china 2006 fellowship by yuliang liu, ph. d.1 experiences for effectively designing and teaching...
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China 2006 Fellowship by Yuliang Liu, Ph. D.
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Experiences for Effectively Designing and Teaching
Online Courses Yuliang Liu, Ph. D.
[email protected]; http://www.siue.edu/~yliu/ Graduate Program Director of
Instructional Design and Learning Technologies (ID<)
Southern Illinois University (SIU) (http://www.siue.edu/)
Edwardsville, Illinois 62026USA
China 2006 Fellowship by Yuliang Liu, Ph. D.
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Overview
Introduction Analysis Design Development Implementation Evaluation
Conclusion Acknowledgement References Summary Questions
China 2006 Fellowship by Yuliang Liu, Ph. D.
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Introduction
Growing distance education internationally National Center for Educational Statistics in
the US (2003) In 2000-2001, 90% public 2-year and 4-year
degree-granting institutions…. 16% private 2-year colleges and 40% private 4-
year universities ….
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Introduction
Illinois Century Network (ICN)--a joint venture of the Illinois State Board of Education (ISBE), Illinois Board of Higher Education (IBHE), and the Illinois Community College Board Connecting over 8,000 public schools, 48
community colleges and satellite campuses, 12 public universities, private schools, government agencies, museums, and libraries in Illinois.
Providing grants for the development of computer-mediated instructional courseware
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Introduction
The author was awarded an Illinois Century Content Development Grant in April 2002 Developing online instructional materials for the
graduate Educational Research course from the fall semester of 2002 to the spring semester of 2003.
Comparing several instructional design models Using the ADDIE (Analysis, Design, Development,
Implementation, and Evaluation) model to design and develop the course for online delivery
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Introduction
ADDIE model (Dick, Carey, & Carey, 2004) Analysis: Including analyzing the audience, task, and
environment Design: Including writing course objectives, developing
course outlines, and determining effective delivery methods Development: Including writing course content, such as
content presentations, readings, activities, and assessments Implementation: Including delivering the instruction Evaluation: Including formative and summative evaluation
Theoretical foundations Constructivist approach effective for the successful online
course design (Hobbs, 2002; Liu, 2003a)
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Analysis
Educational Research—one of the 3 core graduate courses in education
Based on recent alumni surveys conducted by the Graduate School
Students’ majors and status vary A majority are K-16 full-time school teachers
and have a wide range of teaching experiences and expertise in using technology
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Analysis
Most students are self-motivated Multiple sections are offered, but 1 online section Author had previous online and traditional
instructional experiences in this course Foundational content
examining major research methodologies in education applying the student-centered learning principles Specific technology—WebCT, e-mail….
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Design
Taking approximately two semesters (fall 2002 to spring 2003)
Keeping the content of the online section as close as possible to the traditional sections
Purpose--to focus on conceptual, methodological and practical issues addressing both quantitative and qualitative methodologies
Course objectives and requirements
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Design
Four learning modules Module 1 (Introduction to Research) covering
chapters 1-5 Module 2 (Qualitative Research) covering
chapters 6-9 Module 3 (Quantitative Research) covering
chapters 10-16 Module 4 (Research Production) covering
chapters 17-18
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Design
Each chapter begins with (a) chapter objectives, (b) chapter overview (structured study guide), (c) Web sites, (d) online quizzes, (e) essay questions (including chapter reflections,
chapter essays, and peer critiques), and (f) group projects--authentic research proposal
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Design
Much time--designed to complete students’ individual work every week
Some time--used to create online interactivity, including peer critiquing another student’s essay and working collaboratively on group projects every week
Both individual essay assignments and group projects require students to post and share the contribution(s) on the bulletin board on WebCT
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Development
Using different types of software for the content development MS FrontPage to create html pages MS Word to create pdf files Respondus to create chapter quizzes Inspiration 7 to create a graphical structured chapter
