32 · Georgia‘s Online Core Curriculum ·

Number of eCore Faculty

4

11

3

4

10

2

4

5

2

4

3

1

1

2 3

3

4

1

1

1

2

9

Faculty Information

Faculty Who Revised & Taught CoursesRevision

Although no courses were developed during FY 2011, four courses were revised extensively. Content experts consisting of seven different eCore instructors and two additional outside consultants were instrumental in this process. Each had specialized knowledge and professional degrees in their respective subject matter.

eCore Course Revisions FY11 ISCI 1121 – Integrated Science I PSYC1101 – Introduction to General Psychology PHIL1001 – Introduction to Philosophy GEOL1011K – Introductory Geosciences I

Number of FY 2011 Sections Taught by eCore Faculty

Number of eCore Faculty

Sections Taught

23 1 17 2 26 3 9 4 4 5

Faculty Information

Instruction

During fiscal year 2011, 79 faculty members from 23 accredited University System of Georgia colleges and

universities (see map above) taught eCore courses. Faculty delivered instruction to students channeled through five different affiliate institutions. BlackBoard Vista 8 (GeorgiaView Vista) serves as the platform for online teaching.

The following table outlines the number of course sections that faculty members taught in FY 2011. Twenty-six faculty members taught three eCore course sections during FY 2011.

· Georgia‘s Online Core Curriculum · 33

eCore Teaching ExperienceWhen the online curriculum began in FY 2001, it started with 16 faculty members who were all teaching eCore for the first time. The number of professors and their online teaching experience has increased over time. During FY 2011, the eCore faculty pool consisted of 79 qualified active faculty members who are well-versed in their subject areas. Of the 79 faculty members, 56 were veteran faculty members and twenty-three were first-time eCore faculty during the 2011 academic year.

Mentorship Program

Under the new administration of the University of West Georgia during FY 2010, during each academic term new professors are paired with experienced professors who are able to share their knowledge and assistance in their respective subject matter. The two collaborate throughout the semester to address any questions, concerns or other issues that may arise. Both the mentor and mentee can access the other faculty member’s course in order to receive necessary

Current Initiatives

Mentorship Evaluation for FY 11: • Mentor’s Helpfulness :

Very Helpful 59.26% Helpful 24.07% Very Receptive 67.78%

• Mentee’s Receptiveness : Very Receptive 67.78%

Receptive 7.78%

New

29%

73%

22%

Out of 79 eCore instructors: 56 were full-time at their home institutions, 19 were part-time, and 4 were retired during FY 2011.

feedback and ideas for improvement. Since UWG has accepted responsibility for eCore, it has brought on 43 new faculty members. Of the 23 instructors who were new to eCore in FY 2011, five participated in the mentoring program as “mentees” in Summer 2010 and three faculty members participated in Fall 2010. For Spring 2011, 15 faculty members participated.

Faculty Information

Strategic Instructional Technology

Wimba Classroom and Pen Tablets

In the Fall of 2010, eCore piloted a technology strategy for Math courses to use Wimba Classroom in conjunction with Wacom Bamboo pen tablets. Select eCore Mathematics instructors were provided with Bamboo tablets. Those participating faculty attended a virtual presentation explaining best use of the tool, along with a demonstration, and received a stipend to test using the tool along with Wimba Classroom in a minimum of four live and/or recorded/archived sessions for students. When the archives were reviewed and feedback received from the faculty, results showed that using pen tablets in conjunction with Wimba Classroom worked well. One professor discovered through the pilot that using her PC tablet instead of the Bamboo worked better for her.

Wimba sessions were utilized for office hours for addressing student concerns as well as on-the-spot demos for clarity of course topics. Sessions were also conducted as live, formal and structured facilitation and demonstration of course content and were archived for students unable to attend. Other sessions were purposely archived without an audience and served strictly as demonstration

34 · Georgia‘s Online Core Curriculum ·

Effectiveness of Faculty InstructionEnd-of-Semester Student Course Evaluations Two weeks prior to the end of each semester, eCore students are issued the eCore Course Evaluation. This online survey links directly on the course homepage and gauges students’ satisfaction or dissatisfaction with their professor, their course, and their overall experience with eCore while taking online classes. Aggregate survey results for FY 2011 can be found at http://ecore.usg.edu/admin. Within the online survey students are prompted to respond to the following statement: “Overall the instructor taught this online course effectively.” The table below shows the 2011 academic year’s results for this question. Overall, more than 77% of students agreed that eCore instructors taught the course effectively.

