how to succeed online by really trying: competencies and skills for online teaching success lawrence...

HOW TO SUCCEED HOW TO SUCCEED ONLINE BY REALLY ONLINE BY REALLY TRYING: TRYING: COMPETENCIES AND SKILLS COMPETENCIES AND SKILLS

FOR ONLINE TEACHING FOR ONLINE TEACHING

SUCCESSSUCCESS

Lawrence C. RaganPenn State World Campus1

Research TeamResearch TeamPrincipal Investigator:

Lawrence C. RaganCo-Investigators:

Paula Bigatel, Janet May, Shannon Kennan

Statistics Consultant:Brian Redmond

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Operating PrincipleOperating Principle

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If Then

Support the Development of Support the Development of World Class World Class Online & Blended Online & Blended

InstructorsInstructors

1. What are the skills and competencies necessary for online and blended teaching success?

2. At what point in the instructor's career should these competencies be developed?

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Competencies for Online Teaching Success

Framework

Competencies at NOVICE,

INTERMEDIATE or EXPERT

levels?

Competencies at NOVICE,

INTERMEDIATE or EXPERT

levels?

What competencies are necessary

for online teaching success?

What competencies are necessary

for online teaching success?

Phase 1 Phase 2

OL 1000OL 1000

OL 1200OL 1200

OL 1700OL 1700

OL 2000OL 2000

OL 2700OL 2700

OL 3000OL 3000

OL 4000OL 4000

OL 1500OL 1500

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Novice Expert

CSICSI

Welcome to WCWelcome to WC

AccessibilityAccessibility

Serving the MilitaryServing the Military

Effective TeachingEffective Teaching

Can You Hear Me Now?Can You Hear Me Now?

Just2It!Just2It!

World Class

Teaching

World Class

Teaching

Using the LMSUsing the LMS

OrientationOrientation

Definition of Definition of CompetencyCompetency

a theoretical construct that represents a constellation of

behaviors, attitudes, and beliefs.

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Competencies for Online Competencies for Online Teaching Success (COTS) Teaching Success (COTS) Phase IPhase I

Conduct COTS Phase I surveyConduct factor analysis to look for

grouping of tasks into competenciesExamine survey data for task

importance responsesOperationalize the survey outcomes

to our faculty development

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Phase I Process and Phase I Process and ResultsResultsUsed 7 point Likert Scale survey of “Not

Very Important” to “Very Important”200+ individuals completed survey106 fit criteria of “5 or more years of

online teaching experience”Interesting datapoint: No significant

difference between respondents according to years of teaching experience

2:1 Females:maleCross discipline domains representedOver ¾ reported serving as online

instructors

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Phase I ResultsPhase I ResultsCompetency Categories

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Data Results (Factor Data Results (Factor Analysis)Analysis)

Way to statistically organize data (tasks) into categories (competencies)

Reduce number of tasks (64) to manageable amount

Exploratory groupingsProduced multiple 7 reliable categories

* Note that several factors have only 2 items

Multimedia Technology

Administration/Leadership

Active Learning

Classroom Decorum

Policy Enforcement

Technological Competence

Active Teaching/Responsiveness

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What Do You Think of What Do You Think of Ranking?Ranking?Multimedia Technology Administration/Leadership Active Learning Classroom Decorum Policy Enforcement Technological Competence Active Teaching/Responsiveness

COTS Worksheet Activity

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Factor Analysis by Factor Analysis by Category MeanCategory Mean1. Active Learning 2. Administration/Leadership 3. Active Teaching/Responsiveness 4. Multimedia Technology 5. Classroom Decorum 6. Technological Competence 7. Policy Enforcement

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Competency 1: Competency 1: Active Active LearningLearning The instructor encourages students to interact with each other by assigning team tasks and projects, where appropriate. (r=.819)

The instructor includes group/team assignments where appropriate. (r=.766)

The instructor encourages students to share their knowledge and expertise with the learning community. (r=.721)

The instructor encourages students to participate in discussion forums, where appropriate. (r=.682)

The instructor provides opportunities for hands-on practice so that students can apply learned knowledge to the real-world. (r=.582)

The instructor provides additional resources that encourage students to go deeper into the content of the course. (r=.574)

The instructor encourages student-generated content as appropriate. (r=.531)

