Let’s talk about how to interpret research findings from several National Distance Education and Technological Advancement (DETA) Research Center-supported studies. In this session, we’ll determine what these findings mean for us and our institutions, turn these results into new or altered practices in our online programs, and diffuse these innovative practices across our institutions for students, instructors/faculty, support staff, and administrators. Tanya Joosten, University of Wisconsin-Milwaukee Rachel Cusatis, University of Wisconsin-Milwaukee Moderator: Terrie Nagel, University of Missouri, Columbia

1. uwm.edu/DETA
DETA-staff@uwm.edu
Twitter.com/UWMDETA
Facebook.com/UWMDETA
#DETAResearch
Tanya Joosten, @tjoosten
Rachel Cusatis, @rncusatis
National Research Center for
Distance Education and Technological Advancement
(DETA Research Center)
University of Wisconsin - Milwaukee
What Do We Do with Distance
Education Research Findings?
Developing New Instructional and
Institutional Practices

2. uwm.edu/DETA
DETA-staff@uwm.edu
Twitter.com/UWMDETA
Facebook.com/UWMDETA
#DETAResearch
slideshare.net/tjoosten

3. Background
DETA Research Center efforts

4. Develop
Toolkit
Collect
Data
Share
Effective
Practices
DETA Activities

5. http://uwm.edu/deta/toolkits/

6. Develop
Toolkit
Collect
Data
Share
Effective
Practices
DETA Activities

7. Our studies
Research questions and methods

8. Institutional partners

9. “
”
What are the different design
components (content,
interactivity, assessments) that
impact student learning?

10. https://upcea17.wikispaces.com/

11. Develop
Toolkit
Collect
Data
Share
Effective
Practices
DETA Activities

12. https://upcea17.wikispaces.com/

14. Recommendations
Evidence-based decisions

15. Invest in course design over content

16. Desired results
Higher retention
Better grades
Satisfy students
More Learning
Enhance Engagement
Increase Enrollments
Save Money
Recover Space

17. Defining
success
Define
pedagogical
model
Design a faculty
development
program
What is “it”

18. Pedagogical model
Content
•Text
•Images
•Audio
•Video
Interactivity
•Discussions
•Groups
•Feedback
Assessment
•Written and oral examination
•Discursive
•Portfolio

19. • Ten questions
• Designing learning modules
• Online vs. F2F - Integration
• Decision rubric for
content choices
• Learning objects
Content
• Progressive/summative
• Before, during, and after
• Self evaluation
• Peer evaluation
• Student evaluation
Course Evaluation
• Rubrics
• CATs
• Templates
• Traditional formats
Assessment
• Synchronous/asynchronous
• Establishing voice
• Discussion forums
• Small groups
Interactivity
• Managing expectations
• Time management
• Technology support
Helping Your Students
• Staying organized
• Managing workload
• Avoiding course and a half
Course Management
Course Redesign
Transitioning to
online and
blended teaching
Faculty development

20. Did it work?
Input
• Medium (F2F
or Online)
• Instructor
demographics
• Discipline
• Course level
Process
• Defining
pedagogical
model
• Designing
faculty
development
program
Output
• Course level
• Program and
Institutional
level

21. Who is your audience?
What variables will be
examined?
How will the data be collected?
analyzed?
How (and where) will the data
be presented?
Who will be involved in the
evaluation process?
When will the evaluation be
completed?
Evaluation plan

22. Tanya Joosten, tjoosten@uwm.edu
Rachel Cusatis, rncusatis@uwm.edu