copyright © 2003, scott higgins and marianne hollis copyright statement this work is the...

Copyright © 2003, Scott Higgins and Marianne Hollis

Copyright Statement

This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.


The Critical Role of the Instructor in Online Learning

Scott Higgins, Ed.D., Marianne Hollis, Ph.D. Master of Health Sciences ProgramsWestern Carolina University


Session Goals

This session is aimed at faculty and others interested in learning how to:Eliminate guesswork in course development and implementationReduce time required to facilitate the online learning process


Session Highlights

Curriculum Instructor preparation WebCT© classroom learning tools Instructor and Student expectations Successes Achieved Lessons Learned FAQs


Graduate Curriculum

Hybrid:HR managementLawEpidemiologyInformation systemsQualityFinanceMarketingSystems & PoliciesContinuing Education Project

Distance:Organizational Training & Development


Instructor Preparation

Comfort level (hands-on) with learning technology Use 1 or 2 features and build on those Pre course ‘lurker’ On-going mentoring from program director Technical support WebCT© Tutorial sessions Summer Teaching Institute


WebCT© Classroom Learning Tools

Orientation (online & live) Chat Discussion Presentation Mail


WebCT© Classroom Learning Tools (cont.)

Grades Calendar Syllabus and Schedule Library Faculty Web page


MHS … Quality Course


‘Chat’ Expectations - Instructor

Organize groups with mix of experienced and novice distance students Define guidelines for chat sessionsDefine & communicate chat ‘roles’ for group membersMonitor chat attendance, quality and any pending issues weekly


‘Chat’ Expectations - Students

Chat set # of times per weekTransfer learning outcomes of Chat to Discussion topic areasFind a natural vehicle, if they want to use other formats that’s fine (e.g., IRL sessions)Define specific roles for group members Rotate these roles each weekCommunicate role changes to Instructor


Special Issues – ‘Chat’

AttendanceQuality of participationGroup conflictsChat as ‘group therapy’Synchronous verbal chat


‘Discussion’ Expectations - Instructor

Utilize theme-based topics Post thought-provoking questions Share research with students Set minimum # of initial & responsive postings Model standards for ‘quality’ of postings Monitor & Feedback


‘Discussion’ Expectations - Students

Check calendar for scheduled activities Schedule meetings with group online Enrich discussions by use of text, reserve readings and internet research Post questions and Chat ‘key points’ Respond to student & faculty inquiries


Special Issues – ‘Discussion’

Non-participators Instructor postings – inspire or hinder? Single postings Private responses to postings Check ‘Manage Students’ for course activity Postings should complement weekly unit content


‘Presentation’ Expectations - Instructor

Upload demo materials to show functionality Communicate with project manager Provide on-going feedback to groups on progress Link special discussion topics to group projects for student feedback


‘Presentation’ Expectations - Students

Use consensus to determine project focus Compose, edit and share project materials within each group Produce a finished course project for display to the rest of the class Provide positive & constructive feedback to other groups Submit project summary analyzing group dynamics; strengths & weaknesses of project


Special Issues - ‘Presentation’

Instructor & students have different paths to this function Upload multiple types of files (.doc, .ppt, .jpg, .gif) Caution not to “overwrite” group work Groups must be reconfigured to view each group’s work at semester’s end


Successes Achieved

Eliminated the guesswork in course development & implementationMore productive in facilitating the online learning processAble to engage students in the learning process more effectively


Successes Achieved (cont.)

Students more engaged in a learning process through structureExpanded learning resources Matched technology features with learning (e.g., discussion, presentation)Helped us become more effective Instructors


Lessons Learned

Prompted faculty to assess their teaching skillsMeasurable expectations for students and facultyUse of Virtual office hoursInstant feedback from students on faculty performanceOrientation session should include an assignment


Lessons Learned (cont.)

Chat needs structure & has limitationsTimely and reinforcing communication is essential for student & facultyOn-going monitoring, interaction & feedbackSocial support is essential to course success


FAQs…

copyright © 2003, scott higgins and marianne hollis copyright statement this work is the...

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