4. Findings
• 40% of online students are younger than the age of
30; one out of 5 is younger than 25
• Institutions that have a near-by campus or service
center are highly attractive to online students; 80% of
online students live within 100 miles of a campus or
service center
• Online students want compressed shorter terms of
study (8 wk or fewer terms)
• Online students rank tuition and fees as the most
important information they seek
4
5. What is prompting students to
go back to school?
Key Trigger Events
July 2010 Increasing CSU Access
5
7. Student Preferences
Preferences in Online Study Model
Undergraduate students prefer independent study,
Graduate students prefer instructor-led online study
7
8. Student Perceptions of Online
Learning & Teaching
* Survey conducted Fall 2011
California State University, Northridge
1,046 online students
12. Contributes most to students’ learning:
Technology Tools
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Lectures in video
PPT
Weblinks on the subject
Online forums, blogs, chats
Elluminate
Computer programs
E-Textbooks
Accessible via smart phone
Turnitin
Google groups
Online portfolios
Online assessments
Opencourseware (MIT)
Oviatt Library
Moodle
Activities
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Reviews/practice activities
Posing questions on forums
Researching subject matter
Written assignments
Reading
Group work
1-on-1 teacher help
Online lectures & notes
Feedback
Short essay responses
Group presentations
Exams/quizzes
Weekly assignments
Online modules
Open-book quizzes
Outlines
Lecture note transcripts
Reading supplemental material
Teacher Involvement
13. Student perceptions
Suggestions for improving course
•
•
•
•
•
•
•
•
•
•
•
•
Recorded lecture from
professor
Instructor more interactive
Practice, review for tests
Offer more online courses
Time management (instructor)
Schedule optional virtual
sessions
DETAILED calendar
Keep directions simple and
clear
Make deadlines OBVIOUS
TIMELY responses
More activities
More involvement of professors
•
•
•
•
•
•
•
•
•
•
•
•
Timely grading homework & tests
Less busy work
Use rubrics for essays
More understanding about technology
Ability to access e-textbooks
Tips for “first time” online students
More quizzes, less exams
Timely availability of material
More detail provided on projects
E-Mail alert for changes to the class
Professor use of a webcam
Make class fun and interesting
14. Suggestions to give faculty
new to teaching online
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Timely & frequent communication is key
Be interactive
Engaging online materials
Organization is key (materials, Moodle site)
Do not procrastinate
Plenty of examples & visuals
Be thorough & detailed
If the teacher isn’t e-mail or technology friendly don’t teach the course
Be more available for students than typical
Use discussion and chat forums
Learn the technology first before trying to use it in a class
Try not to make changes in the syllabus after the class starts
Have everyone introduce themselves
Post study guides
Give students the same attention as a traditional class
Do not make the reading overwhelming
Take an online course
17. Study
Skylar, A. (2009). A comparison of asynchronous online textbased
lectures and synchronous interactive web
conferences. Issues in Teacher
Education, 18(2), 69-84.
17
18. A few student satisfaction results
the study….
Student Satisfaction Survey: I feel that PowerPoint
presentations were accessible and effectively used
during web conference lectures.
Student Satisfaction Survey: Overall, I would rather take
an online course which uses web conference
synchronous lectures than an online text-based course.
30
27
23
# of students responding
# of students responding
25
20
15
10
6
5
from
3
7
2
25
20
15
11
10
5
0
0
1
2
3
Mean 4.10
4
5
1
2
0
1
2
3
4
5
Mean 4.56
18
19. A few student satisfaction results
the study….
Student Satisfaction Survey: I feel that the instructor's
use of the tools (highlight, draw, type students'
responses on slide s) increased the interactiv ity in the
web conference lectures typical to a traditional le cture.
Student Satisfaction Survey: I feel that the audio quality
during web conference lectures was acce ptable and I
had no proble m understanding the instructor.
25
18
18
15
16
14
12
10
8
8
6
4
2
# of students responding
# of students responding
20
22
20
15
12
10
7
5
2
0
2
0
0
1
0
1
0
from
0
3
4
5
3
4
5
Mean 4.12
Mean 4.17
19
20. A few student satisfaction results
the study….
Student Satisfaction Surve y: I fee l that the QuestionAnswer format (M /C, T/F) was effecitv e in rev iewing
content and incre asing interaction in the web
conference lectures.
Stude nt Satisfaction Survey: I feel that the instructor was
e ffective in being available to answe r questions about
the course/assignme nts before and after e ach we b
conference lecture.
40
35
30
25
21
20
13
15
10
5
45
41
# of students responding
# of students responding
45
6
1
41
40
35
30
25
21
20
13
15
10
5
6
1
0
0
1
from
2
3
Mean 4.32
4
5
1
2
3
4
5
Mean 4.12
20
21. Spring 2011 Study
3 Sections of a class
Hybrid – 50% on campus, 50% online
21 students
GPA Avg.
Synchronous – 8 synchronous sessions in Elluminate;
8 asynchronous sessions
18 students
GPA Avg.
Synchronous- 18 asynchronous sessions; 8
prerecorded lectures (No Due Dates)
26 students
GPA Avg.
21
27. CSU SYSTEMWIDE RUBRIC
QOLT EVALUATION INSTRUMENT
1.
2.
3.
4.
5.
6.
7.
8.
