The Landscape of Online Learning

Dr. Ashley Skylar

Director, Center for Excellence & Innovation in Online Education

November 30, 2012

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Agenda• Student Preferences • Student Satisfaction • Rubrics for Course Design• Synchronous Tools to Increase Interaction

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Student Preferences

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• 40% of online students are younger than the age of 30; one out of 5 is younger than 25

• Institutions that have a near-by campus or service center are highly attractive to online students; 80% of online students live within 100 miles of a campus or service center

• Online students want compressed shorter terms of study (8 wk or fewer terms)

• Online students rank tuition and fees as the most important information they seek

Findings

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Key Trigger Events

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What is prompting students to go back to school?

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Field of Study

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Student Preferences

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Preferences in Online Study Model

Student Preferences

Undergraduate students prefer independent study, Graduate students prefer instructor-led online study

Student Perceptions of Online Learning & Teaching* Survey conducted Fall 2011

California State University, Northridge

1,046 online students

Student demographicsN=1,046

Preference – Type of class

Contributes most to students’ learning:

Technology Tools• Lectures in video• PPT• Weblinks on the subject• Online forums, blogs, chats• Elluminate• Computer programs• E-Textbooks• Accessible via smart phone• Turnitin• Google groups• Online portfolios• Online assessments• Opencourseware (MIT)• Oviatt Library• Moodle

Activities• Reviews/practice activities• Posing questions on forums• Researching subject matter• Written assignments• Reading• Group work• 1-on-1 teacher help• Online lectures & notes• Feedback• Short essay responses• Group presentations• Exams/quizzes• Weekly assignments• Online modules• Open-book quizzes• Outlines• Lecture note transcripts• Reading supplemental material• Teacher Involvement

Student perceptionsSuggestions for improving course

• Recorded lecture from professor• Instructor more interactive• Practice, review for tests • Offer more online courses• Time management (instructor)• Schedule optional virtual

sessions• DETAILED calendar • Keep directions simple and clear• Make deadlines OBVIOUS• TIMELY responses• More activities• More involvement of professors

• Timely grading homework & tests• Less busy work• Use rubrics for essays• More understanding about technology • Ability to access e-textbooks• Tips for “first time” online students• More quizzes, less exams• Timely availability of material• More detail provided on projects• E-Mail alert for changes to the class• Professor use of a webcam • Make class fun and interesting

Suggestions to give faculty new to teaching online

• Timely & frequent communication is key• Be interactive• Engaging online materials• Organization is key (materials, Moodle site)• Do not procrastinate• Plenty of examples & visuals• Be thorough & detailed• If the teacher isn’t e-mail or technology friendly don’t teach the course• Be more available for students than typical• Use discussion and chat forums• Learn the technology first before trying to use it in a class• Try not to make changes in the syllabus after the class starts• Have everyone introduce themselves• Post study guides• Give students the same attention as a traditional class• Do not make the reading overwhelming• Take an online course

Student Satisfaction

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Study

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Skylar, A. (2009). A comparison of asynchronous online text- based lectures and synchronous interactive web conferences. Issues in Teacher Education, 18(2), 69-84.

A few student satisfaction results from the study….

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A few student satisfaction results from the study….

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A few student satisfaction results from the study….

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Spring 2011 Study

3 Sections of a class Hybrid – 50% on campus, 50% online

21 studentsGPA Avg. 3.06

Synchronous – 8 synchronous sessions in Elluminate; 8 asynchronous sessions18 studentsGPA Avg. 3.18

Synchronous- 18 asynchronous sessions; 8 prerecorded lectures (No Due Dates)26 studentsGPA Avg. 3.53

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Results

Hybrid Synchronous Asynchronous72

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77.8

87.487

Exam

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Hybrid Synchronous Asynchronous4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

5

4.4

4.9

4.6

Instructor Course Evaluation

Results

Hybrid Synchronous Asynchronous4

4.05

4.1

4.15

4.2

4.25

4.3

4.35

4.4

4.29

4.12

4.34

Student Satisfaction

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Rubrics for Course Design

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• Quality Matters• http://www.qmprogram.org/files/QM_Standards_2011-2013.

pdf

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• http://www.csuchico.edu/celt/roi/index.shtml

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CSU SYSTEMWIDE RUBRICQOLT EVALUATION INSTRUMENT

1. Course Overview and Introduction 2. Assessment and Evaluation of Student Learning 3. Instructional Materials and Resources Utilized 4. Student Interaction and Community 5. Facilitation and Instruction 6. Technology for Teaching and Learning 7. Learner Support and Resources 8. Accessibility and Universal Design

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CSU Systemwide QOLT

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CSU Systemwide QOLT

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QOLT

• Create a useful evaluation tool that can help faculty (re)develop quality hybrid/online courses.

• Identify exemplary practices for teaching and learning through hybrid/online courses.

• Inform faculty development activities and programs related to hybrid/online teaching.

• Recognize faculty, programs, and campuses that are creating quality online courses. And, share!

Section 1. Course Overview and IntroductionInstructor gives a thorough description of the course, as well as introducing students to the course protocol

and expectations.

