Faculty on the Front Faculty on the Front Lines: Lines:

Producing Confident and Producing Confident and Motivated Online FacultyMotivated Online Faculty

Dr. Daniel C. KrezenskiDr. Mary StubbsDr. Thomas J. TobinWestmoreland County Community CollegeYoungwood, PA

presenterspresentersDr. Daniel C. Krezenski is the President of WCCC. Since 1986, he has opened six education centers, has grown the campus with new building projects, and has expanded the curriculum with new majors relevant to today’s job and academic markets.

Dr. Mary Stubbs is Director of the Learning Resources and Special Projects. For 10 years, she has overseen WCCC’s telecourse, ITV, and now online programs. Her research focuses on quality assurance and outcomes assessment in distance learning.

Dr. Thomas J. Tobin is the Coordinator of Instructional Technology & Distance Education Support. He actively publishes and lectures on copyright, faculty training, and disabled-faculty issues in distance education. He has won several national awards for his research and methodologies.

pennsylvania community collegespennsylvania community colleges

14 locally-sponsored community colleges:14 locally-sponsored community colleges:

• • 10 sponsored by counties10 sponsored by counties

• • 4 sponsored by school districts4 sponsored by school districts

Funded by FTE formula.Funded by FTE formula.

Regulated by PA Department of Education.Regulated by PA Department of Education.

State-wide distance education opportunities are State-wide distance education opportunities are coordinated by the PA Virtual Community College coordinated by the PA Virtual Community College Consortium (http://www.pavcc.org/).Consortium (http://www.pavcc.org/).

wccc service area & statisticswccc service area & statistics

WCCC is committed to providing access to quality educational opportunities that meet the diverse needs and interests of the communities we serve in Westmoreland, Indiana, and Greene Counties.

5,700 full- & part-time students57 Associate degree programs11 Diploma programs21 Certificate programs

77 full-time teaching faculty & 300 part-time faculty

Full-time faculty union (PSEA)

Source: SP ’02 dataSource: SP ’02 data

wccc campuswccc campus

Founded 1970 in Youngwood, PAFounded 1970 in Youngwood, PA

30 miles from Pittsburgh, PA30 miles from Pittsburgh, PA

Main campus + 6 education centersMain campus + 6 education centers

faculty by division & disciplinefaculty by division & discipline

Computer Technology / Business

7 Computer Science 2 Office Administration 2 Graphics / Media 8 Business / Accounting

Technologies / English

10 English 4 Culinary Arts 1 Reading 1 Art 5 Technologies

Natural Science / Public Service

4 Phys. Science / Horticulture 6 Mathematics 5 Biological Sciences 5 Public Service

Soc. Science / Health Profession

7 Nursing 3 Dental 7 Social Sciences

CT/B: 19 T/E: 21 NS/PS: 20 SS/HP: 17

Source: SP ’02 dataSource: SP ’02 data

distance learning enrollmentdistance learning enrollment

Telecourses798 enrollments in 33 sections = avg. class size of 24.18

Interactive Videoconferencing (ITV)341 enrollments in 16 sections = avg. class size of 21.31

Online Courses1532 enrollments in 74 sections = avg. class size of 20.7

Youngwood (Central) Campus11,502 enrollments in 691 sections = avg. class size of 16.64

Greene County: 159 online course credits + 84 telecourse credits 243 (28.5%) of 853 total site credits

Indiana County: 180 online course credits + 75 telecourse credits 255 (16.4%) of 1551 total site credits Source: SP ’02 dataSource: SP ’02 data

wccc online enrollment and faculty wccc online enrollment and faculty participation by semesterparticipation by semester

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wccc distance learning timelinewccc distance learning timeline

1987: Videotape telecourses. Current enrollment 800 (SP ‘02)

1996-1997: Interactive video-conferencing at 5 sites. 18-20 multi-site courses offered each semester. Expands course offerings at education centers, maximizes enrollments.

1998: First online courses offered in summer term. Mini-grants offered as incentive for faculty to transition courses to online delivery.

1998: Instructional Technologist position created.1999: Instructional Technologist hired on February 1.1999: First online courses using Blackboard CMS,

summer term.2002: Instructional Support Technician hired to assist

with technical support for online courses.

online-faculty training case studyonline-faculty training case study

The training program was at first optional, because some faculty appeared to have the requisite skills.

However, it became evident from instructor and student feedback that successful completion of the faculty training program must become a prerequisite to online teaching, in order consistently to deliver and maintain a quality program of online courses.

