• Community of Inquiry Model
• Faculty/Our Survey Results
• Donnas Questions

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Types of Learning

• Traditional Course
• Face-to-face (f2f)
• 0 online
• Web Facilitated
• may use CMS to post syllabus assignments
• 1-29 online
• Blended/Hybrid
• online f2f
• 30 to 79 online
• Online
• no f2f
• 80 online
• Allen Seaman (2008)
• Sloan Consortium Report

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How Big is Online Learning

• Sample of 4,491 US institutions
• 2,577 responses
• Over 3.9 million students taking at least one
  online course in Fall 2007
• 12 increase over 2006
• Allen Seaman (2008)
• Sloan Consortium Report

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Strategic

• Online education is critical to the long-term
  strategy of my institution?
• Agree 58
• Neutral 27
• Disagree 15
• Percent agreeing by type of program
• Baccalureate 35.4
• Masters 65.8
• Doctoral 54.8
• Allen Seaman (2008)
• Sloan Consortium Report

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Geographic Reach

• Primary reason for entering online education?
• 80 of masters programs say to expand geographic
  reach
• 85 of all online students come from within 50
  miles of campus
• Allen Seaman (2008)
• Sloan Consortium Report

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Motivation for Teaching Online

• Because I am required to
• 61.6 not important
• It is the best way to reach particular students
• 38.9 important
• Meets students needs for flexible access
• 40.8 important
• Options Not important, somewhat important,
  important, very important
• Allen Seaman (2008)
• Sloan Consortium Report
• Convenience, convenience, convenience
• Charles Dzuiban (2009)
• Blended Learning Conference, Vancouver

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Blended Learning

• Definition
• Courses that integrate online
• with traditional face-to-face
• class activities in a planned,
• pedagogically valuable manner
• Sloan Consortium (2005)

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Potential

• Potential to create communities of learners
  across time and space (engagement)
• Enhances student learning (effectiveness)
• Access, retention (convenience)
• Garrison (2009) Fourth International Blended
• Learning Conference, University of Hertfordshire

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Opportunity

• Opportunity to fundamentally redesign how we
  approach teaching and learning
• Garrison Vaughan (2008)
• Transformative process directed toward improving
  the quality of the educational experience
• Garrison (2009) Fourth International Blended
• Learning Conference, University of Hertfordshire
• Shift to constructivism

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Constructivism

• Shift from teacher-directed to student-directed
  learning
• Passive to active learning
• Reigeluth (1999)
• Curriculum delivery is frequently the focus of
  concern in traditional face-to-face or online
  environments, while the development of a
  community, as a foundation for learning, is often
  ignored
• Lee (2006)
• Misapplication of learning approaches, such as
  implementing a behavioral approach as opposed to
  a constructivist approach to shape the
  development of a learning community remains an
  obstacle in online learning
• (Bolliger, 2006 Lee, 2006)

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Constructivism cont

• Shifting paradigms is not always easy
• Educators learners struggle with shift from
  traditional teaching
• Barker (2004)
• Learners need to be self-directed,
  self-disciplined, and have good time management
  skills
• (Barker Kozlowski, 2004 Rovai, 2003)
• The conditions for learning are a social context
  where learners are viewed as autonomous,
  independent, self-motivating, engaging, and
  interactive individuals.
• (Ali et al., 2004 Almala, 2005 Bolliger, 2006
  Cooperstein
• Kocevar-Weidinger, 2004 Driscoll, 2005 Lee,
  2006)
• Constructivist learning outcomes focus on
  reasoning, critical thinking, understanding and
  use of knowledge, self-regulation, and mindful
  reflection
• (Driscoll, 2005)

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Design

• No typical course design
• Not for specific courses or disciplines
• Large class
• reduce lectures, increase engagement
• Small to medium
• sustain engagement and collaboration
• Professional and continuing education
• scheduling flexibility (convenience) share
  professional experience
• Garrison (2009) Fourth International Blended
• Learning Conference, University of Hertfordshire

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Value of a Framework

• Provides order and a means to understand complex
  educational activities
• Garrison (2009) Fourth International Blended
• Learning Conference, University of Hertfordshire
• Importance of community is a key factor in
  successful online/blended learning
• (Conrad, 2005 Haythornthwaite Kazmer, 2004
• Rovai, 2002 Shea, 2006 Shea, Li, Pickett,
  2006)

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Community of Inquiry Model
Garrison, Anderson, and Archer (2000)
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Elements

