Abstract - University of Southern Mississippiocean.otr.usm.edu/~w304223/webcttutorial/docs/Capstone... · Web viewWebCT® Online Tutorial: A Faculty Guide to Basic Online Course Development

WebCT® Online Tutorial 1

Running Head: WEBCT® ONLINE TUTORIAL

WebCT® Online Tutorial: A Faculty Guide to Basic Online Course

Development and Maintenance

Evelyn Kwan Green

The University of Southern Mississippi

Submitted to the Department of Technology Education as a Partial Fulfillment of the

Requirements for the Degree of Master of Science in Instructional Technology

Advisor

Taralynn Hartsell, Ph.D.

October 22, 2005

WebCT® Online Tutorial

Abstract

The purpose of the WebCT® Online Tutorial: A Faculty Guide to Basic Online Course

Development and Maintenance (WebCT® online tutorial) is to provide faculty members

at The University of Southern Mississippi (Southern Miss) with online course

development and maintenance assistance. The tutorial’s goal is to train faculty members

on the Southern Miss online course development and maintenance process via the

university’s course management system, WebCT® Campus Edition 4.1. The desired

learning outcome is for faculty members to become 100% proficient in performing the

tasks of designing, implementing, and maintaining an effective academic online course.

The tutorial consists of ten units. Each unit represents a step toward accomplishing the

task of developing an online course at Southern Miss, with the final unit addressing

proper maintenance to include course update and reset for use in the following semester.

Developed primarily for faculty members, the tutorial will also be accessible to support

staff or graduate students assisting online faculty members. The tutorial will be uploaded

on the live server as a WebCT® course, accompanied by a practice course shell to help

learners apply their newly acquired skills for higher retention. The Web-based

instructional format is chosen for its cost effectiveness and 24/7 convenience. The Web-

based tutorial also creates an opportunity for the intended audience to gain proficiency

and confidence in navigating and working within the WebCT® environment.

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Introduction

In spring 2004, The University of Southern Mississippi’s Title III-A grant office

conducted a technology survey to assess faculty perception of current instructional

technology availability and their use of equipment and software. Forty percent of the

respondents indicated that they could use more training. In addition, campus offices were

reorganized, renamed, and physically relocated as a result of the University’s restructuring

efforts. These changes created confusion and uncertainty among faculty members (current

and new) as to how and where to secure information and assistance with regard to online

course issues. To further complicate matters, online course development and maintenance

support is provided by three separate departments on campus with limited staff support for

online course development and maintenance. Consequently, a consensus was reached by

the directors of these departments that a centralized information site to assist faculty with

online course issues is needed. The directors concurred that an online tutorial will provide

faculty members with a “one-stop shop” for information regarding online courses.

The purpose of the WebCT® Online Tutorial: A Faculty Guide to Basic Online Course

Development and Maintenance (WebCT® online tutorial) is to provide faculty members

at the University of Southern Mississippi (Southern Miss) with online course

development and maintenance assistance. The WebCT® online tutorial’s goal is to train

faculty members on the Southern Miss online course development and maintenance

process via the university’s course management system, WebCT® Campus Edition 4.1.

The desired learning outcome is for faculty members to become 100% proficient in

performing the tasks of designing, implementing, and maintaining an effective academic

online course. The WebCT® online tutorial is designed for faculty members, especially

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those who are new to the University, new to online learning, or unfamiliar with the

WebCT® environment. At the end of the tutorial and upon completion of the practice

exercises, faculty members will produce a basic online course that can be migrated to the

live server for implementation. Faculty members who are current users of WebCT® are

encouraged to use the tutorial as a quick refresher and reference guide. The tutorial will

also be made accessible to support staff or graduate students assisting faculty members in

the online course development and maintenance process. All learners will be encouraged

and perhaps, required to use the unit quizzes, practice exercises, and the WebCT® practice

course shell to perform a pre- and post-assessment of their knowledge and skills. These

results, along with the tutorial evaluation results, will provide feedback regarding the

tutorial’s success in accomplishing its goals and objectives.

Once developed, the WebCT® Online Tutorial: A Faculty Guide to Basic Online

Course Development and Maintenance will reside in the University’s WebCT® live

server. There are two servers dedicated to WebCT® use: (1) a live server where courses

reside and (2) a developmental server which support courses under development and for

WebCT® training. The tutorial is uploaded to faculty members’ WebCT® accounts that

will be automatically generated once the tutorial goes live! The tutorial is accompanied

by a WebCT® practice course shell uploaded on the developmental server for skills

application purposes. Instructions on accessing the developmental server and practice

course shell are located in the WebCT tutorial under the heading “Practice exercises.” A

basic template will be designed for the WebCT® practice course shell.

The tutorial is only accessible to support staff or graduate students once they have

participated in a WebCT® training workshop offered by the LEC. Upon completion of

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the training, the LEC will forward the training sign-in sheet to the University’s WebCT

administrator. The WebCT administrator will upload both the WebCT tutorial and

practice course shell into the support staff or graduate students’ WebCT accounts.

The WebCT® Online Tutorial consists of ten units. Each unit represents a step toward

accomplishing the task of developing and maintaining online course at Southern Miss.

Each unit consists of learning objectives and learning task items to match the objectives,

instructional materials, and the quiz that measures learning success. Upon the successful

completion of each lesson unit (e.g., a score of 100% accurate in the unit quiz) learners

can use the WebCT® practice course shell on the developmental server to complete the

corresponding unit practice exercise to reinforce learning and gain knowledge retention.

The tutorial site is non-linear and hierarchical in structure to accommodate the

sequential nature of the tutorial’s content and to provide learners with the flexibility to

skip directly to the lesson unit when needed. The lessons contain (a) instructional

materials related to the University’s online development process, (b) good instructional

design, course layout, and file management practices, (c) step-by-step procedures on

WebCT® user navigation and tools, and (d) the University’s online maintenance process.

The unit’s content presented as learning tasks is categorized by topic. At the end of

tutorial, the learner will be able to perform the basic functions and activities of online

course development and maintenance.

The tutorial also features a Resource Guide which includes a Webliography and Web

based instruction and instructional design resource materials. A Communication Center

directs learners to the Help, FAQs, and a Chat Lounge. A Site Map and the WebCT®

Search tool are used to assist learners in navigating, locating, and retrieving content with

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ease and no additional support. Upon completion of the tutorial, learners are asked to

provide feedback via a tutorial evaluation developed with quiz/survey freeware.

Web pages will be developed to house the instructional content. The Web pages will

reside on a Web site which will be linked to the WebCT® online tutorial by using the link

feature of the WebCT® content module tool. The instructional contents will be derived

from existing training materials developed by the Learning Enhancement Center (LEC),

Office of Distance Education Support (ODES), and iTech staff. However, the

instructional materials will be updated for accuracy and consistency, and they will be

reformatted to provide a standardized look within the tutorial. New instructional content

will be developed for areas where no materials exist. Each Web page will contain a unit

lesson and learning tasks associated with the lesson. Links to online support Web sites

can be found in the Communication Center developed with the WebCT® Communication

tools. Other instructional software and hardware will be used wherever appropriate to

improve or enhance course delivery.

In order to access the WebCT® Online Tutorial: A Faculty Guide to Basic Online

Course Development and Maintenance, learners must minimally possess a computer with

Internet access (dialup or high speed) and a basic knowledge of computer and Internet

use. Learners must also acquire a University identification number (Empl ID) issued by

the Department of Human Resource and apply for a SOAR password with the iTech

HelpDesk. Learners must be able to log into their WebCT® account using their

University ID and SOAR password.

The tutorial is developed within WebCT® for 24/7 convenience and accessibility

and allow learners to gain a student user perspective of WebCT®. Using the tutorial will

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help learners gain confidence and proficiency in using WebCT®. The tutorial is password

protected and will reside in WebCT® to restrict access in anticipation of copyright and

fair use issues.

Instructional Goal

The instructional goal for the WebCT® Online Tutorial: A Faculty Guide to Basic

Online Course Development and Maintenance is to help faculty members become

proficient in designing, implementing, and maintaining an online course using WebCT®

and to identify and follow proper University online course development and maintenance

procedures. The tutorial provides faculty members with an alternative learning medium

and training supplement from which they can learn to produce an effective academic

online course that will meet the University’s and Southern Association of Colleges and

Schools (SACS) guidelines and Southern Regional Educational Board (SREB) standards.

Upon completion of the tutorial and practice exercises, learners will become competent in

the processes and tasks associated with the development and maintenance of an effective

academic online course at Southern Miss.

Learning Objectives

Learners’ performance lies within their ability to successfully develop and

maintain an effective academic online course in WebCT® at Southern Miss. Upon

completion of the online tutorial, learners will be able to successfully demonstrate the

following skills with 100% accuracy:

1. Define and execute the Southern Miss Online Course development process.

2. Explain the function of a Web course management system and WebCT® .

3. Plan an online course site structure and navigation.

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4. Identify and apply the appropriate instructional multimedia to develop new or

convert existing course materials for use in WebCT®.

5. Identify and apply WebCT® course management tools.

6. Describe and create a WebCT® Course home page.

7. Explain and apply proper file and WebCT® course content management

techniques.

8. Identify uses and apply proper use of WebCT® communication tools.

9. Identify uses and apply proper use of WebCT® Evaluation and Activities Tools.

10. Define and execute Southern Miss Online Course maintenance process.

Unit 1

The following is a list of learning objectives that learners will achieve upon

completion of the Southern Miss Online Course Development Process lesson unit. In

this unit, learners will be able to perform the following tasks at 100% accuracy:

Task 1: Locate Southern Miss Online Learning Web site.

Task 2: Locate Southern Miss Office of Distance Education Support (ODES) Web

site.

Task 3: Explain the Southern Miss Distance Education policy.

Task 4: Explain the Distance Education Intellectual Property Rights and Copyright

Law and Fair Use Guidelines.

Task 5: Define online courses.

