Best Practice Strategies Best Practice Strategies for Teaching Online for Teaching Online

By:

Jo Ann R. Coe Reganjoannr@mailbox.sc.edu

Nancy BrownNancy.brown@sc.edu

University of South Carolina School of Social Work

Presented as a Curriculum Workshop at the Council on Social Work Education (CSWE)

2010 Annual Program Meeting (APM)Portland, Oregon

WORKSHOP OVERVIEWWORKSHOP OVERVIEW Website workshop with Power Points, links, and

references at or email me at joannr@mailbox.sc.edu

Overview of research on best practice strategies and how it impacts knowledge and skills in the design, development, and implementation of online/hybrid courses

Examples and models of online courses that demonstrate best practice strategies

• Challenges and Priorities for Online Teaching and Learning

FOCUS FOR BEST PRACTICE FOCUS FOR BEST PRACTICE STRATEGIESSTRATEGIES

Authoring/Course DesignTeaching

Workload Management ConcernsDesign and Technical ConcernsPerformance/Quality Concerns

Dick Schoech, CSWE San Francisco, Dick Schoech, CSWE San Francisco, DE Research DE Research

Let’s Collaborate to Avoid ThisLet’s Collaborate to Avoid ThisAssumption in the Form of a Cartoon-you have permission to laugh

2004

200420081998

2007

20052003

2001

2003

20052008

2004

2006

2004

1999

2005

2010

ONLINE TEACHING AND LEARNINGONLINE TEACHING AND LEARNING

• One of the fastest growing trends in educational uses of technology

• Rapid development of new technology tools and how the Internet has evolved from text to all types of media

• New generation of “digital natives”• Many of us are “digital immigrants”

DEFINITIONSDEFINITIONS

– Distance education-generally when the instructor and learner are separated

– Online learning is defined as learning that takes place partially or entirely over the Internet (Sloan Consortium, 2008)

– Considered a form of distance education (Ko & Rossen, 2004)

Sloan Consortium Classification of Online LearningSloan Consortium Classification of Online LearningAllen, I.E. & Seaman, J. (2008). Allen, I.E. & Seaman, J. (2008). Staying the course: Online Education in Staying the course: Online Education in

the United States, 2008the United States, 2008. The Sloan Consortium: Needham, MA.. The Sloan Consortium: Needham, MA.Proportion of Content

Delivered OnlineType of Course Typical Description

0% Traditional Course with no online technology used-content is delivered in writing or

orally

1 to 29% Web Facilitated Course that uses web-based technology to facilitate what is

essentially a face-to-face course. Uses a course management system or web pages to post the

syllabus and assignments

30 to 79% Blended/Hybrid Courses that blend online and face-to-face

delivery. Substantial proportion of the content

is delivered online

80%+ Online A course where most or all of the content is delivered online.

Typically have no face-to-face meetings.

RESEARCH ON BEST PRACTICE RESEARCH ON BEST PRACTICE STRATEGIESSTRATEGIES

– Growing body of literature to support best practice strategies for online learning

– US Department of Education (2009). Evaluation of Evidence-Based Practices in Online Learning• Systematic search of empirical studies

of the effectiveness of online learning• Meta-Analysis of 51 studies that

contrasted online and face-to-face instruction

• One of the more comprehensive analyses of the literature in the last 3 years (1,132 abstracts)

Department of Education Department of Education Meta-Analysis FindingsMeta-Analysis Findings

– Blended and purely online learning conditions implemented within a single study generally result in similar student learning outcomes

– Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face and purely online instruction

– The online classroom differed in terms of time spent, curriculum, and pedagogy and it was the combination of these treatment conditions that produced the learning advantages rather than the instructional delivery medium

– Online learning is more conducive to the expansion of learning time (time on task) than face-to-face instruction

BEST PRACTICE STRATEGYBEST PRACTICE STRATEGYFOR DESIGN AND DEVELOPMENTFOR DESIGN AND DEVELOPMENT

• Hybrid courses work well rather than just purely online or purely face-to-face instruction

• Design courses that focus on:– Expository learning experiences-content transmitted

by a lecture, written material, or other mechanisms– Active Learning-student has control of what and how

he or she learns– Interactive Learning-activity in which the nature of

the learning content is emergent as learners interact with one another, instructor, or other knowledge sources