All online faculty now must complete the training and demonstrate competence in core skills before they may teach online courses.

nuts and bolts vs. pedagogynuts and bolts vs. pedagogy

What do we think of when we talk about online-faculty training?

— computer skills— communication problems— lots and lots of writing

What do we expect faculty to be able to do in their courses?

— set a good example for students— quantify student progress— challenge students

How can we make technology as ‘transparent’ as possible?

— teach outcomes, not tools— listen to faculty— set a good example

essential elementsessential elements

The success of the online program can be attributed to faculty training and support.

Faculty learn not only how to use the software, but learn pedagogical techniques designed for online teaching and learning.

Instructors who have completed the training often serve as mentors for new online teachers, creating a support community.

Openness and willingness to share problems and successes have resulted in consistently high quality instructional programming.

WICHE principles of good practiceWICHE principles of good practiceQuality faculty provide oversight of the

program electronically offered.The program provides faculty support

services specifically related to teaching via an electronic system.

The program provides training for faculty who teach via the use of technology.

Policies for faculty evaluation include appropriate consideration of teaching and scholarly activities related to electronically offered programs.

The institution evaluates the program’s educational effectiveness, including assessments of student retention and student and faculty satisfaction.

six steps to masterysix steps to mastery

1. Learn the parts of the software and strategies for introducing students to new technologies.

2. Create lecture documents for a reading (not a listening) audience.

3. Make fair and accurate online tests, quizzes, and surveys.

4. Use email and a discussion board to communicate.

5. Set up an online grade book; transfer and share files electronically with students.

6. Hold real-time chat-room discussions.

step 1: parts and pedagogystep 1: parts and pedagogy

Overheard at the faculty training sessions:

“What tools are available?”

“How can students learn without me in front of them?”

“Why did we adopt this Blackboard thing?”

“Do I have to know all that computer stuff?”

“I’m no computer whiz. Why should I teach online?”

“No, really, why? This way seems like more work!”

step 2: reading vs. listeningstep 2: reading vs. listening

Be yourself.

Explain yourself.

Repeat yourself.

Repeat yourself.

step 3: testing, testingstep 3: testing, testing

Apply this knowledge.

Choose the best solution.

What step is missing?

Which is not correct?

Use your notes and your text!

step 4: communicationstep 4: communication

Don’t throw out the phone.

Email everybody with the news.

Take personal time to talk.

Praise students “out loud.”

Find answers instead of giving them.

Listen.

Control the impulse to control.

Model higher-order questions & answers.

step 5: grades and other feedbackstep 5: grades and other feedback

I am not chained to my desk (yet).

I am not on vacation, either.

The iron-clad three-day rule.

Keenan Roulette.

step 6: more than just chatstep 6: more than just chat

Set basic guidelines on Set basic guidelines on topicstopics, , timetime, and , and etiquetteetiquette..

• Study sessions:Study sessions: more than one time per session more than one time per session• Exam prep:Exam prep: stay focused stay focused• Virtual office hours:Virtual office hours: ask me (almost) anything ask me (almost) anything• Guest experts:Guest experts: not just for famous people anymore not just for famous people anymore• Students-only chat time:Students-only chat time: venting and support venting and support

advanced topicsadvanced topics

• Minimize the chances of cheating• Give practice quizzes • Do students know how they're doing? • Increase student discussion online• Foster interaction among students• Create “must-learn” topics• When to speak up & when to listen • Chat rooms: uses other than chats • Add pictures, audio, and video• Enhance lectures by chunking them • Insert textbook-publisher content • Point students to web sites

““Community colleges must train online Community colleges must train online faculty in order to be successful.”faculty in order to be successful.”

The key to quick and successful responses is a well-trained, responsive, adaptable, and enthusiastic faculty.

Successful distance-education programs are seen as “high-tech and high-touch.”

90% of our online faculty report utilizing new teaching methods online.

95% report that they are looking forward to teaching online again.

90% say that they receive excellent technical support.

75% of our new online instructors come to us because of recommendations from colleagues or former students.

The student retention rate in WCCC’s distance-education courses is 90%.

Source: SP ’02 dataSource: SP ’02 data

looking aheadlooking ahead

The training program online gives faculty just-in-time learning, creating motivated, enthusiastic, dedicated 21st-century trendsetters.

For online non-credit courses, WCCC has modified faculty training to focus on self-pacing and student feedback looping.

http://wccc.blackboard.com/http://wccc.blackboard.com/

© 2002 Westmoreland County Community College