Task 6: Differentiate a fully online course versus an online course supplement.

Task 7: Download and complete the Academic and Graduate Council guidelines to

Academic Course Proposal.

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Task 8: Download and complete the Faculty Web Enhanced Course Request form.

Task 9: Locate and define the support services and personnel.

Task 10: Attain a 100% score on the unit quiz.

Task 11: Locate WebCT® practice course shell in developmental server.

Task 12: Perform related section of practice exercise.

Unit 2


completion of the WebCT® Overview lesson unit. In this unit, learners will be able to

perform the following tasks at 100% accuracy:

Task 1: Explain the function of the WebCT® course management system.

Task 2: Explain WebCT® administration at Southern Miss.

a. Which department administers WebCT?

b. What is the role of the WebCT administrator?

c. How to locate live server?

d. How to locate developmental server?

e. How to logon to your WebCT account?

f. What is the relationship between SOAR and WebCT?



Unit 3


completion of the Course Site Structure and Navigation lesson unit. In this unit, learners

will be able to perform the following tasks at 100% accuracy:

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Task 1: Define course site structure.

Task 2: Explain the importance of planning a site.

Task 3: Create a course content inventory and classify contents.

Task 4: Develop a site structure that is logical and easy to navigate.



Unit 4


completion of the Course Materials Conversion and Development lesson unit. In this

unit, learners will be able to perform the following tasks at 100% accuracy:

Task 1: Define and apply chunking.

Task 2: Define a Webliography.

Task 3: Explain Fair Use Guidelines for educational multimedia.

Task 4: Identify, locate, and evaluate online resources.

Task 5: Identify various types of instructional multimedia and match the

appropriate multimedia with course content.

Task 6: Apply appropriate graphic design principles.

Task 7: Locate training support for use of instructional multimedia.



Unit 5

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completion of the WebCT® Course Management lesson unit. In this unit, learners will be

able to perform the following tasks at 100% accuracy:

Task 1: Describe My WebCT page

Task 2: Identify the WebCT® Control Panel.

Task 3: Distinguish between Basic Control Panel and Expanded Control Panel.

Task 4: Apply Manage Student tools.

Add or import students.

View students.

Search records.

Manage columns.

Task 5: Apply Track Student tool.

View some students.

Search records.

Task 6: Apply Backup Course.

Create backup.

Upload backup.

Task 7: Apply Manage Teaching Assistants tool.

Add or import a student.

View student.

Search records.

Manage columns.

Task 8: Apply Share Designer Access.

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Add a designer.

Delete a designer.

Task 9: Apply Reset Course.

Task 10: Apply Import Content.

Import a Course.

Import Content Package.



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Unit 6


completion of the WebCT® Course Home Page lesson unit. In this unit, learners will be

able to perform the following tasks at 100% accuracy:

Task 1: Identify WebCT® homepage components and their functions.

Task 2: Identify the various WebCT® tools and their functions.

Task 3: Add/edit/delete Page or Tool.

Task 4: Perform selective release.

Task 5: Move to organizer page.

Task 6: Move/copy to course menu.

Task 7: Add/edit/delete Upper and Lower Textblock.

Task 8: Modify Layout.

Task 9: Customize page colors.

Task 10: Modify/add background image.

Task 11: Modify/add a banner image.



Unit 7


completion of the WebCT® File and Course Content Management lesson unit. In this


Task 1: Define a file vs. a folder.

Task 2: Differentiate the various types of files.

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Task 3: Perform the following in Windows XP and WebCT:

Upload a file/folder.

Create a file/folder.

Edit a file/folder.

Copy a file/folder.

Move a file/folder.

Rename a file/folder.

Delete a file/folder.

Zip a file.

Unzip a file.

Download a file.

Task 4: Apply proper file management techniques.

Task 5: Identify the purpose and differentiate single page vs. an organizer page.

Task 6: Apply the appropriate page to course content.

Task 7: Add a single page (add title, add a file, link item, and add icon).

Task 8: Add an organizer page (add title, link item, and add icon).



Unit 8


completion of the WebCT® Communication Tools lesson unit. In this unit, learners will

be able to perform the following tasks at 100% accuracy:

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Task 1: Identify the various WebCT Communication Tools and their functions

(Discussion, Mail, Chat).

Task 2: Identify the advantages and disadvantages of each Tool.

Task 3: Apply the appropriate Communication Tool.

Task 4: Add a Discussion Tool.

Create and delete a Discussion topic.

Create and open a threaded discussion.

Save and Print Discussion messages.

Delete Discussion messages.

Organize Discussion topics.

Task 5: Add the Mail Tool.

Create/delete a Mail folder.

Compose a Mail message.

Reply to a Mail message.

Place an attachment to a Mail message.

Delete Mail messages from folder/entire course.

Task 6: Add the Chat Tool.

Organize Chat groups.

Organize Chat sessions.

Apply tips for effective Chat sessions.

Modify Chat room names.

Customize page (colors, textblocks, banner).

Recognize Chat room layout.

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View user logon.

Type a Chat message.

Send URL.

Save Chat messages.

Quit a Chat session.

Task 7: Download Java runtime environment.



Unit 9


completion of the WebCT® Evaluation and Activities Tools lesson unit. In this unit,

learners will be able to perform the following tasks at 100% accuracy:

Task 1: Create a quiz.

Create a multiple choice question.

Create a matching question.

Create a calculated question.

Create a short answer question.

Create a paragraph question.

Create a true/false question (use multiple choice).

Task 2: Edit a quiz.

Task 3: Delete a quiz.

Task 4: Edit titles.

Task 5: Create a survey.

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Task 6: Edit a survey.

Task 7: Delete a survey.

Task 8: Apply the survey editor.

Add question.

Add question set.

Add question alternates.

Remove question.

Edit survey settings.

Preview survey.

Move item up.

Move item down.

Task 9: Manage submissions.

Task 10: Manage Assignment Drop Box.

Add an assignment.

Delete an assignment.

Edit an assignment.

Edit titles.

Edit assignment settings.

Import an assignment file.

Remove an assignment file.

Retrieve an assignment.

Record a graded assignment.

Task 11: Add student presentations page.

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Task 12: Add student home page.



Unit 10


completion of the Southern Miss Online Course Maintenance Process lesson unit. In this


Task 1: Explain and execute procedures on how to reset existing fully online

course for next semester use.

Task 2: Explain and execute procedures on how to update existing course

supplement for next semester use.

Task 3: Describe and execute proper course backup.

Task 4: Describe and execute procedures on how to cancel an online course.

Task 5: Describe and execute procedures on how to retrieve a previous course.

Task 6: Describe and execute procedures on how to retrieve student assignments

and information from a previous course to address student contest of

grade.



Following the completion of all ten sections of the practice exercises using the

WebCT® practice course shell, learners should have completed an online course that is

ready to be uploaded to the live server for delivery. If learners fail to obtain 100%

accuracy on a unit quiz, they will be encouraged to return to the respective unit learning

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task(s) via the general feedback feature in WebCT®’s quiz editor. They will also be

asked to retake the unit quiz to reassess learning success. If learners failed to

successfully complete a practice exercise, they can click on links found in the practice

exercise which will take them back to the lesson units, Help, or FAQs pages in the

tutorial.

Rationale and Needs Task

In spring 2004, The University of Southern Mississippi’s Title III-A grant office

conducted a technology survey to assess faculty perception of current instructional

technology availability and their use of equipment and software (see Appendix). The

surveys return rate was 26.5 percent (199 out of 750 surveys). Although most of the

faculty members did not consider lack of knowledge or training as a significant deterrent

to their use of technology, 40 percent of them indicated that they could use more training.

In addition, campus offices were reorganized, renamed, and physically relocated as a

result of the University’s restructuring efforts. These changes created confusion and

uncertainty among faculty members (current and new) as to how and where to secure

information and assistance with regard to online course issues. To further complicate

matters, online course development and maintenance support is provided by three

separate departments on campus (e.g., Learning Enhancement Center (LEC), Office of

Distance Education Support (ODES), and iTech) with each department responsible for a

certain aspect of the online course development and maintenance process. In addition,

staffing for online support is limited within the departments. Consequently, the directors

of these support units reached a consensus that a centralized information site to assist

faculty with online course issues is needed. The directors concurred that an online

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tutorial will provide faculty members with a one-stop shop for information regarding

online courses.

The Web-based instruction format was selected because of its cost effectiveness and

convenience. There is no distribution costs involved in putting the tutorial online

whereas there will be costs involved with other modes of delivery (e.g., CD-ROMs or

print manual). Information distribution is instantaneous once the information is uploaded

onto WebCT®, whereas a time lag is expected if distribution is handled via the U.S. postal

system. By putting the tutorial online, the LEC can easily manage updates without

incurring additional costs involved with the redistribution of CD-ROMs or reprinting of

training manuals. Additional costs include media or paper costs, printing costs, staffing

costs involved in packaging the materials, creating mailing lists and labels, and postage

costs.

The WebCT® Online Tutorial differs from WebCT® Help function in that it contains

information that is Southern Miss specific and allows its faculty members to a “one-stop

shop” of online related information and solutions. The WebCT® Help only focuses on

WebCT® features whereas the tutorial includes University processes involved in

developing and maintaining online courses. In addition, the quizzes and practice

exercises reinforce the learning experience. The tutorial is a comprehensive noncredit

course for faculty members. Upon completion of the tutorial, learners will not only learn

to navigate and use WebCT®, but they will also be able to appreciate and implement

sound instructional and layout design. Learners will receive a comprehensive perspective

of what it takes to put on an effective academic online course whereas the WebCT® Help

will only provide them with the mechanics of developing a course.

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By providing faculty members with easy access to a comprehensive body of

training information, the LEC anticipates that faculty members will be encouraged to put

their courses online. The University committed to facilitate the development of 400

online courses by 2006 as part of its U.S. Department of Education, Title III-A program.

The tutorial will help in the accomplishment of this University goal.