Course Overview and Introduction
Assessment and Evaluation of Student Learning
Instructional Materials and Resources Utilized
Student Interaction and Community
Facilitation and Instruction
Technology for Teaching and Learning
Learner Support and Resources
Accessibility and Universal Design
30. QOLT
•
Create a useful evaluation tool that can help faculty
(re)develop quality hybrid/online courses.
•
Identify exemplary practices for teaching and learning
through hybrid/online courses.
•
Inform faculty development activities and programs
related to hybrid/online teaching.
•
Recognize faculty, programs, and campuses that are
creating quality online courses. And, share!
31. Section 1. Course Overview and Introduction
Instructor gives a thorough description of the
course, as well as introducing students to the course
protocol and expectations.
35. 1.D. ‘ONLINE ETIQUETTE’ SAMPLE
Do not dominate any discussion.
Do not use offensive language.
Never make fun of someone’s ability to read or write.
Use simple English.
Use correct spelling and grammar.
Share tips with other students.
Keep an “open-mind” and be willing to express even your minority
opinion.
Be aware of the University’s Academic Honesty Policy.
Think before you push the “Send” button.
Do not hesitate to ask for feedback.
When in doubt, always check with your instructor for clarification.
Mintu-Wimsatt, A. (2010). Netiquette: Make it part of your syllabus. Journal of Online Learning and
Teaching, 6(1),
44. Key Points
•
•
•
•
•
•
What is synchronous learning?
Best Practice Tips for Using Elluminate
Sample of Elluminate Recorded Sessions
Elluminate Research Studies & Results
Second Life Youtube Clip
Questions
44
46. Elluminate-Web Conferencing (WC) Tool Used
• Used to create an online classroom in real time with
voice–over IP, talking head, application
sharing, PowerPoint, video, web tours, closed
captioning, break-out rooms, and more.
• Introduced to campus Spring 07
• Variety of uses across campus include:
–
–
–
–
–
–
–
Synchronous and asynchronous (recorded) lectures
Office hours
Forum for accessing on-campus presentations
Mentoring of teachers
Workshops (e.g, Advanced Elluminate)
Committee file sharing/collaboration
Meetings
49. Tip for Using Elluminate to structure an
online OL class to get students started in
the course w/out a face-to-face mtg. (asynchronous)
•
Send students an e-mail via their csun e-mail with a link for accessing an
Elluminate precorded conference (class overview)
•
Provide a participation quiz for students to complete
49
52. What do the students say……
The Elluminate lectures are by far superior to a traditional
online course, but it does not replace a real classroom.
I enjoyed the web conferences, much better than traditional
lectures.
I thought this online course was great and wish most other
classes would be the same way.
I liked the web conference..it made the class easier and less
stressful than other classes.
Webcam was not helpful at all.
This class has helped me with my online skills.
The Elluminate is better than a regular on-time class.
It was my first time in an online course. I know that this was
not technically an online course, but it showed me that I can
still effectively learn materials outside of a traditional lecture
52
53. Spring Study 2009
Dr. Skylar’s Second
Life Classroom
http://www.youtube.com/watch?v=w0Gg_u3c
91U
54. Ashley Skylar
Dept. of Special Education
Case Study of using Second Life in an
Introductory Special Education Course
SPED 400
Spring 2009, Wed. 4:20 p.m. - 6:45 p.m.
5 Second Life Sessions (meeting approx.
every other week online and on-campus)
2/4/09, 2/25/09, 3/11/09, 4/29/09, 5/6/09
56. Presentation Tool
Using the Internet in SL
Use of Chat
Moving the Avatar
Audio Controls
Discussion Groups in Chat
Second Life
Tools
57. Second Life at CSUN
http://www.csun.edu/at/teaching/to
ols/secondlife.html
58. What are student’s saying
about Second Life?
•
•
•
•
•
•
•
•
•
•
•
•
Group discussions effective and easier to chat and give answers
Felt comfortable chatting with peers
I’ve never felt comfortable taking an online class before because I didn’t feel
comfortable, however SL is an open door for me
I feel comfortable using the SL icons and features (session 3 student)
The ability to talk makes it more realistic as if I was in a real class setting
You read what students were typing in the chat window and answered questions
accordingly
Online resources/links sent in SL effective
I like that SL looks like a classroom-your attention is directed!
I feel like this multi-modality opportunity to learn is working-visually, auditory, and
kinesthetic
When the instructor monitors the classroom and approaches the students at their
group tables it makes me feel as if I am a part of the class (instructor walked up to
the tables during group discussions)
I like the layout of the classroom. It makes it easy to see where everyone is, what
they look like and looks organized (session 4 student)-Tables are used and everyone
is sitting
The ?, ! are used well in the chat session
59. Things to Consider as an Instructor
How to set up the classroom environment? Tables, desks, chairs
How to set up group interactions?
Setting up sub-groups in the session: A-D CSUN groups
Send invitations to a group of students to join the group
Imbed group discussion questions throughout the PPT lecture
Have a group leader contribute group feedback during whole group discussions
Which window will you use for whole group chat? Local chat or group chat
“CSUN group”
How are you going to set up SL as a lecture session? What tools are you going
to need? E.g., use of a PPT viewer, use of a YouTube media viewer
How will you facilitate whole group discussion? E.g., use of “?, !”
How will you make it interactive? Incorporate discussion questions into your
PPT, include URL links/videos that students go to
How to orient students to the SL environment? E.g., have an orientation session
at the beginning of the semester BEFORE using SL
Create an avatar
Logging in
Have our 1st PPT slide give SL tips during each session
Communicating in whole group
Sitting down in a chair