1.B. ‘COURSE DESCRIPTION’ EXEMPLARY

1.D. ‘ONLINE ETIQUETTE’ SAMPLEDo not dominate any discussion.Do not use offensive language.Never make fun of someone’s ability to read or write.Use simple English.Use correct spelling and grammar.Share tips with other students.Keep an “open-mind” and be willing to express even your minority opinion.Be aware of the University’s Academic Honesty Policy.Think before you push the “Send” button.Do not hesitate to ask for feedback.When in doubt, always check with your instructor for clarification.

Mintu-Wimsatt, A. (2010). Netiquette: Make it part of your syllabus. Journal of Online Learning and Teaching, 6(1),

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http://prezi.com/pz4gdwfttl-9/qolt-tour-cats/

How can rubrics be used at our site to support faculty in developing online and hybrid courses?

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Key Points

• What is synchronous learning?• Best Practice Tips for Using

Elluminate• Sample of Elluminate Recorded

Sessions• Elluminate Research Studies &

Results• Second Life Youtube Clip• Questions

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What are some synchronous learning tools??

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Elluminate-Web Conferencing (WC) Tool Used

• Used to create an online classroom in real time with voice–over IP, talking head, application sharing, PowerPoint, video, web tours, closed captioning, break-out rooms, and more.

• Introduced to campus Spring 07• Variety of uses across campus include:

– Synchronous and asynchronous (recorded) lectures– Office hours– Forum for accessing on-campus presentations– Mentoring of teachers– Workshops (e.g, Advanced Elluminate)– Committee file sharing/collaboration– Meetings

Web Conferencing Environment

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Dr. Skylar’s Elluminate Sessions- A snapshot

• http://www.youtube.com/watch?v=_ACT1Dicafk

Tip for Using Elluminate to structure an online OL class to get students started in

the course w/out a face-to-face mtg. (asynchronous)

• Send students an e-mail via their csun e-mail with a link for accessing an Elluminate precorded conference (class overview)

• Provide a participation quiz for students to complete

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Fall 2010-Assessment & Individualized Education Plan

Fall 2010-Assessment & Individualized Education Plan

What do the students say……

The Elluminate lectures are by far superior to a traditional online course, but it does not replace a real classroom.

I enjoyed the web conferences, much better than traditional lectures.

I thought this online course was great and wish most other classes would be the same way.

I liked the web conference..it made the class easier and less stressful than other classes.

Webcam was not helpful at all. This class has helped me with my online skills. The Elluminate is better than a regular on-time class. It was my first time in an online course. I know that this was not

technically an online course, but it showed me that I can still effectively learn materials outside of a traditional lecture 52

Dr. Skylar’s Second Life ClassroomSpring Study 2009

http://www.youtube.com/watch?v=w0Gg_u3c91U

Ashley Skylar Dept. of Special Education

Case Study of using Second Life in an Introductory Special Education Course SPED 400

Spring 2009, Wed. 4:20 p.m. - 6:45 p.m.5 Second Life Sessions (meeting approx.

every other week online and on-campus)2/4/09, 2/25/09, 3/11/09, 4/29/09, 5/6/09

Student Survey

Likert Scale Ratings 1. 2/4/9: 3.332. 2/25/09: 3.433. 3/11/09: 3.824. 4/29/09: 3.985. 5/6/09: 4.11

Second Life Tools

Presentation Tool Using the Internet in SL Use of Chat Moving the Avatar Audio Controls Discussion Groups in Chat

Second Life at CSUN

http://www.csun.edu/at/teaching/tools/secondlife.html

What are student’s saying about Second Life?

• Group discussions effective and easier to chat and give answers• Felt comfortable chatting with peers• I’ve never felt comfortable taking an online class before because I didn’t

feel comfortable, however SL is an open door for me• I feel comfortable using the SL icons and features (session 3 student)• The ability to talk makes it more realistic as if I was in a real class setting• You read what students were typing in the chat window and answered

questions accordingly• Online resources/links sent in SL effective• I like that SL looks like a classroom-your attention is directed!• I feel like this multi-modality opportunity to learn is working-visually,

auditory, and kinesthetic• When the instructor monitors the classroom and approaches the students

at their group tables it makes me feel as if I am a part of the class (instructor walked up to the tables during group discussions)

• I like the layout of the classroom. It makes it easy to see where everyone is, what they look like and looks organized (session 4 student)-Tables are used and everyone is sitting

• The ?, ! are used well in the chat session

Things to Consider as an Instructor

How to set up the classroom environment? Tables, desks, chairs How to set up group interactions?

Setting up sub-groups in the session: A-D CSUN groups Send invitations to a group of students to join the group Imbed group discussion questions throughout the PPT lecture Have a group leader contribute group feedback during whole group discussions

Which window will you use for whole group chat? Local chat or group chat “CSUN group” How are you going to set up SL as a lecture session? What tools are you going to need?

E.g., use of a PPT viewer, use of a YouTube media viewer How will you facilitate whole group discussion? E.g., use of “?, !” How will you make it interactive? Incorporate discussion questions into your PPT, include

URL links/videos that students go to How to orient students to the SL environment? E.g., have an orientation session at the

beginning of the semester BEFORE using SL Create an avatar Logging in Have our 1st PPT slide give SL tips during each session Communicating in whole group Sitting down in a chair

QUESTIONS??

Take Away Ideas!!!

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Thank You

Nov 2012

Increasing CSU Access