The WebCT® Online Tutorial focuses on providing faculty members with 24/7,

anytime, anywhere assistance with online course development and maintenance. The

availability of a comprehensive “one-stop shop” tutorial will alleviate potential

frustration and service wait time experienced due to staffing limitations. Additionally,

the online tutorial can potentially represent cost savings in terms of reduced training

related travel expenses incurred by Gulf Coast faculty members and/or LEC and iTech

staff.

The tutorial will enable the LEC to evolve its current annual PYCO training

program from a time and staff intensive service, for a limited number of faculty members,

to one that can address the online support needs of a larger faculty population on a year

round basis. The tutorial’s FAQ and Chat features are expected to reduce walk-ins and

phone calls to the LEC for assistance. This workload relief will allow the LEC staff to

redirect their time and efforts other areas of needs that have been placed on hold. The

Chat Lounge and tutorial email will promote the building of an online community

whereby intellectual exchanges and sharing of user tips can occur among faculty

members. Gagne’s Events of Instruction

Gaining Attention

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The WebCT® Online Tutorial: A Faculty Guide to Basic Online Course

Development and Maintenance is designed to help learners remember key tasks needed to

develop and maintain an online course in WebCT®. Visual aids such as banners and

icons created in Adobe Photoshop CS are used to clue learners to main topic areas. Color

coding is also used to enable learners to identify key areas within the tutorial and to

distinguish lesson units and related materials. Color coding will enable learners to easily

recognize a key area or lesson unit as they navigate through the tutorial. The upper and

lower text boxes in WebCT® is used to bring attention to important announcements. In

addition, font size and color will be used to further ensure that pertinent information is

noticed by learners.

Universal design principles are applied whenever possible to ensure that the

tutorial is learner friendly for learners of all abilities. A combination of screen captures,

video, and sound will be used to capture learners’ interests and address different learning

styles. Alt tags and audio are added to further assist in gaining learners’ attention and to

meet American Disabilities Act Institution (ADAI) requirements. Snag-It 6, Snag It

Studio 6, and Camtasia Studio 3 are used to provide visual step-by-step instruction within

the unit lessons. Audio is added to reinforce lessons through auditory instruction.

Informing Learner of Objective

The tutorial’s overall objective and learning outcome is to enable learners to

properly adhere to University online course development and maintenance processes and

to successfully perform the tasks of designing, implementing, and maintaining an

effective academic online course via WebCT® Campus Edition 4.1., the University’s

course management system. The tutorial’s goal, learning outcome, and objectives are

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listed in the tutorial Home Page under the Goals and Objectives icon. Individual unit

objectives are repeated within each unit. Learners are asked to perform the tasks

associated to each unit objective. A Web site containing instructional materials are

linked to each task. Complete accuracy (100%) in performing the tasks would indicate

accomplishment of the unit objective.

Stimulating Recall of Prerequisite Learning

A unit quiz is used to reinforce what has been taught in the unit and to help

learners recall tasks learned. A perfect score (100% accuracy) in the unit quiz indicates

successful learning. To further stimulate recall, a practice exercise is presented at the end

of each unit where learners can apply acquired knowledge and perform the tasks outlined

in the practice exercise by using the WebCT® practice course shell. Having to utilize the

WebCT® tools in the tutorial further reinforces learning. Learners can gain an

appreciation for the importance of a well- structured WebCT® course and Web sites, and

apply these insights to the development of their own course.

Presenting Stimulus Materials

Online learning is learner-oriented. Since the tutorial is developed for the faculty-

at-large, learners’ characteristics and learning styles are expected to vary. However, it is

important to design a tutorial that accommodates the different learning styles in order to

make it easier to engage the spectrum of learners. Therefore, stimulus materials are

incorporated into the tutorial to help learners learn and enjoy their learning experiences.

For example, screen captures, flow charts, media clips, demonstration videos, and color

codes are examples of visual stimuli used to help visual learners remember best what they

see. Text and audio are incorporated to stimulate learning for verbal learners who learn

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better with words, either written and spoken. The Chat Lounge, site maps, examples, and

overall goals and objectives are made available to help global learners “get it.”

Instructional materials are presented in chunks and linear segments are used to help

sequential learners follow a logical set of steps that leads to understanding. The practice

exercise is used to stimulate learning for active learners who learn by doing and help

reflective learners think about the information and give them the opportunity to work

alone. The learner-oriented approach of the tutorial provides intuitive learners the

opportunity to discover possibilities and relationships between the traditional methods of

course delivery with Web-based alternatives.

By performing the tasks within WebCT® environment, learners are also expected

to gain a student perspective. For example, by using the Content Module, Assignment

Drop Box, and Communication and Evaluation tools, learners will gain an understanding

of the appropriate and proper use of WebCT® tools. It is the intent of the LEC to present

the WebCT® online tutorial as a benchmark for effective online academic courses.

Providing Learner Guidance

To facilitate a learner-centered environment, tools are incorporated to enable

learners to be self-sufficient in using the tutorial. The learners are provided with a Site

Map and Search function to help them locate tutorial content and resources. WebCT®

breadcrumbs are used to help learners navigate the tutorial. The WebCT® Course Menu

is also used as an additional “site map” to help learners access tutorial material and

information with ease. Additional guidance is provided via the Communication Center

where learners can seek help, find answers to FAQs, or learn from their colleagues via

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the Chat Lounge. By using these WebCT® tools, learners will gain additional insights to

proper application of these tools within their own online courses.

The tutorial also equips learners with feedback to help reinforce the knowledge

gained. For example, a morale booster statement (e.g., “good job!”) will accompany each

correct answer and a wrong answer will elicit feedback complete with the correct answer

and an explanation. The unit quizzes scores and learners’ ability to perform the tasks in

the practice exercise will help learners to determine if they need to revisit the lessons

within a unit to ensure learning success. The general feedback feature in WebCT®’s quiz

editor will be used to encourage learners to revisit the appropriate units.

Eliciting Performance

If the learners determine they are unprepared to continue, they are allowed to

return to previous lessons as often as they need till they reach a level of confidence that

will elicit 100% accuracy in task performance. Unit quizzes are used to reinforce what

has been presented and requiring 100% accuracy in recalling key concepts will add to

learners’ performance success. In addition, the successful execution of task requirements

in the practice exercise will reinforce and underscore learners’ learning success. Since

learners are required to use WebCT® tools access to tutorial content and information, they

will also gain user confidence and proficiency as a WebCT® user.

Providing Feedback

By providing feedback within the quizzes, learners will gain knowledge

reinforcement each time they take a unit quiz. This will result in a high recall of lessons

learned and increase their knowledge retention. The learners’ ability to successfully

complete the practice exercise will also serve as performance success feedback.

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Learners are asked to provide feedback on the tutorial. This gives them an

opportunity to learn how to develop a tutorial evaluation. It also provides them with an

opportunity to contribute to the improvement of the WebCT® online tutorial.

The online tutorial will be beta-tested using PYCO participants from summer

2005, who will represent current users, and PYCO participants in spring 2006, who will

represent new users. They will provide formative evaluation feedback to assist in the

revision and release of the online tutorial to the University-at-large in fall 2006. A

summative evaluation will be conducted in summer 2007.

Assessing Performance

Learners can self-assess their learning progress when they take the unit quizzes

and use the practice exercises and course shell to apply their newly acquired skills. Their

ability to score a 100% on the quizzes and successfully perform the practice exercise

tasks will indicate their success in learning. Learners’ ability to navigate with ease in the

tutorial and demonstrate proficient use of the tutorial’s Web site links, WebCT® content,

and communication tools also help them recognize their level of competency and assess

their own performance.

Enhancing Retention and Transfer

The tutorial’s practice exercise and the WebCT® practice course shell provide

learners with the opportunity to gain hands-on experience. The opportunity to

immediately apply the skills helps learners retain their newly acquired knowledge better.

By completing the practice exercise tasks, learners will be actively developing an online

course. Upon completion of the practice exercise, learners will have the basic

components of an online course directly in place, and ready for upload to the live server.

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Learners can continue to build their courses using the tutorial for refresher and quick

reference needs. By being a user of an online tutorial developed in WebCT®, learners

will gain a student perspective from which they can learn to develop a student friendly

online course.

Target Audience


Development and Maintenance is developed and will be maintained by the University’s

Learning Enhancement Center (LEC) staff. As the faculty development arm of the

University, the LEC’s primary responsibility and client are the faculty members at

Southern Miss for whom the tutorial is developed. It is designed for faculty who are

interested in developing an online course at Southern Miss. However, the tutorial will be

made available to the faculty-at-large, in hope that information accessibility will

encourage others to consider online as an alternative method of course delivery. The

WebCT® online tutorial is particularly helpful to faculty members who are new to the

university, new to online learning, or unfamiliar with the WebCT® environment (e.g., user

of other course management systems such as BlackBoard). Faculty members who are

current users of WebCT® will find this tutorial handy as a quick refresher and reference

guide.

Developed primarily as a centralized information source and a training

supplement to the Putting Your Course Online (PYCO) and WebCT® training workshops

offered by the LEC, the tutorial will also be made accessible to support staff or graduate

students assisting faculty members in the online course development and maintenance

process. The support staff and graduate assistants will be added to the course roster only

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after they have participated in a WebCT® training workshop conducted by the LEC staff.

The support staff and graduate assistants must minimally possess a computer with

Internet access (dialup or high speed) and a basic knowledge of computer and Internet

use. In addition to their University identification number (Empl ID) and SOAR

password, the support staff and graduate assistants must also show proof of their

involvement with an online course development at Southern Miss. Proof of involvement

can be submitted to the LEC director in the form of an email from their department chair

or the instructor of record for an online course.

Learners must also equip their computers with Internet browsers such as Internet

Explorer, Netscape Navigator, or Mozilla Firefox to access the University’s distance

education homepage in which WebCT is located. They must download plugins such as

Windows Media Player, Real Player or Quicktime for video displays.