RESEARCH ON BEST PRACTICE RESEARCH ON BEST PRACTICE STRATEGIESSTRATEGIES

– Ragan & Terheggen (2003). Effective Workload Management Strategies for the Online Environment• Studies focused on best practice

strategies for effective development, design, and delivery of online courses

– Boettcher (2008). Teaching Online for the First Time• Strategies for teaching online courses

with a focus on first-time teaching

TECHNOLOGY CAN’T BE THE TECHNOLOGY CAN’T BE THE DRIVING FORCEDRIVING FORCE

Technology cannot drive the teaching and learning but certainly can be used to teach an online course

Online teaching forces you to be more organized and structured with content and allows you to focus on the process

WHERE TO START WITH THE WHERE TO START WITH THE AUTHORING/COURSE DEVELOPMENT AUTHORING/COURSE DEVELOPMENT

STAGESTAGE• Analyze what you do in the face-to-

face course that works and think about how you can use technology tools to replicate or enhance what you do in an online environment

• Course Development Models and Processes

• Assessment of Technical Skills/Knowledge

COURSE CONVERSION PROCESSCOURSE CONVERSION PROCESS

• More important: Think about what you want to do in the course and see if any of the online tools will enhance the teaching and learning! Also, consider whether you want to use synchronous, asynchronous, or a combination of both

Course Design ProcessCourse Design ProcessQuality Matters Program

Rubrichttp://www.qmprogram.org/rubric

Community of Inquiry Frameworkhttp://communityofinquiry.com/introductionhttp://communityofinquiry.com/blhighered

Course Design ProcessCourse Design ProcessReview other courses, teaching

activities and syllabi Penn State World Campus Resources to Teach Online MERLOT Learning Activities

Book Publisher ResourcesExample: Hepworth text, et al

Check institutional resourcesPortland State University

What are your goals and outcomes for student learning?

What instructional strategies do you want to use? What technology applications are available and can

be used by you and students? What kind of technology support?

Balance between student-centered vs. instructor-led; asynchronous or synchronous

How will learning be assessed?

APPROACH TO DEVELOPING APPROACH TO DEVELOPING ONLINE TEACHING & LEARNING ONLINE TEACHING & LEARNING

ACTIVITIESACTIVITIES

WHERE WE STARTED?WHERE WE STARTED?

– Satellite Television and Videoconferencing (both one-way and two-way)

– Asynchronous Modules (Webcast/Webinar) -one-way

– Synchronous Online Class Sessions via Adobe Connect

– Both teach 100% online courses (no face to face meeting)

– MSW Program offers research, policy and HBSE and a number of elective courses totally online

– Practice courses taught in hybrid format

WHERE WE STARTED?WHERE WE STARTED?

– Web Enhanced Course or Hybrid Courses with Asynchronous Online Learning Modules

– Engaging Clients in the First Interview http://breeze.sc.edu/prac/

• Tells them what they need to know to conduct a first interview with a client

• Demonstrate (Show) a first interview via a video demonstration (both a good and a bad one)

• Practice a skills demonstration to be shown or practiced in class

EXPOSITORY LEARNING EXAMPLES IN EXPOSITORY LEARNING EXAMPLES IN SOCIAL WORK COURSESSOCIAL WORK COURSES

http://breeze.sc.edu/adfall09– Dr. Nancy Brown-Substance Abuse

Electivehttp://Breeze.sc.edu/p62041030– Keeping students engaged with the use of

humorDual Lingual Asynchronous or Webcast (pre-recorded by instructor and students view on their own time)Dual Lingual Asynchronous or Webcast (pre-recorded by instructor and students view on their own time)

Dr. Nancy Brown’s LectureDr. Nancy Brown’s Lecture

WHAT I AM DOING NOW?WHAT I AM DOING NOW?– Focus on active and interactive learning in the classroom– http://breeze.sc.edu/sowkj768

– Adobe Live Meetings (synchronous) meets every week in the online classroom Wednesdays 6-9 PM EST

– Please feel free to join as a guest by typing your name and enter room (email me in advance that you may be joining me)

– Still use some asynchronous modules also

• Active learning involves providing opportunities for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject

• Research and anecdotal evidence overwhelmingly support the claim that students learn best when they engage with course material and actively participate in their learning.