*Responses to survey item statement, “Overall the instructor taught the course effectively” for FY 2011

Answer Options Response Percent

Response Count

Strongly Agree 48.77% 902

Agree 28.33% 543

Neutral 9.73% 206

Disagree 8.63% 186

Strongly Disagree 4.50% 97

Not Applicable 0.03% 1

TOTAL 100% 1935

and step-by-step instruction on how to work out problems. For example, one instructor decided to produce archived instructional videos in conjunction with Camtasia. Those videos are being implemented in all Pre-Calculus course modules for the first time during the summer 2011 term.

For the future, eCore is planning to further expand the benefits of multimedia and a multisensory approach into eCore courses. For FY 2012, eCore has already begun working with instructors to produce introductory videos into their courses. Additionally, eCore will continue to work with subject matter experts and instructors to determine the most effective technologies and to add instructional videos into the eCore MATH courses.

Materials Cost Awareness

Faculty Information

eCore is aware of the costs of texts and materials for the eCore courses. On a small scale, eCore works to evaluate ways to make the most of resources available for students so that they can settle more smoothly into their courses with less financial burden. The eCore Curriculum & Instruction department has implemented the following initiatives:

• The use of previously-owned and ebook options, if applicable, for course texts

• Practice of updating required texts only when necessary for pedagogical improvements in course or when old version is out of print

MATH1501 Calculus Instructional Session via Wimba Classroom Incorporating Bamboo Wacom Tablet

• Course revision with specific mission to reduce costs and analyze efficiency of use of text and materials; option of revising courses without required texts

Formative Evaluations

In Spring 2011, eCore initiated a push for faculty to consider formative evaluations within their course to prompt course improvement during the term. While some faculty had already practiced this strategy, the eCore Instructional Designer educated and reminded faculty of the potential benefits of this type of measure. Of 72 faculty teaching eCore courses, 28 attempted a formative activity at the midpoint of the term; 11 performed the assessment in survey format and 17

· Georgia‘s Online Core Curriculum · 35

provided an anonymous or open discussion. When asked about the evaluation and the effectiveness, most comments were positive:

“Only 15 students participated but I felt it was very informative for me; I feel better that the students know I am available and that I do respond to them quickly. That is a common frustration in online classes so I am happy to know my students do not feel I am absent!“

Kelley C

eCore Curriculum and Instruction staff plan to promote this initiative with more vigor in future terms and better assess faculty best practices overall. eCore believes that success stories from colleagues will motivate fellow faculty to participate and work toward improving their courses throughout the terms they teach.

USG Institutions with Five or More Active eCore Faculty

10

11

9

5

0 2 4 6 8 10 12

ABAC

NGCSU

UWG

VSU

FY 2

011

USG

Inst

itut

ions

wit

h Fi

ve o

r M

ore

eCor

e Fa

cult

y M

embe

rs

Number of eCore Instructors from Each Institution

eCore Teaching Experience of Faculty

Did You Know?• All USG institutions are invited to

nominate faculty to teach eCore courses.

• There were 79 faculty, representing 23 different USG institutions, who taught eCore courses during FY 2011.

• Most faculty have taught eCore more than one time.

• There were four faculty members who taught eCore five times or more during FY 2011.

For FY 2011, 15 different USG institutions employed multiple (two or more) eCore instructors while four USG institutions had more than five faculty members teach eCore courses. Schools with five or more eCore instructors are Abraham Baldwin Agricultural College, North Georgia College & State University, the University of West Georgia, and Valdosta State University.

Over time, the experience of the faculty who teach eCore has increased. Most faculty who are currently hired to teach eCore have taught online or distance courses previously. The majority of eCore instructors were “veterans,” that is, they had taught eCore courses previously. Research has shown that experienced instructors have better retention in courses and have higher course satisfaction ratings from students. See the Faculty Chart of Appendix for details on faculty who have taught for eCore.

Faculty Information

36 · Georgia‘s Online Core Curriculum ·

Each semester, two weeks prior to exams, eCore students are asked to complete an evaluation of the course and instructor. After course evaluations are completed, the individual course section ratings are provided to the eCore faculty member as a part of the professional development experience.

The eCore course evaluation survey instrument can be found at: http://ecore.usg.edu/admin/eCoreCourseEval.pdf.

For the course evaluation questions that can be quantitatively scored, five-point Likert scale calculations are performed. For Summer and Fall 2010 there were 24 Likert scoring questions, and for Spring 2011 the course evaluation was reworked to include 19 Likert scoring questions. The questions cover these categories:

• Instructor Satisfaction • Course Satisfaction • Course Usability Satisfaction • Student Preparedness • Online Learning Environment

For the Likert calculation process, the highest rating is five and the lowest rating is one.