Medium


Development and Maintenance is created in WebCT® Campus Edition 4.1 and formatted

as a non-credit online course for faculty members. Instructional materials will be

compiled and housed in Web sites developed in Dreamweaver MX 2004. Snag-It 6, Snag

It Studio 6, and Camtasia Studio 3 will be used to develop and edit screen captures,

media clips, and videos. Some of the materials will be created in PowerPoint and will be

compressed and impaticized using Impatica for PowerPoint 3.3.3. When applicable, a

video camera will be used to capture videos to produce talking heads or demonstrations

using Impatica-On-Cue. Windows Media Player will be used to play videos throughout

the tutorial. Banners, icons, images, and page layout to enhance the look of the Web sites

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and tutorial layout in WebCT® will be created with Adobe Photoshop CS. Adobe Acrobat

6.0 will be used to create the PDF files. Since Internet Explorer is the browser supported

by the University’s technology staff, it will be used to test, browse, and open links.

Testing/survey freeware will be used to develop some of the quizzes and surveys. The

tutorial will be backed up and stored on a USB flash drive.

The selected software is used in the development of the tutorial because of they

are available on campus and are free-of-charge to the LEC staff and faculty members.

Moreover, the faculty members’ exposure to the capabilities of the multimedia software

will also encourage them to visit the LEC faculty development lab in the International

Center (Room 317) to use the software in the development of their own courses. As

learners of the tutorial, faculty members will learn to appreciate the multidimensional

approach to content delivery made possible by these new media. They will also

experience how the new media can help meet the various learning style needs of the

students, and how they can be used to enhance the delivery of the faculty members’ own

courses.

Project Components

This project includes the development of a WebCT® based tutorial to teach faculty

how to develop and maintain an online course at Southern Miss. The tutorial will include

the following components:

A Course Introduction to provide an overview and purpose of the tutorial.

A Course Goals and Objectives to outline desired outcomes.

A Resource Guide to include Webilography, Web-based materials, and

instructional design materials.

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A Communication Center to include Help, FAQs, and a Chat Lounge.

The Help feature directs and connects learners to online support staff and

resources. The FAQ site contains Q&As fielded by the online support

staff via Help. The Chat Lounge is designed to facilitate chat sessions

among learners, providing faculty members the opportunity to build an

online learning community. The Lounge will be facilitated by LEC staff

members on a rotation basis.

Ten units that provide instructional materials covering key processes and

tasks to include the Southern Miss Online Course Development Process,

WebCT® Overview, Course Site Structure and Navigation, Course

Materials Conversion and Development, WebCT® Course Management,

WebCT® Course Home Page, WebCT® File and Course Content

Management, WebCT® Communication Tools, WebCT® Evaluation and

Activities Tools, and Southern Miss Online Course Maintenance Process

Unit Quizzes to assess learning success.

Practice exercises (one task section per lesson unit) to reinforce learning.

A WebCT® practice course shell to practice in and reinforce learning.

The WebCT® Search tool to further assist learners in finding and retrieving

tutorial content.

A Site Map is designed in Dreamweaver MX 2004 to allow learners to

locate content and navigate through the tutorial with ease and no

additional support.

Instructional Technology Skills Demonstrated

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Through the completion of the WebCT® Online Tutorial, the following

Instructional Technology skills are demonstrated:

Execute Web-based instruction planning, design and implementation

Perform WebCT® online course development, management, and

administration

Construct course learning outcomes, objectives, tasks, and design evaluation

to assess learning success

Engage subject matter experts (SMEs) to provide information and assess the

tutorial

Implement Gagne’s Event of Instruction for learning success

Implement Analysis, Design, Development, Implementation Evaluation

(ADDIE) model of instructional design

Implement Universal Design principles to develop a user friendly tutorial

Perform Web site development, design, and maintenance

Develop awareness of copyright issues and Fair Use issues

Implement appropriate design elements

Create images, banners, buttons, etc., in Adobe Photoshop CS

Create web sites and pages in Dreamweaver MX 2004

Develop proficiency in instructional technologies to include PowerPoint, Snag

It 6, Snag It Studio 6, Camtasia Studio 3, Impatica for PowerPoint, Impatica-

On-Cue, Adobe Acrobat 6.0, and testing/survey freeware

Operate scanners, digital, and video elements throughout the developmental

process

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Lessons Learned

Layout and Style Considerations

The use of templates helped provide consistency and standardization to the look

and layout of the tutorial. Using color headers also help distinguish the various units

without overwhelming learners with page colors.

A horizontal line is used to separate the task header from the rest of the content.

A larger font is also used to distinguish it as a header. Task pages which feature video

demonstrations have a common layout where step-by-step instructions are listed,

followed by a link to the video demonstration, and a link to a printable format of the step-

by-step instructions. Green font color is used to bring attention to WebCT terms or

function labels. It also injects some color to the pages to make the pages less boring and

more visually pleasing to learners.

It has been rather difficult trying to achieve the balance of not providing too many

navigation options which could confuse the learner, yet be able to show learners the

various places in which content can be delivered. For example, quizzes can be located

under a quiz home page or each unit quiz can be inserted into the Content Module of its

respective unit. There is also the challenge of trying to model consistency in design and

layout standardization while trying to inject variety in presentation in order to

demonstrate the various methods for delivery content. For example, using Camtasia

Studio 3 “callouts” in lieu of audio directives.

Navigation and Usability

Ease in navigation is a key criterion in determining the user-friendliness of a web-

based course. As the project progresses, I realized that there is such an issue as excessive

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navigation assistance as suggested by Horton (2000). Pg 34-35 under Navigation, Horton

forewarned that although options are useful, too many can overwhelm users. She also

discourages the use of too many navigation links and to only offer the most relevant links

and keeping them to a minimum. By providing too much navigation assistance (course

navigation bar and button to return to Unit page inserted on each task page), it actually

serves to confuse the user. Based on user feedback, the course navigation bar which was

originally developed for a tutorial Web site was removed since it is now used within the

WebCT environment where the Course Menu also serves as a navigation bar. The

buttons linking the task page to the Unit home page were also removed to avoid

confusion. The links created in Objectives pages were also removed. Between the

Course Menu and the Table of Content in the Content Module, users can easily navigate

and find the individual task pages without the link button to the Unit page. “Back to top”

buttons were also removed from pages where the page header is still in view when the

user reaches the end of the page. By cleaning up excessive navigation bars, buttons, and

anchor links, the task pages are less cluttered and definitely, more user friendly.

The Site Map content module was removed as WebCT provides a built-in Course

Map which functions as a site map. Pending on user feedback, the site map may be

reintroduced if the WebCT Course Map is deemed insufficient. WebCT also provides a

built-in Search function; eliminating the need to create one with external software.

Anticipated Challenges

Camtasia Studio 3 was used to produce video demonstration clips for each task.

The challenge lies in the audio production aspect of the video. Without professional

voice over, the video productions lack professional quality. Although video

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demonstrations address the various learning styles, it is very demanding on hardware and

network connections because of the large file sizes. There is a concern that users of the

tutorial may encounter uploading problems if they view the tutorial via dial-up access or

a slow computer. Likewise, it is becoming increasingly more difficult on the

development end of the project to perform file upload functions as the project grows and

the number of image and video files increases.

The University must also be prepared to financially support the maintenance of

the tutorial. With the introduction of WebCT Campus Edition 6.0 and the University’s

impending purchase of the courseware upgrade, the content of the tutorial may be defunct

before it is released to the target audience. However, the site structure, layout, planning

efforts, and experiences of this project would help speed up the production of the next

tutorial.

University must integrate course into tenure track requirement to motivate faculty to

spend the time learning online course development.

Practice & Assessment

All learners will be encouraged and perhaps, required to use the unit quizzes,

practice exercises, and the WebCT® practice course shell to perform a pre- and post-

assessment of their knowledge and skills. These results, along with the tutorial

evaluation results, will provide feedback regarding the tutorial’s success in

accomplishing its goals and objectives.

In addition, the quizzes and practice exercises reinforce the learning experience.

The tutorial is a comprehensive noncredit course for faculty members. Upon completion

of the tutorial, learners will not only learn to navigate and use WebCT®, but they will also

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be able to appreciate and implement sound instructional and layout design. Learners will

receive a comprehensive perspective of what it takes to put on an effective academic

online course whereas the WebCT® Help will only provide them with the mechanics of

developing a course.

Following the completion of all ten sections of the practice exercise using the

WebCT® practice course shell, learners should have a completed an online course that is

ready to be uploaded to the live server for delivery. If learners failed to obtain 100%

accuracy in a unit quiz, they will be encouraged to return to the respective unit learning

task(s) via the general feedback feature in WebCT®’s quiz editor. They will also be

asked to retake the unit quiz to reassess learning success. If learners failed to

successfully complete a practice exercise, they can click on links found in the practice

exercise which will take them back to the lesson units, Help, or FAQs pages in the

tutorial.

The introduction of a completion certificate acknowledging learners’ accomplishment

and success in developing an online course is recommended. It will also serve as a

tangible recognition by the University of the learners’efforts and hard work in fulfilling

the University’s distance education goals.

Project Testing and Feedback

SMEs – Professors and LEC staff—design and layout feedback

PYCO participants – current WebCT users – test feasibility as training supplement

PYCO participants – new – test feasibility for new users

Used WebCT Exemplary Course rubric to evaluate capstone project in the area of course

design, interaction and collaboration, technology, assessment, and learner support.

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Project Strengths and Weaknesses

Strengths

Comprehensive Nature (a “one-stop” shop for online course development)

High level of Efficiency and Effectiveness

Cost effectiveness

Efficient delivery and maintenance

24/7 accessibility to learners

Provides a tangible final product

Provides recognition (certificate of completion)

High level of interactivity promotes online community

Weaknesses

Intensive labor (initial)

Project size (download issues)

Project execution and coordination – requires upper admin support.

Potential Changes and Additions

Professional voice over

Utilize video streaming to reduce project size

University recognition-certificate counts toward tenure.