ACTIVE LEARNING ACTIVE LEARNING AND ENGAGEMENTAND ENGAGEMENT

2525

Tell me, I forget.

Show me,I remember.

Involve me,I understand.

-Ancient Chinese Proverb

How does Active Learning and How does Active Learning and Engagement happen in the Engagement happen in the

Online Classroom?Online Classroom?

The "seven principles of good practice in undergraduate education," originally framed by Arthur Chickering and Zelda Gamson in 1986, is a concise summary of decades of educational research findings about the kinds of teaching/learning activities most likely to improve learning outcomes.

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

SEVEN PRINCIPLES SEVEN PRINCIPLES FOR GOOD PRACTICEFOR GOOD PRACTICE

1. Good practice encourages contacts between students and faculty

2. Good practice develops reciprocity and cooperation among students

3. Good practice uses active learning techniques

4. Good practice gives prompt feedback

7 PRINCIPLES OF 7 PRINCIPLES OF GOOD TEACHINGGOOD TEACHING

1. Good practice emphasizes time on task

2. Good practice communicates high expectations

3. Good practice respects diverse talents and ways of learning

7 PRINCIPLES OF 7 PRINCIPLES OF GOOD TEACHINGGOOD TEACHING

Chickering and Gamson (1991) Articlegives excellent examples of some of

the most cost-effective and appropriate ways to use computers, videos, and telecommunications technologies to advance the seven principles

IMPLEMENTING THE SEVEN IMPLEMENTING THE SEVEN PRINCIPLES WITH TECHNOLOGYPRINCIPLES WITH TECHNOLOGY

A DECISION MATRIX TO LINK A DECISION MATRIX TO LINK TECHNOLOGY WITH ACTIVE TECHNOLOGY WITH ACTIVE

LEARNING AND ENGAGEMENTLEARNING AND ENGAGEMENT

Perceptions of Innovational

Attributes of Televis ion and

the Internet

BENCHMARKS TO ENSURE QUALITY

ONLINE LEARNING

COMMITMENT TO GOOD TEACHING

PRINCIPLES

APPROPRIATE USE OF TECHNOLOGIES THAT

FACILITATE AND ENHANCE ACTIVE LEARNING AND

ENGAGEMENT

DEVELOPMENT OF TEACHING AND LEARNING ACTIVITIES THAT ARE IMPLEMENTED &

EVALUATED IN AN ONLINECLASSROOM

Example of Active Learning and Engagement Example of Active Learning and Engagement in Adobe Connectin Adobe Connect

http://breeze.sc.edu/p24924993/ – Breakout Rooms (small group

discussions on readings) starts at 1:45:55

– Use of Guest Speakers (author of the textbook) starts at 30:00

http://breeze.sc.edu/p85458177/– Polling features starts at 21:08

http://breeze.sc.edu/p11882611/– Student presentations starts at 44:08; 1:07

(photos of Iraq) and 1:33:44 (presentation from student in Charleston)

INTERACTIVE LEARNING EXPERIENCE INTERACTIVE LEARNING EXPERIENCE EXAMPLESEXAMPLES

http://breeze.sc.edu/p44714979/– Online live meeting in which we review skills

demonstration assignments and provide feedback for Foundation Practice Course

http://lowcountrygraduatecenter.mediasite.com/lgc/Viewer/?peid=9a9d19bf30524a0aa6fc51ca6ee37cf3– Video conferencing of a live Capstone Course that is

recorded and available online Note: Username: SOWK718 Password: VTC 140

http://www.hrsm.sc.edu/facstaff/tcrews/onlineexamples.html– Examples of other ways to use web conferencing for

active and interactive learning

WAYS TO ENGAGE STUDENTS TO WAYS TO ENGAGE STUDENTS TO THE ONLINE CLASSROOMTHE ONLINE CLASSROOM

Make students active participants in Make students active participants in the online classroomthe online classroom

create a collaborative community of create a collaborative community of learners in which the role of the learners in which the role of the instructor and students must changeinstructor and students must change

give up control and let learners assume give up control and let learners assume more responsibility for their learning more responsibility for their learning and be held accountableand be held accountable