• Social Presence
• Acts as a support to cognitive presence
• Cognitive Presence
• Ability to construct meaning
• Teaching Presence
• Unifying element in the model
• Necessary to shape a meaningful learning
  experience

Garrison, Anderson, and Archer (2000)
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Blended Learning and CoI

• BL course had higher levels of all presences as
  well as perceived learning and satisfaction
  compared to a fully online course
• May suggest that the blended course format may
  have provided better conditions for higher-order
  thinking
• Akyol, Vaughan, and Garrison (in press)

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Overall

• Creating and sustaining a collaborative community
  of inquiry requires an understanding of the
  dynamics among and within the presences
• Akyol and Garrison (2008)
• Need to design courses with CoI in mind
• Need to follow basic principles of instructional
  design

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Survey

• Nursing Faculty Experience and Attitudes Toward
  Information Technology
• 2 Surveys
• Stages of Adoption of Technology Online Course
  Delivery
• Faculty Attitudes Toward Information Technology

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Stage of Adoption

• Stage 1 Awareness (20.8)
• Stage 2 Learning the process (8.3)
• Stage 3 Understanding and application (4.2)
• Stage 4 Familiarity and confidence (12.5)
• Stage 5 Adaptation to other contexts (8.3)
• Stage 6 Creative application to new contexts
  (0)
• Missing 45.8

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Enjoy Lessons on the Computer

• Disagree (16.7)
• Undecided (20.8)
• Agree (54.2)
• Strongly Agree (8.3)

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Important to Learn to Teach Online

• Disagree (4.2)
• Undecided (8.3)
• Agree (58.3)
• Strongly Agree (29.2)

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Feel Comfortable Teaching Online

• Strongly Disagree (12.5)
• Disagree (20.8)
• Undecided (25.0)
• Agree (29.2)
• Strongly Agree (8.3)

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Sinking Feeling When Think of Teaching Online

• Strongly Disagree (20.8)
• Disagree (41.7)
• Undecided (16.7)
• Agree (16.7)
• Strongly Agree (4.2)

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Computers Isolate People by Inhibiting Normal
Social Interactions

• Disagree (33.3)
• Undecided (41.7)
• Agree (20.8)
• Strongly Agree (4.2)

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Probably Never Learn to Teach Online

• Strongly Disagree (33.3)
• Disagree (45.8)
• Undecided (16.7)
• Strongly Agree (4.2)

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Online Learning Will Improve Education

• Disagree (16.7)
• Undecided (25.0)
• Agree (58.3)

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Online Delivery Used with Courses that Demand
Creative Activities

• Undecided (25.0)
• Agree (66.7)
• Strongly Agree (8.3)

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Useful Instructional Aid in All Subject Areas

• Disagree (20.8)
• Undecided (29.2)
• Agree (50.0)

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Almost Always Reduces Personal Treatment of
Students

• Disagree (54.5)
• Undecided (25.0)
• Agree (20.8)

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Effective Means of Disseminating Class
Information Assignments

• Undecided (4.2)
• Agree (95.8)

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Better Access to the Instructor

• Disagree (25.0)
• Undecided (37.5)
• Agree (37.5)

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More Interaction Between Students

• Strongly Agree (8.3)
• Disagree (25.0)
• Undecided (37.5)
• Agree (29.2)

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More Interaction Between Student Instructor

• Disagree (20.8)
• Undecided (54.2)
• Agree (25.0)

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Increases Motivation for the Course

• Disagree (29.2)
• Undecided (62.5)
• Agree (8.3)

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Course More Interesting

• Disagree (25.0)
• Undecided (62.5)
• Agree (12.5)

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Student Feel More Involved

• Disagree (16.7)
• Undecided (58.3)
• Agree (20.8)
• Strongly Agree (4.2)

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Helps the Student Learn More

• Disagree (16.7)
• Undecided (75.0)
• Agree (8.3)

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Helps to Provide a Better Learning Experience

• Disagree (29.2)
• Undecided (62.5)
• Agree (8.3)

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Donnas Questions

• From the standpoint of child-bearing women, how
  would you rate the website? Why?
• From the standpoint of a nurse, how would you
  rate this website? Explain.
• Who would be excluded from this educational
  format? What other educational strategies could
  be used to target this group of women?
• How could web-based instruction be utilized as an
  educational strategy in your main project (an
  educational project proposal)?

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Thats It

• www.stutsky.pbworks.com