E-learning as Scholarly Activity

Connie Jones, Ed.D.

James Calder, Ph.D.

Middle Tennessee State University

Do you believe it is time to give the term “scholarship” a broader more inclusive meaning, one that brings legitimacy to the full scope of academic work?

Scholarship

The work of the scholar means stepping back from one’s investigation, looking for connections, building bridges between theory and practice, and communicating one’s knowledge effectively to students.

-- E. L. Boyer, 1990

What is e-learning?

The delivery of a learning, training or education program by electronic means. E-learning involves the use of a computer or electronic device in some way to provide training, educational or learning material.

- Derek Stockley

Scholarly Activity

Scholarly activity is a professional endeavor that is peer reviewed and publicly circulated. It encompasses the criteria universities hold for awarding tenure/promotion.

Instruction/Teaching

Research/Creative Activities

Service/Outreach

Scholarship categories:

Course Development Steps

1. Identify subject matter2. Read, read, read3. Outline major headings4. Draft an outline5. Revise6. Create a 2nd draft w/specific topics7. Revise if necessary8. Submit for approval

University curriculum committee RODP curriculum committee

9. Begin course development

Research/Publication

1. Choose course topic2. Red, read, read3. Outline major subtopics4. Draft5. Revise6. 2nd draft7. Share w/colleague8. Revise9. Determine submission merit

A Comparison

1. Identify subject matter2. Read, read, read3. Outline major headings4. Draft an outline5. Revise6. Create a 2nd draft w/specific

topics7. Revise if necessary8. Submit for approval

University curriculum committee

RODP curriculum committee

9. Begin course development

1. Choose course topic2. Red, read, read3. Outline major subtopics4. Draft5. Revise6. 2nd draft7. Share w/colleague8. Revise9. Determine submission merit

Pilot Study

The overwhelming majority of the respondents indicated the following:

Preparation for the development of an online course was comparable to preparation for a professional publication.

The processes are similar. The recognition given should be equal to that

given for a professional publication.

Qualitative Standards

Scholarship Assessed: An Evaluation of the Professoriate by Glassick, Huber and Maeroff identified the standards by which scholarship is judged. Clear goals, Adequate preparation, Appropriate methods, Significant results, Effective presentation, and Reflective critique.

These qualitative standards are applied by the various curriculum committees and course evaluators to every online class prior to the course being offered.

Quality

Goes beyond identified standards Faculty support University quality procedures RODP curriculum committees RODP course evaluation

Professional Development Survey

Results and Implications

Survey Overview

• Review of literature

• Similarities – Guidelines for writing/ developing

• Opinion Survey for Pilot Study

• 10 questions comparing development of online classes with development of professional publication

• 30 percent return rate

Survey Results

• Four point opinion scale ranging from Strongly Agree to Strongly disagree

• 100% of questions had an agreement rate of at least 58% (seven at 75% and higher)

• 40% of questions had an agreement rate of 92% or greater (two at 100%)

• 40% of questions had a disagreement rate of 25% or greater (one at 41%)

Survey Results

• Questions 2, and 9 had the lowest agreement ratings (58% – 67%)

• Questions 1, 5, 6, 8, and 10 had the highest agreement ratings (84% – 100%)

• Questions 2 and 9 had the highest disagreement ratings (41% & 33%)

• 100% of participants had agreement with questions 5, and 6

Survey Questions

• Questions with highest agreement rate:

• 5. Writing for professional publication and developing an online course both require specific tools and time for successful development. (100%)

• 6. The target audience for scholarly works and distance learning must be considered before development can begin. (100%)

Survey Questions

8. Both distance learning and writing for publication require the revision and possible rewriting of the original draft. (92%)

10. The amount off credit given for online course development should be equal to the amount of credit given for professional publication during the promotion and tenure process. (92%)

Survey Questions

• Questions with highest disagreement rate: 2. Identifying course prerequisites in

preparation for online courses is equivalent to outlining major headings for scholarly works. (42%)

9. Submitting an online course to a curriculum committee is equivalent to submitting a scholarly work to a professional journal editor. (33%)

• Universities are experiencing more pressure to expand their online programs from both consumers and competitors

• University faculty are being urged to spend more time developing and teaching online classes

Realities

Implications

• Development of online classes and writing for professional publication are both valuable professional endeavors

• More consideration should be given to the development of online classes as a scholarly activity

• Further study is necessary – redesigned instrument