TEACHING PRINCIPLES USEDTEACHING PRINCIPLES USED

instructor ensures a high degree of interactivity and participation

Instructor changes role from “sage on stage” to a “guide on the side” or as an “Architect of Activity”

Recognize that learners have shifted from “broadcast learning” to “interactive learning” in the new technology age in which most children are now “growing up digital

PARADIGM SHIFTPARADIGM SHIFT

BROADCAST LEARNING INTERACTIVE LEARNING

Learner, sequential/serial Hypermedia Learning

Instruction Construction/discovery

Teacher-centered Learner-centered

Absorbing materials Learning how to learn

School Lifelong

One-size-fits-all Customized

School as torture School as fun

Teacher as transmitter Teacher as facilitator

, . (1998). Taps cott D Growing up Digital: The Rise of the Net

Generation

BEST PRACTICE STRATEGIESBEST PRACTICE STRATEGIES Identify and acquire existing Identify and acquire existing

learning resources that can be put in learning resources that can be put in an online environmentan online environment

Establish and distribute reusable Establish and distribute reusable learning object (example: digital learning object (example: digital library of videos or podcasts that library of videos or podcasts that can be played online)can be played online)http://socialworkpodcast.blogspot.com/http://socialworkpodcast.blogspot.com/http://www.socialwork.buffalo.edu/podcast/http://www.socialwork.buffalo.edu/podcast/

BEST PRACTICE STRATEGIESBEST PRACTICE STRATEGIES Look at sample online courses/syllabiLook at sample online courses/syllabi Finalize one module or unit before developing Finalize one module or unit before developing

remainder of course remainder of course Clarifying and enhancing student’s technical skillsClarifying and enhancing student’s technical skills Detailed syllabus and assignments-putting Detailed syllabus and assignments-putting

information in more than one placeinformation in more than one place Incorporating a learning management system for Incorporating a learning management system for

recording course transactionsrecording course transactions Fostering group dynamics and interaction within Fostering group dynamics and interaction within

the coursethe course

BEST PRACTICE STRATEGIESBEST PRACTICE STRATEGIES Clarifying and enhancing student’s Clarifying and enhancing student’s

technical skillstechnical skillsDetailed syllabus and assignments-Detailed syllabus and assignments-

putting information in more than one putting information in more than one placeplace

Incorporating a learning management Incorporating a learning management system for recording course system for recording course transactionstransactions

Fostering group dynamics and Fostering group dynamics and interaction within the courseinteraction within the course

The Good, The Bad, The EvilThe Good, The Bad, The Evil

ADVANTAGESADVANTAGES

The technology and format lends itself to active learning and engagement in the online classroom

Good learning outcomesPositive teaching evaluations

Most interactive and collaborative class they have had

Students report they never leave computer during live class-don’t want to miss anything

CHALLENGES/FRUSTRATIONSCHALLENGES/FRUSTRATIONS

CHALLENGESCHALLENGESUsing new technology and the learning

curveFinding resources and support

– Technical Support Online in an Adobe Connect Community at Penn State

– http://meeting.psu.edu/Fostering a personal connection with

students in the classroomEvaluating learning outcomes

WHAT ARE SOME OF THE CHALLENGES WHAT ARE SOME OF THE CHALLENGES WITH ONLINE EDUCATION?WITH ONLINE EDUCATION?

• The process needs to reflect a focus on quality and effectiveness!

• Learning curve for faculty and some students-most of us are DIGITAL IMMIGRANTS!

• Workload management issues, compensation/incentive (tenure and promotion) issues

• Research supports the need for face-to-face instruction in some way:– Satellite sites– On Campus Sessions-i.e. weekend programs, orientations

WHAT ARE SOME OF THE CHALLENGES WHAT ARE SOME OF THE CHALLENGES WITH ONLINE EDUCATION?WITH ONLINE EDUCATION?

• Student Support Issues• Field Issues• Too much, too little-knowledge overload• New Frontiers:

– Social Media and Web 2.0 Tools– Where will Web 3.0 take us?– Second Life and Avatars

• Virtual clients, agencies

– Gaming and Simulations– New tools constantly-i.e. I –PAD– How do we keep up?

