1

Student-Centered Online Teaching:Ten Best Practices

Dr. Susan Ko, Executive Director,

Center for Teaching and Learning,University of Maryland, University

CollegeFSI 2005 Keynote, May 17, 2005

2

Where are we now?

Online learning no longer a novelty. There is a body of experience and standards we can build on

3

Consensus on Basic Standards

Commission on Institutions of Higher Education--Best Practices for Electronically Offered Degree and Certificate Programs (1999)

The Sloan Consortium Report—Five Pillars of Quality Online Education (2002)

Institute for Higher Education Policy—Quality on the Line—Benchmarks for Success in Internet Based Distance Education (2002)

4

We have come far…

But misconceptions and fears about online education still abound

5

Common Misconceptions and Fears

It’s an either-or world—online in competition with face-to-face

Faculty are helpless technophobes and technoboobs

The quality of learning online is superficial

Nuance of expression and personality are lost online

6

… more misconceptions and fears

Online instructors have to be online 24 hours a day

You need to be a computer-nerd. People-oriented people don’t do well online

7

…and even more…fears

Online students are big cheaters!

8

The Specter of Alienation

Unlike face-to-face classes, online classes are cold and alienating.

This is the teacher

9

Instructor as Social Director?

Online teaching reduces my role to “mere facilitator”

Shuffleboard, anyone?

10

Student-centered teaching—what is it?

Focused on outcomes, assignments aligned with learning objectives

Attuned to student audience needsPromotes active learning and engagementOffers multiple modes of feedback and

interactionProvides paths for practice, reinforcement,

and growthEnthusiasm for subject and concern for

students are evident

11

But it’s not…

Too much or not enough content from instructor

Assignments and readings without any guidelines or connection to objectives

Posting a question on Monday and coming back to see what happened on Friday

The “surprise” class—keeping students guessing about what, when, and how

12

Some Challenges for Online Instructors

Communication, communication, etc.Coherent and logical organization of

classroom, materials, etc.Planning and time-managementEstablishing presence and conveying

personality, transforming “virtual” students into real ones

Focus on teaching, but learn the technology

Building classroom community

13

Research on Best Practices

University of Maryland, University College

Office of Evaluation, Research and Grants—Best Online Instructional Practices Study

Three-phase research study (2002-2005) on online classrooms, based on student evaluations,instructor survey instrument on teaching practices, retention data, and outcomes.

14

Methodology

The study uses a mixed-methods approach:1) A survey of participating instructors’ experience as teachers using Instructional Practices Inventory2) Peer-review of archived courses 3) Interviews with selected instructors and use of focus groups among them4) Student class evaluations and institutional data and their association with teaching practices5) Detailed assessment of learning outcomes

15

Sample Used in Study

Piloted with small sample of highly achieving faculty (8 faculty)Extended study to a representative sample (114 faculty members)Identified best practitioners and learned how practices are implemented via interviews (38 exemplary faculty)Implemented a detailed assessment plan measuring learning outcomes (15 selected courses)

16

Expectations for Online Teaching

Expectations for Classroom Setup and Online TeachingConsensus document on base-line set of expectations for faculty teaching onlinePosted on our Website www.umuc.edu/facdev/expectationsWidely distributed through training, faculty handbooks, orientations, etc.

17

Best Practice #1—Design your Course

Put some thought into your course designStrategies:Identify and reinforce course goals and

objectives throughout the courseMake sure your assignments are aligned with

your learning objectivesBuild in safeguards against cheating and

plagiarism through assignment designPay attention to the pace and sequenceBe consistent in organization, nomenclature

18

Best Practice #2—Use Variety of Learning Approaches

Different approaches stimulate interest, appeal and provide challenges to different learners

Strategies:Use case studies, peer-to-peer activities,

project-based assignments, debates, guest speakers

Integrate multimedia, library and Web-resources so that they are intrinsically valuable

Provide guidelines for all group activities

19

Best Practice #3—Be Prepared

Online courses require an initial large investment of time and preparation, and updating thereafter

Strategies:Build out as much of your course as possible

before it launches Update each time before it runs, and refresh

from time to time

20

Best Practice #4—Start Out Strong

Start out on a good footing from 1st day:Strategies:“Be there” to welcome the class—warm

greeting with instructions on getting startedIntroductions forum—icebreakers (you, too)A detailed syllabus and schedule with

contact info, dates for each unit of course, directions, criteria, due dates for assignments, participation, grading

21

Best Practice #5—Provide for Interaction

Provide opportunities for interaction between instructor and students, students with students, and student with content

Strategies:Interact with students in classroom on a

regular and frequent basis—through announcements, discussion board, emails to whole class

Encourage students to talk with one other, not only to you

22

More on Interaction

Design assignments that involve sharing of ideas, or team-work

Build an assignment around a primary source, multimedia, or Web resource

Facilitate but don’t dominate discussionStart initial discussion threads to get things

movingDefine participation and give credit for itSend a personal email as friendly reminder

to students who are not participating

23

Best Practice #6—Promote Active Learning and Critical Thinking

Build in critical thinking and active learning strategies

Ask students to research and defend a position

Routinely ask follow-up questions while facilitating discussion, encourage students to do the same

Design assignments that require students to substantiate their ideas, verify and document their information

24

Best Practice #7—Connect to Real-life Experience

Encourage students to apply real-world experience to course content

Encourage students to draw on personal examples and observations that are relevant to the course

Tie contemporary events or issues to course content

Whenever possible, encourage students to incorporate their own goals into study

25

Best Practice #8—Give Feedback

Give regular, timely, and varied forms of feedback

Strategies:Clearly describe grading and assignment

criteriaUse rubrics to help guide students as well as

to simplify feedback and grading processRespond to students as promptly as

possible

26

More on Feedback

Strategies:Provide individualized feedback on key

assignments, and special attention to first major assignment

Let students know how they can improveRefer students to resources for assistance

whenever appropriate and availableCarefully structured peer review can provide

a valuable element

27

Best Practice #9—Clearly Define Grading Criteria and ProcessesClearly defined, systematic grading criteria to

guide student work, manage expectationsProvide rubrics or clearly defined criteria up

frontLet students know your “turn-around” timeLet students check progress through online

gradebookProvide individual incentive on group

projects

28

Best Practice #10—Maintain Enthusiasm

Maintain your own enthusiasm about the subject matter and communicate that enthusiasm to students

Strategies:Stay organized Be an active presence in

the class

29

and more enthusiasm

Strategies:

Make sure assignment load is reasonable

For the sake of your students, but for you, too!

No fois gras, please!!!

30

and even more enthusiasm

Strategies:Review and assess your own skills, teaching

methods and style on a regular basisAnalyze student evaluations to learn areas

of strength and areas for improvementKeep current in your fieldSet an example for your students of life-long

learning—participate in faculty development activities like those offered by ION

31

Thank you!

Bring your questions to the “Online Teaching Clinic”

Feel free to contact me in the future at sko@umuc.edu