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Final Comments

Seminar on Capstone Project at the beginning of program

Program structure for improved skills preparation–require students to take courses

needed to better prepare for capstone earlier on in the program (IT 799, graphic

design course, instructional design, etc.)--

Provide graphic design courses (Photoshop)

Design assignments geared toward Capstone Proposal completion (IT 755)

Provide more multimedia training.

References

Boettcher, J. (2003). Designing for learning: the pursuit of well-structured content .

Retrieved July 18, 2005, from Campus Technology Web site:

http://www.campus-technology.com/article.asp?id=7092

Horton, S. (2000). Web teaching guide: A practical approach to creating course web

sites. New Haven: Yale University Press. (ISBN: 0-300-08727-6)

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Concept Map

The following concept map outlines the WebCT Online Tutorial: A Faculty Guide

to Basic Online Course Development and Maintenance and its units:

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WebCT® Online Tutorial 39

Signature Block

Dr. Taralynn Hartsell, Advisor

Dr. Steve Yuen

Dr. Shuyan Wang


Appendix A

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Faculty Technology Survey

Faculty ResponsesThe Status of Technology at Southern Miss

Evelyn Green, Title III Project CoordinatorDr. J. T. Johnson, Consulting Statistician

Detra Bishop, Research AnalystJuly 2004

The University of Southern Mississippi

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Executive SummaryIn spring 2004, the university's Title III-A grant office conducted a technology survey to

assess faculty perception of current instructional technology availability and their use of equipment and software. The survey was conducted as partial fulfillment of the grant's objectives. The survey instrument was mailed to 750 faculty members on the Hattiesburg campus’ Human Resources mailing list. As with the 2001 assessment, the survey was designed to provide evaluation data for existing technology grant projects, to develop needs assessment data for future grant proposals, and to guide administrative decisions in instructional technology acquisition and faculty development. The spring 2004 survey was also intended to assess any changes in equipment availability and use, as well as identification of any unfulfilled technology needs. The surveys return rate was 26.5 percent (199 out of 750 surveys).

The survey instrument gathered demographic data on department, age, academic rank, gender, and Professional Education Faculty status. As with the 2001 survey, questions focused on faculty perceptions of the current state of technology services and support on campus; faculty attitudes toward the use of instructional technology in general and specific applications in particular; and faculty perceptions of barriers that inhibit their use of technology and of resources they need to further implement instructional technology in their teaching. In addition, faculty were asked the following questions:

107. Did you take this survey in August 2001 when it was first administered? (Yes or No)

108. Have you been employed by The University of Southern Mississippi since August 2001, or have you been promoted from a staff or student position to a faculty position since August 2001? (Yes or No)

Faculty responses show some variation among colleges; however, an analysis of the data revealed that, overall, faculty agree that the state of technology on the various campuses does not currently meet their needs. The most significant barriers to faculty’s use of the technologies are identified as (1) lack of technology in the classrooms; (2) lack of incentive programs; (3) lack of funds to purchase software; (4) lack of on-site (classroom/lab) support; and (5) lack of necessary hardware. Faculty members are clearly using more technology than they were two years ago. Most of them do not consider lack of knowledge or training as a significant deterrent to their use of technology, though 40 percent of them indicate that they could use more training.

Faculty identified as priorities five specific technologies needed in classrooms: instructor’s computer stations, audio/video capabilities, computer projection capabilities, student computers, and electronic pointers. The majority (57.5 percent) of faculty agreed that Southern Miss’ information technology support services have been very helpful and responsive to their needs. Furthermore, technologies that faculty are most likely to use if they could obtain support and/or service include the use of audio/video clips, animation; multimedia presentations; and several Web-related services (i.e., research, student e-mail lists, materials archives, course reserves, on-campus and worldwide collaboration, and course delivery). Based on the survey data analysis, the following recommendations are made:

1. Because support for many of the technologies faculty would like to use is already available, there is a need for additional marketing, training, and technical support to increase the use of these existing technologies.

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2. The university should address incentives for faculty to invest their professional energies in learning to use technology and revising their instruction to incorporate appropriate technologies. In particular, consensus should be reached regarding instructional technology's place in the tenure and promotion expectations.

3. The university should focus its resources first on meeting the need for technology access at the classroom level, considering the faculty’s priorities of projection capability, instructor and student stations, and Internet/network access.

4. Because this survey focused on faculty, similar surveys should be conducted to address staff, administration, and student technology concerns and issues.

5. A plan is needed at the departmental level to upgrade software/equipment on an annual basis (or as required).

The first four recommendations were also listed in the August 2001 Survey Report (with few variations), which indicate a consistent need in those areas identified.

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CHAPTER

1........................................................................................................................................................................5

Purpose and Methodology..................................................................................................................................5Purpose of the Project.............................................................................................................................5Methodology..........................................................................................................................................5Table 1: Age Distribution.....................................................................................................................5Breakdown of Responses........................................................................................................................5Table 2: Summary of Responses by Academic Rank..........................................................................6Table 3: Summary of Responses by College........................................................................................6Table 4: Summary of “NO” responses.................................................................................................6Note on Interpreting Scores.....................................................................................................................7

Faculty Perceptions and Attitudes.......................................................................................................................8

2........................................................................................................................................................................8

The Current State of Technology.........................................................................................................................8Barriers to Technology Use................................................................................................................................9Attitudes Toward Technology...........................................................................................................................11

3......................................................................................................................................................................11

Defined Overall Needs......................................................................................................................................12Specific Needs......................................................................................................................................13Table 5: Ranked List of Specific Technology Needs of Faculty.........................................................13Functions Faculty Would Use if Support Were Readily Available..........................................................14Table 6: Ranked List of Technology Functions Faculty Would Use if Supported.............................14

4......................................................................................................................................................................15

Conclusions and Recommendations................................................................................................................15Specific Needs......................................................................................................................................15Support Issues......................................................................................................................................15

APPENDIX

A......................................................................................................................................................................17

2004 Technology Survey Instrument..................................................................................................................17

B......................................................................................................................................................................21

Tables for 2004 Faculty / Staff Survey Results...................................................................................................21

C......................................................................................................................................................................26

Figures for 2004 Faculty / Staff Survey Results..................................................................................................26

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Purpose and Methodology

Purpose of the ProjectThe Faculty Technology Survey was conducted in partial fulfillment of the university's Title III-A grant objectives. It also serves as a formative evaluation of the Title III-A strategic plan. The survey outcomes will be used to guide administrative decisions in instructional technology acquisition and faculty development efforts for the remaining two years of the grant. Another survey will be conducted at the end of the grant period to compare faculty perception of technology availability and use of equipment and software. The pre-grant and post-grant implementation results will help measure the university's success in strengthening the institution through the support of Title III-A funds.

MethodologyUnder the auspices of the Center for Research and Support and the Title III-A grant office at Southern Miss, 750 questionnaires were mailed out to faculty using the Southern Miss faculty mailing list for the Hattiesburg campus. Of the 750 questionnaires mailed out, a total of 199 (26.5 percent) were returned. The SPSS statistical software program was utilized for data analysis. Appendix A contains the 2004 survey instrument used for data collection. Participation was voluntary.

This analysis is based on responses reported by 187 (94 percent) respondents who reported their age, with only 12 (6 percent) respondents omitting the age question. The mean age of respondents was 48.85 years, with a minimum age of 28 years and a maximum age of 81 years. The majority (63.2 percent) of whom were between the ages of 41 and 60 (n=118). As indicated in Table 1, on the lower end of the age scale, 23% (n=43) of respondents ranged between ages 21 to 40 and 13.9 percent (n=26) on the upper end of the age bracket of 61 to 70 years and older.

Table 1: Age Distribution

Age FrequencyValid Percent of Total (n=187)

21-30 4 2.1%31-40 39 20.9%41-50 59 31.6%51-60 59 31.6%61-70 26 13.9%

1

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WebCT® Online Tutorial Breakdown of ResponsesResponses are presented in Table 2 by academic rank and in Table 3 by college. Table 4 includes the number and percentage of participants not responding by category. Southern Miss has been reorganized into five colleges--versus 9 departments—since the 2001 survey was administered. Of the 199 participants responding to the 2004 survey, only three (a mere 1.5 percent) failed to respond to the college affiliation question. All other responses are indicated in Table 2.

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Table 2: Summary of Responses by Academic RankRank Total Number Responses Percentage of Total

Responses (n=199)Blank Responses

21 10.6%

Instructor 28 14.1%Assistant Professor

57 28.6%

Associate Professor

43 21.6%

Professor 50 25.1%

Table 3: Summary of Responses by College

CollegeNumber of

RespondentsPercentage of Total

Respondents(n=199)Blank or Undetermined 3 1.5%Arts and Letters(COAL)

55 27.6%

Bus & Econ Development (CBED)

15 7.5%

Health(COH)

42 21.1%

Science & Technology(COST)

43 21.6%

Education & Psychology(COEP)

41 20.6%

Table 4: Summary of “NO” responses

Item NumberPercentage Of Total Response

sAge 12 6.0%

College 3 1.5%Gender 21 10.6%Rank 21 10.6%PEF 22 11.1%

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Note on Interpreting ScoresAccording to the grouping of the information, mean scores on specific questions and percentages will vary slightly. In some cases, a respondent would indicate age but did not provide information on rank. When the data is analyzed or grouped on age, that particular questionnaire sheet would be included in the data; however, when the information is grouped by rank, this information is not included since the person failed to indicate rank. Similar differences will arise when looking at data grouped by gender, college, and Professional Education Faculty status.

Two different rating scales were used on the survey instrument. The survey results were rated based on a six-point scale of 0-5 for questions 1 through 76 and on a four-point scale of 0-3 for questions 77 through 106.

