How Teaching Online Enhances Your Pedagogical Toolkit

Kathy KeairnsDirector of Web-Based Learning

University of DenvereLCC Conference 2016

What we will cover

• The Problem• Faculty Development• The Research• Success Stories• Discussion

The Problem

Unlike K-12 teachers, “most faculty learn how to teach by absorbing teaching skills and style informally from a mentor, or learn along the way through practice or trial and error. This model is commonly accepted reflexively without examination or question.”

- John Sener

Philosophical Mindset – 20 Minute Mentor Video

Discussion

• How does your institution prepare faculty to teach?• Classroom Faculty• Online Faculty• Hybrid Faculty

• How were you prepared to teach?• In the Classroom• Online • Hybrid/Blended

Paradigm Shift

Online Education and technology are helping to drive change as more and more instructors are provided with professional development opportunities when they transition to teaching online.

Teaching Online Workshop (TOW)

Distance Learning Workshop

Teaching Online Initiative

Requirement/Expectation for All

QM Standards Integrated1 2 3 42

00

52

01

5

Teaching Online Workshop (TOW)

• 1 Week• 1-3 Hours• Readiness

& Introductions

Pre-Workshop

• 5-10 Hrs/Week

• Discussions, QM Activities, Peer-Reviews

Workshop Weeks 1-3 • 1-2 weeks

• 3-5 hrs/week

• Presentations, Self-Reviews

Post-Workshop5Weeks

Learning to teach an online/hybrid course has influenced how I will teach my on-campus courses in positive ways.

Strongly Agree Agree Neither Disagree Strongly Disagree02468

101214161820

68 Total Faculty Respondents

2013 2012

“After working with students online, I have incorporated more discussion board interactions in face-2-face

classes. The students are enthusiastic for this interaction, and it is an excellent

tool for structuring reflective interactions between students that

complement the discussion in the classroom setting.”

“There are many changes...Fundamentally, I understand the instructor's role is to create a learner-centered environment, instead of

instructor-centered. 9. Clearly state goals and objectives for not only the entire course but also for

each learning module.”

Pedagogical Toolkit “I included specific guidelines for Discussion Board participation that were helpful to students in crafting appropriate and insightful posts.”

Technology Toolkit “I have a better understanding of how to use

blackboard. I will be incorporating some of those

new skills into my on-campus courses.”“I plan to integrate

more features of Blackboard in the fall (including blogs and

wikis), and use Camtasia Relay.”

“I will also change the structure of how my on-campus course will be set up on

BB. I am planning to use online discussion threads and blogs to

assess contributions of student learning in my on-campus classes. In my on-

campus class, I will continue to use new technologies I have been exposed to in

the TOW.”

Faculty Development for Online Teaching

• Positively impacts face-to-face teaching• Rethink familiar ways of teaching• Shift from teacher-centered to more

learner-centered teaching • Better use of technology • Fosters better communication• Increases interest in improving teaching

Faculty Profile

• Completed TOW in Fall 2010• Completed Sloan-C Online Teaching Certificate

in 2013 (invited to be an OLC Mentor)• Presented at eLCC in 2013• Chaired Daniels Learning Initiative Committee

in 2013• Completed Advanced Sloan-C Online

Certificate in 2014• Advocate for effective teaching as Chair of the

Marketing Department

General Advice

• Take a course on effective online teaching; this course might be available at your institutions’ office of teaching and learning department• Embrace new and innovative ideas such as online teaching because it

can transform your teaching practice and thinking about ways to engage your students• Find a like-minded faculty member to analyze your experiences and

participate in reflective exercises because you will discover new insights

Who Benefits?

• Students• Faculty Members• Administrators• Other Stakeholders

ReferencesFelder, R. (2016). Resources in Science and Engineering Education. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/.Hafenstein, N., and Joseph, N (2016) Technology and transformation: Two professors' experience teaching online for the first time. Poster presented at 2016 AERA annual meeting.Keairns, K., and Tobin, H (2015). Faculty as students: One model for preparing faculty to develop and teach online. Paper presented at 2015 Distance Teaching & Learning Conference, Madison, Wisconsin.Keairns, K. (2016). Benefits of preparing faculty to teach go beyond the online classroom. WCET Frontiers blog: https://wcetblog.wordpress.com/2016/03/17/benefits-of-preparing-faculty/ McQuiggen, C (2012). Faculty development for online teaching as a catalyst for change. Journal of Asynchronous Learning Networks, Volume 16: Issue 2. Sener, J. (2012). The seven futures of American education: Improving learning and teaching in a screen-captured world. North Charleston, SC: CreateSpace Independent Publishing.

How Teaching Online Enhances Your Pedagogical Toolkit

Kathy Keairns, Director of Web-Based LearningUniversity of Denver, Office of Teaching and Learningkkeairns@du.edu