Online Teaching & Learning: Best Practices & Lessons Learned Presentation to the Academic Leadership of University of Maryland Eastern Shore August 5, 2009
Your Presenter: Mark L. Parker Assistant Provost, Academic Affairs & Adjunct Associate Professor, Communication Studies University of Maryland University College
OVERVIEW Sources n Online Higher Ed Today n 8 Best Practices & Lessons Learned n Some Possible Discussion Points for You n. Q & A n
SOURCES OF BEST PRACTICES/LESSONS LEARNED Institutional: e. g UMUC n Professional: e. g. APLU (formerly NASULGC); WCET n Governmental: e. g. U. S. Do. E, Do. D n Accreditation/Oversight: e. g. Middle States Commission, C-RAC n Research: e. g. Sloan-ALN n
ONLINE HIGHER ED TODAY n > 3. 9 M students (> 20% U. S. students) in at least one online course in Fall 2007 n n (Sloan Consortium, 2008) All institution types (research, comprehensive, associate’s, etc. ) Undergrad and grad, across disciplines Reaching students who face barriers: n n n A 12% increase over Fall 2006 Time (e. g. P/T or F/T work) Place (e. g. distance from a college/university) Enriching the overall learning experience
BEST PRACTICES/LESSONS LEARNED n Best Practice #1: Congruence with mission Lesson Learned: Lack of alignment with mission increases risk of n n marginalization of online programs loss of faculty buy-in/support concerns on the part of accrediting bodies difficult decisions during tough economic times
BEST PRACTICES/LESSONS LEARNED n BP#2: Institution-wide commitment Lessons Learned: Quality online teaching & learning requires large and continual investment of resources n Even a relatively small online initiative has multiple stakeholders across an institution (think of the “Student Lifecycle”) n
BEST PRACTICES/LESSONS LEARNED BP#3: Choose appropriate delivery/support technology (for LMS, Student Portal) n Lessons Learned: It’s difficult/expensive to retrofit, customize n Aim for scalability if possible n Ensure integration of LMS and other technologies n Costs/benefits of open source vs. proprietary technology n Remember how quickly technology changes n
BEST PRACTICES/LESSONS LEARNED BP#4: Choose appropriate delivery paradigm n Lessons Learned: n Synchronous vs. asynchronous communication (very different) n Asynchronous is most effective at overcoming barriers of time n Fully online and hybrid/blended share many resource/service needs (web-enhanced may not) n Fully online is most effective at overcoming barriers of place
BEST PRACTICES/LESSONS LEARNED BP#5: Choose appropriate online course model n Lessons Learned: “Broadcast” model can bring significant ROI (higher technology costs but lower personnel costs; ↑ students = more tuition revenue per course) n “Interactive” model seems to foster higher quality (through smaller numbers of students per instructor) n
BEST PRACTICES/LESSONS LEARNED n BP#6: Evaluate outsourcing carefully Lessons Learned: Outsourcing of certain functions (e. g. IT help) may be cost effective n Outsourcing of academically critical functions (e. g. course development) should be done more sparingly, if at all n
BEST PRACTICES/LESSONS LEARNED n BP#7: Develop quality indicators and assessment strategies as early as possible Lessons Learned: Accrediting agencies & oversight bodies demand more accountability of online than traditional n Assessment of online learning requires different approach to measurement (even when outcomes are the same as traditional) n
BEST PRACTICES/LESSONS LEARNED n BP#8: Plan to provide support services to students and faculty Lessons Learned: n Faculty training (online pedagogy, use of technology) a must n Ongoing faculty development (e. g. changes in technology, emerging best practices) n Full package of online student services (registration, library, FA, etc. ) may be necessary if you plan to expand n Mandatory training for students in use of digital academic resources
POSSIBLE DISCUSSION POINTS 1. What new students do we seek to serve via online? 2. What barriers to access do those students face? 3. What online services will those students need (above and beyond courses)? 4. What resources do we already have, and can we obtain other resources needed for assessment of student learning outcomes, faculty support & development, etc. ?
QUESTIONS?
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