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Student-Centered Online Teaching:Ten Best Practices
Dr. Susan Ko, Executive Director,
Center for Teaching and Learning,University of Maryland, University
CollegeFSI 2005 Keynote, May 17, 2005
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Where are we now?
Online learning no longer a novelty. There is a body of experience and standards we can build on
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Consensus on Basic Standards
Commission on Institutions of Higher Education--Best Practices for Electronically Offered Degree and Certificate Programs (1999)
The Sloan Consortium Report—Five Pillars of Quality Online Education (2002)
Institute for Higher Education Policy—Quality on the Line—Benchmarks for Success in Internet Based Distance Education (2002)
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Common Misconceptions and Fears
It’s an either-or world—online in competition with face-to-face
Faculty are helpless technophobes and technoboobs
The quality of learning online is superficial
Nuance of expression and personality are lost online
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… more misconceptions and fears
Online instructors have to be online 24 hours a day
You need to be a computer-nerd. People-oriented people don’t do well online
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The Specter of Alienation
Unlike face-to-face classes, online classes are cold and alienating.
This is the teacher
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Instructor as Social Director?
Online teaching reduces my role to “mere facilitator”
Shuffleboard, anyone?
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Student-centered teaching—what is it?
Focused on outcomes, assignments aligned with learning objectives
Attuned to student audience needsPromotes active learning and engagementOffers multiple modes of feedback and
interactionProvides paths for practice, reinforcement,
and growthEnthusiasm for subject and concern for
students are evident
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But it’s not…
Too much or not enough content from instructor
Assignments and readings without any guidelines or connection to objectives
Posting a question on Monday and coming back to see what happened on Friday
The “surprise” class—keeping students guessing about what, when, and how
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Some Challenges for Online Instructors
Communication, communication, etc.Coherent and logical organization of
classroom, materials, etc.Planning and time-managementEstablishing presence and conveying
personality, transforming “virtual” students into real ones
Focus on teaching, but learn the technology
Building classroom community
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Research on Best Practices
University of Maryland, University College
Office of Evaluation, Research and Grants—Best Online Instructional Practices Study
Three-phase research study (2002-2005) on online classrooms, based on student evaluations,instructor survey instrument on teaching practices, retention data, and outcomes.
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Methodology
The study uses a mixed-methods approach:1) A survey of participating instructors’ experience as teachers using Instructional Practices Inventory2) Peer-review of archived courses 3) Interviews with selected instructors and use of focus groups among them4) Student class evaluations and institutional data and their association with teaching practices5) Detailed assessment of learning outcomes
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Sample Used in Study
Piloted with small sample of highly achieving faculty (8 faculty)Extended study to a representative sample (114 faculty members)Identified best practitioners and learned how practices are implemented via interviews (38 exemplary faculty)Implemented a detailed assessment plan measuring learning outcomes (15 selected courses)
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Expectations for Online Teaching
Expectations for Classroom Setup and Online TeachingConsensus document on base-line set of expectations for faculty teaching onlinePosted on our Website www.umuc.edu/facdev/expectationsWidely distributed through training, faculty handbooks, orientations, etc.
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Best Practice #1—Design your Course
Put some thought into your course designStrategies:Identify and reinforce course goals and
objectives throughout the courseMake sure your assignments are aligned with
your learning objectivesBuild in safeguards against cheating and
plagiarism through assignment designPay attention to the pace and sequenceBe consistent in organization, nomenclature
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Best Practice #2—Use Variety of Learning Approaches
Different approaches stimulate interest, appeal and provide challenges to different learners
Strategies:Use case studies, peer-to-peer activities,
project-based assignments, debates, guest speakers
Integrate multimedia, library and Web-resources so that they are intrinsically valuable
Provide guidelines for all group activities
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Best Practice #3—Be Prepared
Online courses require an initial large investment of time and preparation, and updating thereafter
Strategies:Build out as much of your course as possible
before it launches Update each time before it runs, and refresh
from time to time
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Best Practice #4—Start Out Strong
Start out on a good footing from 1st day:Strategies:“Be there” to welcome the class—warm
greeting with instructions on getting startedIntroductions forum—icebreakers (you, too)A detailed syllabus and schedule with
contact info, dates for each unit of course, directions, criteria, due dates for assignments, participation, grading
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Best Practice #5—Provide for Interaction
Provide opportunities for interaction between instructor and students, students with students, and student with content
Strategies:Interact with students in classroom on a
regular and frequent basis—through announcements, discussion board, emails to whole class
Encourage students to talk with one other, not only to you
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More on Interaction
Design assignments that involve sharing of ideas, or team-work
Build an assignment around a primary source, multimedia, or Web resource
Facilitate but don’t dominate discussionStart initial discussion threads to get things
movingDefine participation and give credit for itSend a personal email as friendly reminder
to students who are not participating
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Best Practice #6—Promote Active Learning and Critical Thinking
Build in critical thinking and active learning strategies
Ask students to research and defend a position
Routinely ask follow-up questions while facilitating discussion, encourage students to do the same
Design assignments that require students to substantiate their ideas, verify and document their information
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Best Practice #7—Connect to Real-life Experience
Encourage students to apply real-world experience to course content
Encourage students to draw on personal examples and observations that are relevant to the course
Tie contemporary events or issues to course content
Whenever possible, encourage students to incorporate their own goals into study
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Best Practice #8—Give Feedback
Give regular, timely, and varied forms of feedback
Strategies:Clearly describe grading and assignment
criteriaUse rubrics to help guide students as well as
to simplify feedback and grading processRespond to students as promptly as
possible
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More on Feedback
Strategies:Provide individualized feedback on key
assignments, and special attention to first major assignment
Let students know how they can improveRefer students to resources for assistance
whenever appropriate and availableCarefully structured peer review can provide
a valuable element
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Best Practice #9—Clearly Define Grading Criteria and ProcessesClearly defined, systematic grading criteria to
guide student work, manage expectationsProvide rubrics or clearly defined criteria up
frontLet students know your “turn-around” timeLet students check progress through online
gradebookProvide individual incentive on group
projects
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Best Practice #10—Maintain Enthusiasm
Maintain your own enthusiasm about the subject matter and communicate that enthusiasm to students
Strategies:Stay organized Be an active presence in
the class
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and more enthusiasm
Strategies:
Make sure assignment load is reasonable
For the sake of your students, but for you, too!
No fois gras, please!!!
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and even more enthusiasm
Strategies:Review and assess your own skills, teaching
methods and style on a regular basisAnalyze student evaluations to learn areas
of strength and areas for improvementKeep current in your fieldSet an example for your students of life-long
learning—participate in faculty development activities like those offered by ION
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Thank you!
Bring your questions to the “Online Teaching Clinic”
Feel free to contact me in the future at [email protected]