Questions 1 through 76:

Not Applicable Strongly Disagree Somewhat Disagree Neither Agree or Disagree Somewhat Agree Strongly Agree

For the purpose of this report, the ratings of “0” were excluded from all data analysis. On questions 1 through 76, ratings of 1 and 2 were combined to indicate disagreement, ratings of 3 indicated neutrality, and ratings of 3 and 4 were combined to indicate agreement. Questions 107 through 109 required “yes” or “no” responses.

Questions 77 through 106:

Not Applicable Minimal Moderate Very High

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Faculty Perceptions and AttitudesThe Current State of Technology

Between October 2001 and September 2003, the university has implemented a total of 26 "highly visible undergraduate" smart classrooms (HVUCs) with the support of Title III-A funding. A typical HVUC equipment setup consists of a Sympodium interactive panel with lectern, a Window-based computer, a DVD/VCR complete with an audio system, a data video projector, a projection screen, a visual presenter, a presentation remote control system, a wireless adapter, and a USB serial cable for Macintosh users. Software includes Microsoft Office Suite, SMART software, and multimedia software. Installation of twelve more HVUCs is expected to be completed by fall 2004.

The grant also funded instructional technologies to support faculty development efforts. The Learning Enhancement Center (LEC) is equipped with a total of 10 Windows and 2 Macintosh-based workstations complete with Windows XP (OS 10.2 for Macintosh), Macromedia Dreamweaver MX 2004, Adobe Photoshop CS, MS Office Suite (Word, Excel, PowerPoint, Access), Netscape Composer, Impatica, Camtasia, Snag-it, WS-FTP and Putty SSH, and wireless Internet access. Complementary equipment include two scanners, one digital camera, two inkjet printers, one large SmartBoard, and two laser Hewlett-Packard laser printers: 8500N color laser printer and a 8000N laser printer. In addition, 21 laptop computers were issued to faculty who participated in the Title III-A faculty mentor program.

The Title III-A grant also added two DVD/VHS combo units, two data projectors, two small portable SmartBoards, and one book Apple laptop computer to the Equipment Services Loaner Pool.

In addition to grant funded equipment, the current university classroom inventory includes

20 classrooms with TV/VCR 2 classrooms just with computers 7 classrooms with a data projector and computer 1 classroom with computers and printers 1 classroom with data projector and sound system 1 classroom with data projector, computers, and printer plotter 1 classroom with data projector, SmartBoard, VCR, computers 3 classrooms with data projector, computers, VCR and document camera

2

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WebCT® Online Tutorial 2 classrooms with lectern, computer, VCR, data projector, sound system 1 classroom with lectern, computer, data projector, document camera, DVD/VCR, Smart

sympodium and sound system 4 classrooms with multimedia-lectern, computer, Creston remote control system, data

projector, document camera, VCR, Scan converter, sound system 1 foreign language lab 8 computer labs

The Equipment Services loaner pool inventory includes fifteen data projectors and 50 laptops. The equipment in the classrooms and loaner pool vary in age and condition.

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Barriers to Technology Use

One of the overall questions regarding technology, Question number 1, “There are no barriers to my using the applications and media I would like to use” elicited a response of 61.14 percent in disagreement. Question number 10 on the survey, “I do not use the applications/media I would like to use because the technology is not available in my classroom” scored rather high with 63.1 percent in agreement. A total of 56.3 percent indicated that the lack of incentive programs (Question 15) impeded their use of technology. These clearly defined responses indicate that there is a general dissatisfaction with the current state of educational technology available and the lack of incentives to incorporate it into the curriculum.

When faculty were asked if they do not use the desired technology because of a lack of time (Question 2), they scored a 2.841, which indicates disagreement (1-2) or neutrality (3). When responses based on percentages are considered, 42.7 percent agree that they need more time in order to utilize technology. When asked if lack of use was caused by it being too much trouble (Question 13), the answers were clearer, with a cumulative score of 2.52. When asked if they did not use the desired technology because of lack of knowledge/training (Question 3), the cumulative score was 2.68; these scores indicate that faculty are quite assured of their knowledge of technology and are ready to use it. Based on their response to question 16 (“I am better able to use information technology now than I was two years ago”), faculty indicated disagreement or neutrality (2.87)—which represents little or no improvement in technology skills since the last survey.

Availability (Questions # 8, 9, 10, 11, 12, & 13). Faculty disagree (64.9 percent) with lack of knowledge on how to access applications/media. However, the majority does agree (58.2 percent) that hardware upgrades are needed, as can be confirmed by ratings (64.1 percent) that applications do not run on current hardware. It is also indicated by 63.1 percent of the faculty that the necessary technology for instructional purposes is not available in the classroom. Of faculty responding to this survey, 64.1 percent report that they do not know how to legally use copyrighted materials.

Cost (Questions # 7, 14, & 16). Faculty indicated that cost itself is not a barrier to technology use. Forty-five percent (45 percent) of faculty disagree that the cost is too expensive, with 29.2 percent in agreement. Approximately 39 percent disagree that the cost of software applications for instructional use is too high, while 31.9 percent agree. However, 55.8 percent of faculty did report that the availability of departmental funds is a barrier to purchasing software. It can be presumed by the ratings on these questions that cost is not a major barrier.

Incentive (Questions # 15). The majority (56.3 percent) of faculty agreed that there is no incentive program. This would suggest that faculty who would use information technology resources so not do so because of leave time, contribution towards tenure, and financial awards. More information on how these factors affect faculty participation in learning technologies is needed to interpret this rating.

1 Scores range from 1 (Strongly Disagree) to 5 (Strongly Agree).

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Skills (Questions # 3, 6, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105). Over 50 percent of faculty expressed confidence in their general knowledge and skill level for using applications/media. However, when questioned about specific software applications, ratings indicate very high skill levels for Microsoft Word (70.2 percent) and PowerPoint (48.9 percent). The only equipment receiving a high rating (51.5 percent). for skill level was the data projector with laptop, computer, or television. All other software applications and equipment received less than favorable ratings. Some questions might be raised concerning applicability to course content and designed in regard to skill levels and usage associated with this area of inquiry.

Support (Questions # 4, 5, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, & 75). More than 50 percent of faculty agree (58 percent) that technical support is available on campus. However, 58.1 percent agree that this support is not available on-site in the instructional setting. There is almost unanimous agreement (ranging from 50.2 percent to 80.0 percent) that if they could easily obtain support, faculty would very much want to use all forms of instructional technology except streaming video (39.4 percent, self-paced practice and tests of routine tasks (40.4 percent, and computer simulations (45.7 percent). These ratings suggest a need for increased on campus and on-site technology support services. Time (Question # 2). The verdict seems to still be out regarding time as a barrier to technology use. Of the faculty participating in this survey, 46.15 percent disagree that time is a barrier, 42.7 percent agree, and the remaining 10.8 percent were neutral. It may be needful to re-examine the time factor as a barrier to technology use. Training (Questions # 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76. Faculty reported that existing training support meet their requirements only as it pertains to use of e-mail lists for students in their classes (60.7 percent) and for use of the Web to conduct research (57.7 percent). These findings indicate a strong need for additional information technology training and/or training support in all areas identified by this survey. Use (Questions # 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106. Faculty ratings for “use” corresponded to ratings for “skill” very closely: Microsoft Word (78.7 percent) and PowerPoint (51.2 percent). The rating for equipment use was 50.0 percent for the data projector with laptop, computer, or television. Again, all other software applications and equipment received less than favorable ratings. Some questions might be raised concerning applicability to course content and designed in regard to skill levels and usage associated with information technology applications and equipment.

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3Attitudes Toward TechnologyAn overwhelming number (82.4 percent) of faculty report inadequacies in technological facilities availability, although a large majority (71.6 percent) of the faculty indicated a significant improvement in their ability to use information technology. Overall, the need for office and home access to Southern Miss computing resources may need further investigation.

Question #17. I am better able to use information technology now than I was two years ago. The total percentage of faculty who agrees that they have commanded a better knowledge of technology use is an overwhelming 71.6 percent. This may be an indication that the training and services offered by the Learning Enhancement Center and Southern Miss at large is effective.

Question #18. I am able to do everything I need to/want to using Southern Miss information technology resources. Only 32.8 percent of faculty reported sufficiency in desired use of existing information technology. Thus, whereas they have gained a greater understanding of technology use, results from this survey indicates that faculty do not believe they are maximizing their potential in this area. This low rate of agreement on question #18 indicates a need for improvement in the training and services provided on information technology applications.

Question #19. I am able to access all Southern Miss computing resources I need from my office. Less than 50 percent (46.4) of faculty agree that they are able to access all Southern Miss computing resources from their offices. Perhaps this question might provide better insight into needed services if faculty are asked to identify “all necessary” computing resources that they need to be able to access from their offices.

Question #20. I am able to access all Southern Miss computing resources I need from my home. Faculty disagreement was even higher than their inability to access all Southern Miss computing resources from their offices. As with question #19, perhaps this question might provide better insight into needed services if faculty are asked to identify “all necessary” computing resources that they need to be able to access from their homes.

Question #21. I have all the technological facilities I need in the classrooms I use. The majority (68.5 percent) of faculty disagree with this statement. Only 22.3 percent of faculty report having adequate technological facilities in the classrooms they use. This high level of disagreement reported in this survey indicates a need to better equip individual classrooms with information technology resources.

Question #22. I do not need any technological facilities in the classrooms I use. An overwhelming 82.4 percent of faculty disagree, with 63.7 percent strongly disagreeing, that they

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WebCT® Online Tutorial have the technological facilities they need in the classrooms they use. As with question #21, the high level of disagreement reported in this survey regarding adequate technological facilities indicates a need to better equip individual classrooms with information technology

resources.

Defined Overall Needs

The responses to a number of questions were clearly indicative of faculty concerns and needs. Question 1 addresses perceived barriers to information technology use. Overall, only 29.2 percent of faculty agreed that they did not use the applications/media they would like to use because of some barrier (Question 1). The areas outlined below provide an analysis of perceived barriers to information technology use.