 The instructor facilitates learning activities that help students construct explanations/solutions. (r=.506)

The instructor uses peer assessment in his/her assessment of student work, where appropriate. (r=.472)

The instructor shows respect to students in his/her communications with them. (r=.427)

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Competency 2: Competency 2: Administration/Leadership Administration/Leadership The instructor makes grading visible for student

tracking purposes. (r=.683)The instructor clearly communicates expected

student behaviors. (r=.682)

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Competency 3: Competency 3: Active Active Teaching/Responsiveness Teaching/Responsiveness The instructor provides prompt, helpful

feedback on assignments and exams that enhances learning. (r=.741)

The instructor provides clear, detailed feedback on assignments and exams that enhances the learning experience. (r=.714)

The instructor shows caring and concern that students are learning the course content. (r=.514)

The instructor helps keep the course participants on task. (r=.429) 

The instructor uses appropriate strategies to manage the online workload. (r=.426)  

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Competency 4: Competency 4: Multimedia Multimedia Technology Technology The instructor uses a variety of multimedia

technologies to achieve course objectives. (r=.788)

The instructor uses multimedia technologies that are appropriate for the learning activities. (r=.749)

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Competency 5: Competency 5: Classroom Classroom Decorum Decorum The instructor helps students resolve

conflicts that arise in collaborative teamwork. (r=.761)

The instructor resolves conflicts when they arise in teamwork/group assignments. (r=.680)

The instructor can effectively manage the course communications by providing a good model of expected behavior for all course communication. (r=.533)  

The instructor identifies areas of potential conflict within the course. (r=.431) 

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Competency 6: Competency 6: Technological Technological Competence Competence The instructor is proficient with the

technologies used in the online classroom. (r=.884)The instructor is confident with the

technology used in the course. (r=.724)

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Competency 7: Competency 7: Policy Policy Enforcement Enforcement The instructor monitors students' adherence

to policies on plagiarism. (r=.847)The instructor monitors students' adherence

to Academic Integrity policies and procedures. (r=.803)

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PHASE I RESULTSPHASE I RESULTSTask Importance—general observations

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Task Importance Task Importance RankingsRankingsNo task ranked below 4.59 (on a 7

point scale) 37 tasks (of 64) ranked 6.0 or higher23 of the top 37 reflected an

aspect/dimension of communications

More than half of the task items that were rated as 6.0 or higher did not load into categories using factor analysis.

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Top 10 Task Importance Top 10 Task Importance RankingsRankings1. The instructor shows respect to

students in his/her communications with them.

2. The instructor provides students with clear grading criteria.

3. The instructor clearly communicates course goals.

4. The instructor clearly communicates course content.

5. The instructor shows enthusiasm when interacting with students.

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Top 10 Task Importance Top 10 Task Importance RankingsRankings6. The instructor provides clear, detailed

feedback on assignments and exams that enhances the learning experience.

7. The instructor communicates with students about course changes, reminders of due assignments, relevant additional resources through announcements/emails.

8. The instructor can effectively manage the course communications by providing a good model of expected behavior for all course communication.

9. The instructor provides prompt, helpful feedback on assignments and exams that enhances learning.

10.The instructor clearly communicates expected student behaviors.

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WHEN TO DEVELOP WHEN TO DEVELOP COTS IN PROFESSIONAL COTS IN PROFESSIONAL DEVELOPMENTDEVELOPMENT

So much to teach and so little time

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Behavioral Competency Behavioral Competency Statement Placement Statement Placement ActivityActivityIn teams of 2-3, review the list of TOP 20 competencies and discuss where along the professional development continuum we should consider teaching these skills

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Behavioral Competency Statements by Average Means

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1st experience Multiple experiences3-5 experiences

YOUTUBE:YOUTUBE:

KEYWORD SEARCHKEYWORD SEARCH““COTS WORLD CAMPUS””

Additional resources

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Questions/SuggestionsQuestions/Suggestions

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Recruitment for Stage 2Recruitment for Stage 2

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evaluation@outreach.psu.edu

Contact InformationContact Information

Larry Ragan – lcr1@psu.eduJanet May – jam11@psu.edu Paula Bigatel – pmb6@psu.eduShannon Kennan –

ssk168@psu.eduBrian Redmond – bfr3@psu.edu

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