Teaching and learning online: Perceptions of UAF Rural Campus

Instructors

Victor and Natalia ZingerUAF

Introduction

• Where are you from?• You online teaching & learning experience• In YOUR opinion, WHAT ARE–Benefits–DisadvantagesOf online education

Bristol Bay Campus• located in Dillingham in the Bristol Bay region;• one of five rural campuses in the College of Rural

and Community Development;• serves an area of approximately 55,000 square

miles ; • a total of 32 native communities in southwestern

Alaska;• offers wide range of academic degree and

certificate programs from Associates of Arts to Masters in Rural Development

Learning on Demand

• Online teaching and learning is a relatively new phenomenon;

• According to the Sloan Consortium Report (2010), on online education in United States, “Over 4.6 million students were taking at least one online course during the fall 2008 term; a 17 percent increase over the number reported the previous year”

Sloan Consortium Report, 2010, para.7

TOTAL AND ONLINE ENROLLMENT IN DEGREE-GRANTING POSTSECONDARY INSTITUTIONS in USA

Fall 2002 Fall 2008Total Enrollment

AnnualGrowthRate TotalEnrollment

StudentsTaking atLeast OneOnlineCourse

AnnualGrowthRateOnlineEnrollment

OnlineEnrollment as aPercent of TotalEnrollment

Fall 2002 16,611,710 N/A 1,602,970 NA 9.6%

Fall 2003 16, 911,481 1.8% 1,971,397 23.0% 11.7%

Fall 2004 17,272,043 2.1% 2,329,783 18.2% 13.5%

Fall 2005 17,487,481 1.2% 3,180,050 36.5% 18.2%

Fall 2006 17,758,872 1.6% 3,488,381 9.7% 19.6%

Fall 2007 17,975,830 1.2% 3,938,111 12.9% 21.9%

Fall 2008 18,199,920 1.2% 4,606,353 16.9% 25.3%

Faculty in online education

• Research indicates that there is the strong evidence that the acceptance of online education by faculty of the colleges and universities in the U.S. is growing at very small rate and actually “has been relatively constant since first measured in 2002”

• Only 1/3 of faculty believes in online education.

Sloan Consortium Report, 2010

Faculty beliefs in benefits of online education

• flexibility;• instant access;• lower cost;• continuity;• outreach to broad population of

students.

Faculty view of disadvantages of online education

• lack of personal contacts ;• campus atmosphere; • higher time consumption for course

development and management; • higher dropout rates in online courses; • quality of education, especially for our “non-

traditional”.

The questions for research study:

• What are faculty beliefs of online teaching and learning?

• What are faculty beliefs about the changing the role of instructor who is transforming to teach in online learning environment?

• How do these beliefs guide and inform teaching practices?

Attitudes and Beliefs about Teaching Online

• The growing interest in online education is based on current demands of students and society;

• The online modality is the necessity rather than luxury for many “non-traditional” students with busy family and professional lives;

• The increase in numbers of Alaska University and college students taking online courses is consistent with national growth rate;

• The growing enrollment of online students requires increase in number of qualified online instructors;

• Online teaching and learning is a subset of distance education includes a wide range of technology applications and learning processes.

Attitudes and Beliefs about Teaching Online

• Online learning is reinforcing reflective and collaborative learning;

• Online learning provides students’ anonymity. • Faculty enjoyed interacting with students at times that

are convenient for the students;• Online teaching and learning environments include

wide range of pedagogical methods and promote active learning student-centered pedagogical practices;

• Rural faculty members are expected to teach in online modality as a part of their regular duties as faculty.

Attitudes and Beliefs about Teaching Online

• Faculty members are uncertain to convert their face-to-face courses to an online modality;

• There is reluctance to transforming to online teaching because instructors feel like it will be more time consuming;

• Lack of instructors’ technical expertise and insufficient time devoted for course development caused hesitation to start delivering online courses;

• Understanding the differences between face-to-face and online learning environments is crucial for instructor’s decisions regards online teaching;

• Instructors with strong teaching skills in classroom setting are not automatically strong online instructors.

Attitudes and Beliefs about Teaching Online

• Online faculty members have to alter the nature of the content to be taught and students’ needs;

• Online teaching and learning is more personalized than face-to-face;

• Online education enhances communication between students and instructors;

• Students become skilled in searching and obtaining valuable and credible course related information;

• Successful efforts in online teaching should be recognized by administration for faculty promotion and tenure.

Attitudes and Beliefs about Teaching Online

• Large percentage of college faculty have never taken, taught, converted, or developed an online course;

• Poorly designed online course provides inadequate learning experience for students.

Changing the Role of Instructor : Transforming to Teach in Online Learning

Environment.• Online instructor assumed wider range of pedagogical

and instructional issues and responsibilities.• Online instructor should adjust the successful methods

of traditional classroom to the learning environment of online class.

• Online instructor assumes new roles as instructional designer, technologist as well as course content instructor.

• Instructor is a leader of teaching community promoting the innovative teaching and learning methods.

Collaborative Nature of Work of Online Instructor

• Delivery of online course is required a collaboration between student, content, and technology;

• Workable pedagogical and technical support system for students is needed;

• Instructor is seeking and accepting opportunities for professional development and technology training in the areas of online teaching and learning;

• Instructor is seeking support of university administration as incentives for developing and delivering online courses.

Factors of motivation for faculty to transfer to online teaching (UAF, 2008)

Dynamics of Transferring to online teaching (UAF,BBC)

0

20

40

60

80

100

2005 2006 2007 2008 2009 2010Traditional f2fOnline learning

Hybrid Model

How to become a good online instructor

• take a online course on your own • take part in technology conferences • start teaching in online format gradually• communicate with other online instructors. • Look for a good encouraging mentor. • Demand extra time for course development

from administration

Student talks

Introduction to Distance Education• DEVS F102 BV2 1 credit

Bristol Bay Campus UAF

Learn teaching skills for your distance classes, including Blackboard and

Elluminate Live!

Teaching Academic CoursesOnline

• ED F593 BD2 3 credit• Bristol Bay Campus

UAF

Learn teaching skills for your distance classes, including Blackboard and

Elluminate Live!

• kellered.blogspot.com/

kellered.blogspot.com/

Presenters contact information

• Victor

• vazinger@alaska.eduUAF

• Natalia

• nzinger@alaska.edu UAF