Training. When asked in Question 3 if they had not acquired the necessary skills, only 38.5 percent of faculty were in agreement and 51.9 percent of faculty reported skills as not being a barrier. Thus, one might conclude that the major barrier to technology use is not lack of skills/training.

Technical support. In Question 4, the majority (58.11 percent) of faculty members felt that technical support was available on campus. Although 58.1 percent of faculty reported that there was a problem with on-site technical support (Question 5), the majority (57.5 percent) of faculty did agree that Southern Miss’ information technology support services have been very helpful and responsive to their needs (Question 38).

Need for upgraded hardware. A majority of the faculty (58.2 percent) believes that they need to have upgraded hardware in order to incorporate technology into the curriculum (Question 9) and only 18.3 percent of faculty reported that the applications and media not run on machines in the computing sites (Question 11). Therefore, it might be concluded that although current technology

3

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WebCT® Online Tutorial is usable, in order to maintain maximum effectiveness in the area of information technology, systems and applications must be continuously upgraded.

Lack of technology in the classroom. In Questions 10, the majority of faculty (63.1 percent) indicated that the lack of technology in their classrooms prevents them from using the applications/media that they would like to use. When asked if the technological facilities needed in classrooms are present (question 21), 68.5 percent indicated that they did not have what they need. When asked if they had attempted to reserve a multimedia classroom during the past year (question 31), only 44.4 percent indicated that they had even attempted to do so. In other areas of the survey, faculty gave indications that they wanted to utilize technology but the lack of availability prevented them.

Software costs. In Questions 7, only 29.2 percent of faculty survey considered cost too expensive. However, the majority (55.8 percent) of faculty did report the lack of departmental funds to pay for software costs (Question 14) as a barrier to use. In addition, in Question 16, a mere 31.9 percent of faculty did not think that the cost of the software applications that they use for instruction was too expensive. Overall, cost itself did not appear to be a barrier; rather, the availability of departmental funds seemed to have been the true barrier to use of technology use.

Lack of incentive programs. (Question 15). The majority of faculty (56.3 percent) expressed that the use of technology in improving education was not included in the evaluative factors for tenure and promotion and that there were no accommodations to support their efforts, i.e., release time and financial rewards.

Accessibility. Regarding access to computing resources from departmental offices (Question 19), 46.4 percent --less than a majority—of faculty reported that they were able to access all Southern Miss computing resources they needed from their offices and 61.5 percent --a strong majority—reported having access from home. Regarding Internet availability in the classrooms, only 41.4 percent of faculty reported needing but not having Internet access from the classroom.

Availability of IT resources. A total of 41.1 percent of respondents indicated that they were very familiar with the information technology resources on campus (Question 36). Whereas, 39.0 percent of respondents reported that Southern Miss’ information technology resources met their needs very adequately. There does appear to be a great need for technology resources.

Specific Needs

A number of questions (23-38) on the survey asked faculty about specific services and equipment they needed in their classrooms but was not available. The following table indicates in rank order those areas in which faculty clearly indicated a need:

Table 5: Ranked List of Specific Technology Needs of Faculty

Classroom Needs Strongly Somewhat Total

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WebCT® Online Tutorial Agree Agree Agreement

38. Southern Miss’ information technology support services very helpful and responsive to my needs

22.3% 35.2% 57.5%

29. Instructor’s computer station 35.2% 20.% 55.3%

30. Audio and video capabilities 30.2% 24.2% 54.4%

25. Computer projection capabilities 31.1% 20.8% 51.9%

28. Student computers 29.9% 18.6% 48.5%

27. Electronic pointers 26.6% 20.7% 47.3%

31. Have attempted to reserve a multimedia classroom during the past year

33.3% 11.1% 44.4%

33. The equipment 21.4% 21.4% 42.8%

34. Room’s physical environment 21.5% 20.8% 42.3%

35. On-site technical support 17.1% 24.4% 41.5%

23. Internet access 25.4% 16.0% 41.4%

36. Familiar with the information technology resources on campus

9.1 % 32.0% 41.1%

24. Network connections. 23.2% 17.5% 40.7%

37. Southern Miss’ information technology resources meet my needs very adequately

13.2% 25.8% 39.0%

26. A lapel microphone 22.4% 15.0% 37.4%

32. Always able to reserve a multimedia classroom with no problems

16.8% 19.2% 36.0%

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Functions Faculty Would Use if Support Were Readily AvailableThe following questions (39-75, odd numbers only) assessed faculty’s interest in using services and applications if support could be readily obtained. These services have been ranked in order of those receiving the most support from the composite of “agree” answers.

Table 6: Ranked List of Technology Functions Faculty Would Use if Supported

Function Strongly Agree Somewhat Agree

Total in Agreement

45. Use audio/video clips, animation, or slides

59.3% 27.5% 86.8%

57. Use the Web to conduct research 59.1% 24.7% 83.8%

39. Use a Web page with course material 57.3% 22.7% 80%

55. Use multimedia presentations 49.7% 29.8% 79.5%

41. Use an e-mail list of students in my class

59.0% 20.2% 79.2%

71. Use the Web for online materials archives

42.4% 30.4% 78.0%

73. Use the Web for online course reserves

43.4% 24.7% 68.1%

65. Use the Web to facilitate collaboration with people at Southern Miss

32.3% 30.6% 62.8%

67. Use the Web to facilitate collaboration with people around the world.

28.6% 29.7% 58.3%

75. Use the Web for course delivery 30.9% 21.9% 52.8%

43. Use a class electronic bulletin board/forum on the Web

30.9% 21.3% 52.2%

69. Use the Web to gather information via online quizzes, etc

27.7% 24.5% 52.2%

61. Use the Web to present work to people around the world

29.9% 20.9% 50.8%

59. Use the Web to present work to other people at Southern Miss

28.3% 22.0% 50.3%

51. Use computer simulations 26.0% 19.7% 45.7%

53. Use self-paced tutorials with 22.1% 23.2% 45.3%

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WebCT® Online Tutorial audio/video clips63. Use the Web to conduct simulations or visualizations

24.7% 16.7% 41.4%

49. Use self-paced practice and tests of routine tasks

21.6% 18.8% 38.7%

47. Use streaming video 32.4% 17.0% 39.4%

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Chapter

4Conclusions and RecommendationsThe technology survey data has provided a wealth of information and has recommended key areas for further academic enhancement. It is recommended that the university administration evaluate the areas where needs are clearly defined and develop solutions to address a number of the more profound needs by working in conjunction with the newly formed technology advisory committees and IT.

Specific NeedsAlthough approximately 58 percent of faculty reported satisfaction with Southern Miss’ information technology support services, of the questions addressed that related to the information technology needed in the classrooms that were being used by faculty, the top five areas (Table 5) were

1. Instructor computer station . Approximately 55 percent of faculty reported a need for an instructor’s computer station.

2. Audio/video capabilities . Approximately 54 percent of faculty reported a need for audio/video capabilities.

3. Computer projection capabilities . Approximately 52 percent of faculty reported a need for computer projection capabilities.

4. Student computers . Approximately 50 percent of faculty reported a need for student computers.

5. Electronic pointer . Approximately 47 percent of faculty reported a need for electronic pointers.

Only one out of these five top-ranked areas reflected positively on already existing services at Southern Miss. Over half of the faculty responding to this survey rated support services satisfactorily. The other four areas with high rankings indicated a deficit in already existing services. At least half of the faculty reported a need for additional information technology equipment in the classrooms that they currently use. Overall, Southern Miss’ faculty has expressed a need for additional hardware/software that would enhance their current teaching/learning environment. (See Table 5)

Support IssuesThe following are the top ten highly ranked technology areas (Table 6) identified as functions that faculty would use if appropriate support were provided:

1. Audio/video clips. (87 percent). Across the five colleges, faculty reported a score of 4.32, which indicates agreement that they would use audio/video clips, animation, or slides if they could easily obtain support.

2. Research (84 percent). Across the five colleges, faculty reported a score of 4.36, which indicates agreement that they would use the Web to conduct research if they could easily obtain support.

3. Course materials (80 percent). Across the five colleges, faculty reported a score of 4.19, which indicates agreement that they would use audio/video clips, animation, or slides if they could easily obtain support.

4. Multimedia presentations (80 percent). Across the five colleges, faculty reported a score of 4.17, which indicates agreement that they would use audio/video clips, animation, or slides if they could easily obtain support.

5. E-mail list of students (79 percent). Across the five colleges, faculty reported a score of 4.18, which indicates agreement that they would use audio/video clips, animation, or slides if they could easily obtain support.

6. Online archives (78 percent). Across the five colleges, faculty reported a score of 3.95, which indicates agreement that they would use audio/video clips, animation, or slides if they could easily obtain support.

7. Online course reserves (68 percent). Across the five colleges, faculty reported a score of 3.88--which indicates some neutrality, but more of an agreement that they would use the Web for online course reserves if they could easily Obtain Support.

8. Facilitation of Southern Miss collaboration (63 percent). Across the five colleges, faculty reported a score of 3.66, which indicates a wavering between neutral and agreement in the use the Web to facilitate collaboration with people at Southern Miss if they could easily obtain support.

9. Facilitation of worldwide collaboration (58 percent). Across the five colleges, faculty reported a score of 3.54, which indicates a wavering between neutral and agreement regarding their use of the Web to facilitate collaboration with people around the world if they could easily obtain support.

10. Course delivery (53 percent). Across the five colleges, faculty reported a score of 3.34, which indicates uncertainty regarding their use of the Web for course delivery if they could easily obtain support.

There was agreement--but not strong agreement--that the items identified above had a negative impact on faculty’s ability to incorporate educational technology into the curriculum (3.00 = neutral, 4.00 = agree, 5.00 = strongly agree). In order to have a fully operational information technology environment, faculty and students need equipment/computers and Internet access in the classroom. Table 5 shows that the top

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five classroom needs were all associated with computer hardware and of the top ten highly ranked items listed in Table 6, seven (84 percent) were Web-related functions. Internet access is clearly the top priority in the area of technology functions, second only to equipment/computer availability. Thus, the overall recommendation is that Southern Miss’ faculty and student body would greatly benefit from additional updated information technology equipment/computers and Internet access in classrooms.