For FY 2011, the responses to select were: Strongly Agree (5), Agree (4), Neutral (3), Disagree (2), and Strongly Disagree (1).

Below are the Overall Likert Score calculations for FY 2011, separated by each semester.

Overall Student Course Satisfaction

FY2011 Likert Scores

FY 2010 Overall Course Title Summer 2010 Fall 2010 Spring 2011 FY 2011 Overall

4.53 American Government 4.22 4.42 4.36 4.33

4.62 American Literature II 4.33 4.48 4.26 4.36

3.87 Calculus I -- 4.63 4.19 4.41

3.97 Chemistry I -- 3.68 4.27 3.98

4.34 Chemistry II -- 4.36 4.38 4.37

4.35 College Algebra 4.42 4.19 4.26 4.29

4.52 Elect. Tech. in the Educ. Env. 3.92 4.44 4.31 4.22

4.30 English Composition I 4.16 4.25 4.30 4.24

4.21 English Composition II 4.27 4.30 4.05 4.21

4.41 Geosciences I -- 4.30 4.26 4.28

4.16 Human Communications 3.99 4.04 4.16 4.06

4.13 Integrated Science I 4.25 4.18 4.48 4.30

3.86 Intermediate Spanish I -- 4.15 4.13 4.14

4.11 Intermediate Spanish II -- 4.30 4.43 4.37

3.86 Mathematical Modeling 4.29 3.20 4.25 3.91

4.35 Philosophy 4.34 4.31 4.30 4.32

3.85 Physics I -- 4.04 4.21 4.13

4.28 Pre-Calculus 4.22 4.21 4.03 4.15

4.38 Psychology 4.58 4.38 4.45 4.47

4.22 Sociology 4.28 4.20 4.21 4.23

3.99 Statistics 3.52 3.96 3.65 3.71

4.29 U.S. History I 4.30 4.34 4.39 4.34

4.21 World History I 3.99 4.09 4.25 4.11

4.15 World Literature I 4.03 4.16 4.08 4.09

4.20 Overall Semester Satisfaction 4.01 4.23 4.06 4.10

* -- Not Offered

THEN NOW

Faculty Information

· Georgia‘s Online Core Curriculum · 37

Faculty Information

Course Evaluation Completions

Did You Know?• Integrated Science I and Psychology

courses were revised by content experts during Fall of 2010. The new version of the courses went live Spring 2011.

• ISCI increased in Likert scoring from 4.18 to 4.48 in evaluations by students in the spring.

• PSYC increased in Likert scoring from 4.38 to 4.45 in evaluations by students in the spring.

• Foreign Language for eCore, represented by Intermediate Spanish courses, collectively saw an increased average positive evaluation in Likert scoring from 3.99 in FY 2010 to 4.26 in FY 2011.

Summer 2010 Fall 2010 Spring 2011

Retained Enrollment 1045 1311 1888

Submitted Course Evals 379 738 853

0200400600800

100012001400160018002000

Num

ber o

f Stu

dent

s

The number of eCore course evaluations completed by eCore students increased each subsequent term during FY 2011.

38 · Georgia‘s Online Core Curriculum ·

Faculty Review of Course Evaluations Major Findings

In FY 2011, faculty evaluation summaries revealed:

• Use of outside multimedia, including PowerPoint, Wimba sessions, podcasts and class archives, enhanced achievement of learning outcomes.

• Multiple instructors planned to ensure students are aware of the course schedule and time commitment to eCore to diminish the number of missed assignments and course withdrawals.

• Faculty members added current topics, such as terrorism in POLS 1101, contributing to students being more engaged in course discussions.

• Students reported receiving more encouragement to perform better from the instructors, which in turn helped students to stay connected to and involved in the course.

• Faculty Evaluation Summary responses are published under each term’s Course Information webpage at http://ecore.usg.edu/admin.

The eCore Curriculum and Instruction office sends eCore instructors the results of their course evaluations along with the eCore Instructor Evaluation report for the semester. Faculty must review the course evaluation results and the Instructor Evaluation and then complete the Instructor Evaluation Summary Survey, documenting what improvement they plan to make. eCore Administrative Services first implemented the Instruction Evaluation Summary during the 2009 Summer term. The eCore Instructor Evaluation was implemented during the end of the Fall 2009 term.

The Instructor Evaluation includes two elements from the course evaluation: timeliness of response to students and overall instructor effectiveness. The instructor evaluation also provides course retention percentage and the average retention for course subject area. Instructors are evaluated on discussion participation and discussion quality in the eCore Instructor Evaluation.

