The Formation of Positive Attitudes in Online Teaching
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Transcript of The Formation of Positive Attitudes in Online Teaching
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Open SUNY Online Teaching Ambassadors Recogni9on and Panel
The Forma9on of Faculty A@tudes
Toward Online Learning
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Panel Par9cipants Moderator: Peter Shea, University at Albany Panelists: • Dr. Joanne Souza, Director, Biology Online, Lecturer, Stony Brook, Department of Biochemistry & Cell Biology
• Dr. Alisia Grace Chase, Historian of Art and Visual Culture, SUNY Brockport, Department of Art
• Dr. Kathleen D. Borbee, Associate Professor, Business Administra9on & Economics, Monroe Community College
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Quick Research Study
• Ques9on 1: By a show of hands how many of you are faculty?
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Quick Research Study
• Ques9on 2: By a show of hands, do you accept the value and legi9macy of online learning?
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Overview
• Faculty a@tudes about online learning maXer • Students need online opportunity • Nega9ve a@tudes limit growth and access • Understanding the forma9on of faculty a@tudes is crucial
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What do we know about faculty a@tudes?
• What do we know? • Na9onal Surveys by Babson Survey Research Group
• Na9onal Surveys by Gallup and Inside Higher Educa9on
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Babson Survey Research Group
• More than a decade of research by the Babson Survey Research Group indicates that college leaders do not feel that their faculty accept the value and legi9macy of online learning.
• Repeated surveys of Chief Academic Officers by Allen and Seaman indicate that that less than a third of faculty are favorably disposed toward online learning.
• What about faculty themselves?
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IHE Survey Results Only 5% of inexperienced US faculty strongly agree that online is as good as f2f
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Seems like something is wrong…
• Is online learning inherently inferior? • What is the evidence?
Only 5% of inexperienced US faculty strongly agree that online is as good as f2f
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Meta-‐analy9c evidence
• Bernard et al. (2014) summarized 15 meta-‐analyses
• All 15 studies agree distance educa9on and online learning are at least equivalent to classroom instruc9on (NSD)
• Newer studies indicate online students may outperform classroom students
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Faculty a@tudes
• Do a majority of faculty really feel that online learning is inferior?
• Look at these numbers again…
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First…sort of hidden disclaimer…
None of these surveys are representa9ve beyond the respondents…i.e. not to US faculty
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Try it – you’ll like it…maybe
About 41% of experienced online Instructors agree that online outcomes are equivalent…
A minority of online instructors (30%) express disagreement…the rest are ambivalent…
Results from 2014 Survey of faculty a@tudes
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Inexperienced v Experienced
0
10
20
30
40
50
60
%5 Strongly agree 4% 3% 2% %1 Strongly disagree
Outcomes are Equivalent Between Online and Ff2 in Courses I Teach
Taught Online Course Never Taught Online Course
Results from 2015 Survey of faculty a@tudes
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SUNY Faculty are More Posi9ve
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OL student learning outcomes that are at least equivalent…
5 Strongly agree 4 3 2 1 Strongly disagree
IHE In the classes that I teach 29% 27% 17% 14% 14%
SUNY In the classes that I teach 57% 19% 15% 8% 5%
0%
10%
20%
30%
40%
50%
60%
In the classes I teach
Experienced Online Faculty Only
Approximately 76% of SUNY faculty surveyed agreed that online and f2f are equivalent
Only 13% experienced SUNY faculty disagreed that online and f2f are equivalent
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0%
10%
20%
30%
40%
50%
60%
5 Strongly agree
4 3 2 1 Strongly disagree
IHE Survey In the classes that I teach
SUNY In the classes that I teach
Inexperienced Faculty Na9onally v. SUNY
OL student learning outcomes that are at least equivalent…
Inexperienced faculty na9onally are most in doubt about equivalence of online educa9on for their own teaching
In the classes I teach
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Current Research: Four Quadrant Model
Experienced with Online Teaching
Inexperienced with Online Teaching
Posi9ve A@tudes About Online Teaching
X
Nega9ve A@tudes About Online Teaching
What kinds of experiences lead to a@tudes in these four quadrants? What does this tell us about faculty issues with online educa9on generally? What are implica9ons for theory and prac9ce?
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Issues and Ques9ons for Panelists
• How did you come to teach online? • Were you influenced by colleagues? How? • Did you receive any kind of support from your campus or from SLN/OpenSUNY?
• How did that influence your a@tudes toward online learning?
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Issues and Ques9ons for Panelists
• What courses do you teach and do you believe outcomes are equivalent between online and classroom courses you have taught?
• Why or why not?
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Issues and Ques9ons
• A theme that emerges from IHE surveys – interac9on with students is cri9cal to quality outcomes but not really possible online.
• Do you feel this is true in your courses? • How do you ensure there is significant interac9on:
• Student-‐student • Student-‐instructor • Student-‐content
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Issues and Ques9ons
• Do you have any advice for faculty who are considering teaching online?
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Issues and Ques9ons for Panelists
• For profit online ins9tu9ons have long suffered from reputa9onal issues. Many are scaling back and some are even closing in light of these issues.
• Were you aware of these issues? • Did that ever concern you when you thought about online teaching? Why or why not?