Copyright © 2003, Scott Higgins and Marianne Hollis
Copyright Statement
This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.
Copyright © 2003, Scott Higgins and Marianne Hollis
The Critical Role of the Instructor in Online Learning
Scott Higgins, Ed.D., Marianne Hollis, Ph.D. Master of Health Sciences ProgramsWestern Carolina University
Copyright © 2003, Scott Higgins and Marianne Hollis
Session Goals
This session is aimed at faculty and others interested in learning how to:Eliminate guesswork in course development and implementationReduce time required to facilitate the online learning process
Copyright © 2003, Scott Higgins and Marianne Hollis
Session Highlights
Curriculum Instructor preparation WebCT© classroom learning tools Instructor and Student expectations Successes Achieved Lessons Learned FAQs
Copyright © 2003, Scott Higgins and Marianne Hollis
Graduate Curriculum
Hybrid:HR managementLawEpidemiologyInformation systemsQualityFinanceMarketingSystems & PoliciesContinuing Education Project
Distance:Organizational Training & Development
Copyright © 2003, Scott Higgins and Marianne Hollis
Instructor Preparation
Comfort level (hands-on) with learning technology Use 1 or 2 features and build on those Pre course ‘lurker’ On-going mentoring from program director Technical support WebCT© Tutorial sessions Summer Teaching Institute
Copyright © 2003, Scott Higgins and Marianne Hollis
WebCT© Classroom Learning Tools
Orientation (online & live) Chat Discussion Presentation Mail
Copyright © 2003, Scott Higgins and Marianne Hollis
WebCT© Classroom Learning Tools (cont.)
Grades Calendar Syllabus and Schedule Library Faculty Web page
Copyright © 2003, Scott Higgins and Marianne Hollis
MHS … Quality Course
Copyright © 2003, Scott Higgins and Marianne Hollis
‘Chat’ Expectations - Instructor
Organize groups with mix of experienced and novice distance students Define guidelines for chat sessionsDefine & communicate chat ‘roles’ for group membersMonitor chat attendance, quality and any pending issues weekly
Copyright © 2003, Scott Higgins and Marianne Hollis
‘Chat’ Expectations - Students
Chat set # of times per weekTransfer learning outcomes of Chat to Discussion topic areasFind a natural vehicle, if they want to use other formats that’s fine (e.g., IRL sessions)Define specific roles for group members Rotate these roles each weekCommunicate role changes to Instructor
Copyright © 2003, Scott Higgins and Marianne Hollis
Special Issues – ‘Chat’
AttendanceQuality of participationGroup conflictsChat as ‘group therapy’Synchronous verbal chat
Copyright © 2003, Scott Higgins and Marianne Hollis
‘Discussion’ Expectations - Instructor
Utilize theme-based topics Post thought-provoking questions Share research with students Set minimum # of initial & responsive postings Model standards for ‘quality’ of postings Monitor & Feedback
Copyright © 2003, Scott Higgins and Marianne Hollis
‘Discussion’ Expectations - Students
Check calendar for scheduled activities Schedule meetings with group online Enrich discussions by use of text, reserve readings and internet research Post questions and Chat ‘key points’ Respond to student & faculty inquiries
Copyright © 2003, Scott Higgins and Marianne Hollis
Special Issues – ‘Discussion’
Non-participators Instructor postings – inspire or hinder? Single postings Private responses to postings Check ‘Manage Students’ for course activity Postings should complement weekly unit content
Copyright © 2003, Scott Higgins and Marianne Hollis
‘Presentation’ Expectations - Instructor
Upload demo materials to show functionality Communicate with project manager Provide on-going feedback to groups on progress Link special discussion topics to group projects for student feedback
Copyright © 2003, Scott Higgins and Marianne Hollis
‘Presentation’ Expectations - Students
Use consensus to determine project focus Compose, edit and share project materials within each group Produce a finished course project for display to the rest of the class Provide positive & constructive feedback to other groups Submit project summary analyzing group dynamics; strengths & weaknesses of project
Copyright © 2003, Scott Higgins and Marianne Hollis
Special Issues - ‘Presentation’
Instructor & students have different paths to this function Upload multiple types of files (.doc, .ppt, .jpg, .gif) Caution not to “overwrite” group work Groups must be reconfigured to view each group’s work at semester’s end
Copyright © 2003, Scott Higgins and Marianne Hollis
Successes Achieved
Eliminated the guesswork in course development & implementationMore productive in facilitating the online learning processAble to engage students in the learning process more effectively
Copyright © 2003, Scott Higgins and Marianne Hollis
Successes Achieved (cont.)
Students more engaged in a learning process through structureExpanded learning resources Matched technology features with learning (e.g., discussion, presentation)Helped us become more effective Instructors
Copyright © 2003, Scott Higgins and Marianne Hollis
Lessons Learned
Prompted faculty to assess their teaching skillsMeasurable expectations for students and facultyUse of Virtual office hoursInstant feedback from students on faculty performanceOrientation session should include an assignment
Copyright © 2003, Scott Higgins and Marianne Hollis
Lessons Learned (cont.)
Chat needs structure & has limitationsTimely and reinforcing communication is essential for student & facultyOn-going monitoring, interaction & feedbackSocial support is essential to course success
Copyright © 2003, Scott Higgins and Marianne Hollis
FAQs…