The eCore Faculty Instruction Evaluation Summary poses the following questions to eCore instructors:

• After reviewing your student evaluations, what do you think went well in the class? • What was problematic? What needs to be improved? • What do you plan to change next time you teach the course?

Faculty Information

· Georgia‘s Online Core Curriculum · 39

Faculty Information

All current and new eCore Faculty complete a two-week initial eCore certification course offered online. The course is offered each term for potential new eCore faculty. During FY 2011, 39 instructors successfully completed the eCore Online Faculty Certification course. In addition to the one-time online certification course, eCore faculty are required to attend the eCore Annual Meeting by either attending the day-long face-to-face workshop conducted at the University of West Georgia or participating in the online workshop via Wimba Classroom.

Online Course Content for Faculty Certification Program:

Module 1: eCore Philosophy and Expectations. Readings, Discussion Postings, One Live Wimba Meeting, Quiz. 3 days.

Module 2: Student Retention and You. Readings, Exercises, Discussion Board Q/A, Quiz. 3 days

Module 3: Assessments/Exams. Readings, Discussion Posting, Quiz. 2 days

Module 4: Online Teaching Strategies. Readings, Discussion Posting, Quiz. 4 days

Module 5: Course Maintenance and Management. Readings, Journal Submission. 2 days

eCore Faculty Training & CertificationThings are Growing in The Garden of eCore!

Number of Faculty Certified for FY2011 Academic Term

Summer 2010 8

Fall 2010 16

Spring 2011 15

The Curriculum & Instruction Director emails teaching tips and eCore course protocol to instructors routinely. A GeorgiaView Vista course called the “Garden of eCore: Faculty Community” is also available as a tool for mentoring and sharing of experiences and information. The eCore Annual Meeting is held during May of each year for faculty. This year’s eCore Annual Meeting included informational sessions presented by both eCore administrative staff and eCore faculty members. Webinars are conducted periodically for eCore faculty for technical training purposes and professional development.

During FY 2011, the Garden of eCore continued to serve as the online community for eCore faculty and administrators. It is designed as a course that is populated along with instructors’ regular eCore course list during each term. eCore faculty are able to visit subject-based and general education sections within the course and benefit from the information and opportunities for collaboration or sharing.

Half Moon Discussions: The eCore administration provided thoughtful blog postings in the Blog section titled Half Moon Discussions. This section of the Garden is generally used to prompt eCore faculty and administrator conversation regarding best practices. Topics included:

• Is Teaching Online as Much Fun? • Are eTextbooks the Answer? • How Do We Handle Disruptive Students? • Do We Ever Stereotype Our Online Students? • Should We be Facebook Friends with Our Students? • eCore Retention at a Record High: Wow! • Grading Discussions Fairly and Diet COLA (Course Outcome Learning Assessments) • Are You Funny? • Distressed Students • The Adult Learner • Key Instructor Behaviors (Building a Community)

Subject Nest: The Subject Nest is an area where faculty can find subject-specific information shared by their colleagues. Many of the faculty who are new to eCore use this area to ask questions of their colleagues. This serves them much better than asking eCore administrators directly, who may not have the subject expertise needed to answer specific questions.

40 · Georgia‘s Online Core Curriculum ·

Faculty Information

Secret Hedge: The Secret Hedge dominated the Garden of eCore with high activity in FY 2011. Instructors were eager to use this anonymous forum to ask and address sensitive and/or important topics. Some of the most popular topics prompted were:

• Final Averages and Grades • Late Designation and Essay Submissions • COLA (Course Outcome Learning Assessment) Question • Posting Midterm Averages – Yea or Nay? • Could This Really Happen? (Regarding Retention) • Protest Against Youtubing Faculty • Students and Vacations During a Semester?

Seminar Yard: The Seminar Yard is an area where faculty can access live and archived Wimba Sessions geared toward best practices, demonstrations, tutorials, and virtual meetings as necessary with eCore Administrators for live one-on-one training or discussion. Sessions/Rooms included:

• Ad Hoc Appeal Committee • Best Practices in the Online Classroom • Diet COLA (Course Outcome Learning Assessments) Webinar • Final Grades Entry • INGRESS Training Room • Open Textbooks Marie Lasseter • Tablet Practice • Wimba and Web Tools Webinar A formal mentorship program was implemented in the Spring of 2010. During FY 2011, eCore faculty selected for mentorship were offered a stipend to guide newly certified faculty through their first term with eCore. Mentors submit progress on their Mentees via survey to the eCore Director of Curriculum and Instruction for review.