overview in each chapter Bulletin board on WebCT for posting all essay assignments
in each chapter Textbook used -- Educational Research by Gay and
Airasian (2003), 18 chapters Most of those chapters were covered in both
traditional and online sections
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Development The format of the chapter components
Objectives Structured Overview--Graphical and
hierarchical structures showing the relationship of key ideas, concepts, and other information in each chapter
Web Links--providing extra resources Chapter Quizzes/Tests--evaluating
individual student’s knowledge base; timed and randomized answers
Essay Questions--a chapter summary and reflection; writing assignment consistent with the content in each chapter; peer critiquing and interaction
Group Project--ongoing project; application of knowledge; developing a research proposal or report using APA format
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Implementation
Delivered to 22 students in the summer semester of 2003 for 10 intensive weeks
Demographic information Females (86.4%) 26-35 years old or older (86.4%) Caucasians (90.9%) School teachers (72.7%) Had over three years of teaching experience (54.5%) Majoring in elementary education, secondary
education, and early childhood (72.7%)
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Implementation
Required face-to-face orientation in the first week discuss syllabus introduce the course get to know each other provide WebCT orientation answer students’ questions 22 completed with some dropouts after the first week
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Implementation Online for other 9 weeks
Assignments every week (a) online quiz (20% of final grade) (b) chapter reflection (15%) (c) essay assignment (20%) (d) peer review/critique of the essay assignment (10%) (e) ongoing online participation in the group project (35%)
Several discussion forums on the bulletin board Forum I--Chapter Reflections Forum II--Chapter Essay Questions and Peer Critiques Forum III--Chapter Content Questions Forum IV--Group Projects
Weekly feedback from the instructor
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Evaluation
Students’ attitudes and satisfaction Midterm (5th week) course feedback survey
3 open-ended questions: “(a) Something I learned so far, (b) Something I liked so far, and (c) Any additional suggestions?”
A majority indicated that they learned significantly and liked the structure of the course
Suggestions included a possible reduction of workload in the online section in the short summer semester
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Evaluation
Students’ attitudes and satisfaction Department’s final students’ course evaluation
anonymously on WebCT (same as traditional courses) 17 likert-scale (5 point scale) type evaluation items Average of those 17 items was 4.5 Students’ qualitative feedback was generally favorable
and far exceeded the author’s expectations “very well organized” “a rewarding but challenging course”
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Conclusion
A few critical components for successfully designing and delivering an online course Recognize students’ individual needs in different
individual courses Plan and organize the course well before
delivering it online Know that the ideas presented in this article
should be considered only as a guide Know that any traditional courses that are planned
to be delivered online should be retooled and modified to meet online students’ needs
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References Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design
of instruction (5th Edition). New York: Addison-Wesley Educational Publishers, Inc.
Gay, L.R., & Airasian, P. (2003). Educational Research (7th ed.). Upper Saddle River, NJ: Prentice-Hall.
Hobbs, D. (2002). A constructivist approach to web course design: A review of the literature. International Journal on E-Learning 1(2), 60-65.
Liu, Y. (2003). Improving online interactivity and learning: A constructivist approach. Academic Exchange Quarterly, 7(1), 174-178.
National Center for Educational Statistics (2003). Distance education at degree-granting postsecondary institutions: 2000–2001 (2003). Retrieved October 20, 2003 from http://nces.ed.gov/surveys/peqis/publications/2003017/.
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Acknowledgement
This project was partially sponsored by the Illinois Century Content Development Grant from Illinois Board of Higher Education from April 2002 to June 2003
Liu, Y. (2003). Taking educational research online: Developing an online educational research course. Journal of Interactive Instruction Development, 16(1), 12-20. (http://www.salt.org/jiidtoc.asp )
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Questions ?
E-mail: [email protected]
Phone: (618) 650-3293 Fax: (618) 650-3808
http://www.siue.edu/~yliu/
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Summary
Introduction Analysis Design Development Implementation Evaluation
Conclusion Acknowledgement References Questions
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Thanks … …
For your …
Time
Patience
Applause
And more …