CONCLUSIONSCONCLUSIONS The use of technology

should lead us to rethink ways we can encourage active learning and engagement in teaching

Careful thought and planning is needed to bring positive growth and change to online teaching Have fun with

online teaching!

Your StandpointYour Standpoint

•Comments•Feedback•Thoughts

Abel, R. (2005). Implementing best practices in online learning. Retrieved March 27, 2009, from http://connect.educause.edu/Library/EDUCAUSE+Quarterly/ImplementingBestPractices/39928?time=1237869199.

Boettcher, J.V. (2008). Teaching online for the first time. Retrieved March 28, 2009, from http://www.designingforlearning.info/services/writing/ecoach/tenbest.html

Chickering, A.W. & Ehrmann, S.C. (1996). Implementing the seven principles: Technology as lever. Retrieved on March 27, 2009 from http://www.tltgroup.org/programs/seven.html.

Chickering, A.W. & Gamson, Z.F. (1991). Applying the seven principles for good practice in undergraduate education. New directions for teaching and learning: a publication in the Jossey-Bass higher and adult education series. San Francisco, CA: Jossey-Bass.

Conrad, R.M., & Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Ko, S., & Rossen, S. (2004). Teaching online: A practical guide (2nd ed.). Boston: Houghton Mifflin.Miller, T. W., & King, F. B. (2003). Distance education: Pedagogy and best practices in

the new millennium. International Journal of Leadership in Education, 6, 283–297.Moore, B. (2005a). Faculty perceptions of the effectiveness of web-based instruction in

social work education: A national study. Journal of Technology in Human Services, 23(1/2), 53-66.

REFERENCESREFERENCES

Moore, B. (2005b). Key issues in web-based education in the human services: A review of the literature. Journal of Technology in Human Services, 23(1), 11-28.

Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.

Ragan, L.R. (2009a). An Emerging Set of Operational Performance Guidelines for the Online Instructor. Retrieved March 27, 2009, from http://www.sc.edu/cte/larryragan/performanceguidelines.pdf.

Ragan, L.R. (2009b). Penn State Quality Assurance e-Learning Design Standards. Retrieved March 27, 2009, from http://www.sc.edu/cte/larryragan/designstandards.pdf.

Ragan, L.R., & Terheggen, S.L. (2003). Effective workload management strategies for the online environment. Retrieved March 28, 2009, from http://www.worldcampus.psu.edu/pdf/fac/workload_strat.pdf.

Tallent-Runnels, M.K., Thomas, J.A., Lan, W.Y., Cooper, S., Ahern, T.C., Shaw, S.M., et al. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.

REFERENCESREFERENCES

The TLT Group (2009). “Seven Principles" Collection of Ideas for Teaching and Learning with Technology. Retrieved March 27, 2009, from http://www.tltgroup.org/Seven/Library_TOC.htm

Weiss, R. E., Knowlton, D. S., & Speck, B. W. (Eds.). (2000). Principles of effective teaching in the online classroom. New Directions for Teaching and Learning, 84 (Winter 2000), 1–4.

Young, S. (2006). Student views of effective online teaching in higher education. The American Journal of Distance Education, 20(2), 65-77.

REFERENCESREFERENCES

RESOURCE BOOKS USEDRESOURCE BOOKS USED• Lessons from the Cyberspace Classroom: The Realities of Online TeachingLessons from the Cyberspace Classroom: The Realities of Online Teaching

By: Rena M. Palloff, Keith Pratt By: Rena M. Palloff, Keith Pratt

• The Virtual Student: A Profile and Guide to Working with Online LearnersThe Virtual Student: A Profile and Guide to Working with Online Learners By: Rena M. Palloff, Keith Pratt By: Rena M. Palloff, Keith Pratt

• Teaching Online: A Practical GuideTeaching Online: A Practical Guide, , 2nd Edition 2nd Edition (Paperback)(Paperback)by by Susan Ko and Steve RossenSusan Ko and Steve Rossen

• Engaging the Online Learner : Activities and Resources for Creative InstructionEngaging the Online Learner : Activities and Resources for Creative Instruction (Online Teaching and Learning Series (OTL)) (Online Teaching and Learning Series (OTL)) (Paperback)(Paperback)by by Rita-Marie ConradRita-Marie Conrad, , J. Ana DonaldsonJ. Ana Donaldson