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2004

Technology Survey InstrumentSouthern Miss Technology Survey

Faculty and Administrators

Instructions for completion of survey in PENCIL ONLY

In the lower left section of the Scantron sheet, please fill in the following information

1. BIRTH DATE – Please indicate the year you were born in the “YR” column2. IDENTIFICATION NUMBER – Enter the numeric codes for departments under

columns A – C (Please refer to annexure 1 for Department Codes)3. IDENTIFICATION NUMBER – Enter the numeric code of the college your

department is affiliated to in columns D – F (Please refer to annexure 1 for College Codes)

4. SPECIAL CODES – Enter the numeric code of the campus your department belongs to in columns K – M (Please refer to annexure 1 for Campus Codes)

5. SEX – Please fill in the bubble for the appropriate sex6. In the GRADE column, please indicate your GRADE: 1 = Instructor, 2 = Assist.

Professor, 3 = Assoc. Professor, 4 = Professor

Please respond to these statements by making your answers on the enclosed Scantron sheet, using the [appropriate] scale.

0=NotApplicable

1=Strongly Disagree

2=Somewhat Disagree

3=Neither Agree or Disagree

4=Somewhat Agree

5=StronglyAgree

(1) There are no barriers to my using the applications and media I would like to use.

I do not use the applications and media I would like to use because: (Q2 to 16)

(2) I do not have the time.

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A

(3) I have not acquired the necessary skills.(4) I do not have technical support on campus.(5) I do not have on-site (e.g., classroom, lab) support.(6) I do not know how to incorporate technology into my classes.(7) It is too expensive.(8) I do not know how to get access.(9) I need upgraded hardware.(10) The technology is not available in my classroom.

0=NotApplicable

1=Strongly Disagree

2=Somewhat Disagree


4=Somewhat Agree

5=StronglyAgree

I do not use the applications and media I would like to use because

(11) The applications and media do not run on machines in the computing sites.(12) I am not sure how to legally use copyrighted materials.(13) It is too much trouble.(14) I do not have departmental funds to pay software costs.(15) There is no incentive program (e.g., leave time, contribution toward tenure,

financial rewards).(16) The cost of the software applications that I use for instruction is high.

(17) I am better able to use information technology now than I was two years ago.

(18) I am able to do everything I need to/want to using Southern Miss information technology resources.

(19) I am able to access all Southern Miss computing resources I need from my office.

(20) I am able to access all Southern Miss computing resources I need from my home.

(21) I have all the technological facilities I need in the classrooms I use.

(22) I do not need any technological facilities in the classrooms I use.

In the classrooms I use, I need but do not have: (Q.23 to 30)

(23) Internet access(24) Network connections(25) Computer projection capabilities(26) A lapel microphone(27) Electronic pointers(28) Student computers

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(29) Instructor’s computer station(30) Audio and Video capabilities

(31) I have attempted to reserve a multimedia classroom during the past year.

(32) I am always able to reserve a multimedia classroom with no problems.

When using a multimedia classroom on campus, I have encountered no problems with

(33) The equipment(34) The room’s physical environment(35) On-site technical support

(36) I am very familiar with the information technology resources on campus.

(37) Southern Miss’ information technology resources meet my needs very adequately.

(38) Southern Miss’ information technology support services have been very helpful and responsive

to my needs.

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Please note there are two questions in each row (questions 39 through 76). Please answer both the questions.

0=NotApplicable

1=Strongly Disagree

2=Somewhat Disagree


4=Somewhat Agree

5=StronglyAgree

If I could easily obtain support and services I would very much want to

Existing training support meets my requirements

Use a Web page with course materials (39) (40)

Use an e-mail list of students in my class (41) (42)

Use a class electronic bulletin board/forum on the Web (43) (44)

Use audio/video clips, animation, or slides (45) (46)

Use streaming video (47) (48)Use self-paced practice and tests of routine tasks (49) (50)

Use computer simulations (51) (52)Use self-paced tutorials with audio/video clips (53) (54)

Use multimedia presentations (55) (56)Use the Web to conduct research (57) (58)

Use the Web to present work to other people at Southern Miss

(59) (60)

Use the Web to present work to people around the world (61) (62)

Use the Web to conduct simulations or visualizations (63) (64)

Use the Web to facilitate collaboration with people at Southern Miss

(65) (66)

Use the Web to facilitate collaboration with people around the world

(67) (68)

Use the Web to gather information via online quizzes, etc. (69) (70)

Use the Web for online materials archives (71) (72)

Use the Web for online course reserves (73) (74)

Use the Web for online course delivery (75) (76)

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Please note there are two questions in each row (questions 77 through 106). Please answer both the questions.

0=NotApplicable

1=Strongly Disagree

2=Somewhat Disagree


4=Somewhat Agree

5=StronglyAgree

Please indicate your skill levels and use of the followinginformation technology resources

Skill Use

WEBCT (77) (78)

LISTSERV (79) (80)

Web Designing software (Dream Weaver, Composer, others)

(81) (82)

Microsoft Word (83) (84)

Microsoft Excel (85) (86)

PowerPoint (87) (88)

Microsoft Access (89) (90)

Microsoft Photoshop (91) (92)

Adobe Distiller (for creating PDF documents) (93) (94)

Adobe Page Maker (95) (96)

Adobe Illustrator (97) (98)

Quick Time Movies (99) (100)

Equipments in Highly Visible Undergraduate Classrooms (101) (102)

Using a data projector with laptop/computer/television (103) (104)

Using SPSS (105) (106)

(107) Did you take this survey in August 2001 when it was first administered?

Yes = 1No = 2

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(108) Have you been employed by The University of Southern Mississippi since August 2001, or have you been promoted from a staff or student position to a faculty position since August 2001?

Yes = 1No = 2

(109) Are you an officially designated Professional Education Faculty (PEF) member? (PEF teach one or more professional education courses and/or have official advising responsibilities or professional education students.)

Yes = 1No = 2

Tables for 2004 Faculty / Staff Survey Results

Table 5: Average score on questions 1 - 16 by frequencies

StronglyDisagree %

SomewhatDisagree %

Neither DisagreeNor Agree %

SomewhatAgree %

StronglyAgree %

Q1 55 28.6 63 32.8 18 9.4 27 14.1 29 15.1Q2 51 27.6 35 18.9 20 10.8 51 27.6 28 15.1Q3 57 30.5 40 21.4 18 6.6 49 26.2 23 12.3Q4 45 24.3 44 23.8 44 23.8 41 22.2 11 5.9Q5 32 17.5 41 22.4 22 12.0 46 25.1 42 23.0Q6 99 53.8 37 20.1 18 9.8 23 12.6 7 3.8Q7 48 27.0 32 18.0 46 25.8 33 18.5 19 10.7Q8 74 40.0 46 24.9 28 15.1 31 16.8 6 3.2Q9 33 17.6 27 14.4 18 9.6 53 28.3 56 29.9Q10 28 15.0 22 11.8 19 10.2 44 23.5 74 39.6Q11 47 27.8 37 21.9 54 32.0 20 11.8 11 6.5Q12 74 40.9 42 23.2 31 17.1 30 16.6 4 2.2Q13 67 36.4 29 15.8 27 14.7 49 26.6 12 6.5Q14 23 12.8 28 15.6 28 15.6 57 31.8 43 24.0Q15 25 13.8 19 10.5 35 19.3 46 25.4 56 30.9Q16 35 19.9 34 19.3 51 29.0 33 18.80 23 13.1

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B

Table 6: Average score on questions 17 - 22 by frequencies

StronglyDisagree %

SomewhatDisagree %

Neither Disagree

Nor Agree %Somewhat

Agree %StronglyAgree %

Q17 12 6.1 8 4.1 16 8.2 88 44.9 72 36.7Q18 43 21.7 57 28.8 33 16.7 49 24.7 16 8.1Q19 31 15.7 44 22.2 31 15.7 66 33.3 26 13.1Q20 66 34.7 51 26.8 27 14.2 32 16.8 14 7.4Q21 95 48.2 40 20.3 18 9.1 28 14.2 16 8.1Q22 123 63.7 36 18.7 14 7.3 11 5.7 9 4.7

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Table 7: Average score on questions 23-30 by frequencies

StronglyDisagree %

SomewhatDisagree %

Neither Disagree

Nor Agree %Somewhat


Q23 59 32.6 29 16.0 18 9.9 29 16.0 46 25.4Q24 57 32.2 20 11.3 28 15.8 31 17.5 41 23.2Q25 49 26.8 22 12.0 17 9.3 38 20.8 57 31.1Q26 58 39.5 10 6.8 24 16.3 22 15.0 33 22.4Q27 52 30.8 17 10.1 20 11.8 35 20.7 45 26.6Q28 48 28.7 13 7.8 25 15.0 31 18.6 50 29.9Q29 43 24 21 11.7 16 8.9 36 20.1 63 35.2

Q30 38 20.9 23 12.6 22 12.1 44 24.2 55 30.2


StronglyDisagree %

SomewhatDisagree %

Neither Disagree

Nor Agree %Somewhat


Q31 59 32.6 29 16.0 18 9.9 29 16.0 46 25.4Q32 57 32.2 20 11.3 28 15.8 31 17.5 41 23.2


StronglyDisagree % Somewhat

Disagree %

Neither Disagree

Nor Agree % Somewhat

Agree % StronglyAgree %

Q33 23 18.3 24 19.0 25 19.8 27 21.4 27 21.4Q34 26 20.0 22 16.9 27 20.8 27 20.8 28 21.5

Q35 13 10.6 17 13.8 42 34.1 30 24.4 21 17.1

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StronglyDisagree %

SomewhatDisagree Percentage

Neither Disagree

Nor Agree %

SomewhatAgree %

StronglyAgree %

Q36 27 13.7 46 23.4 43 21.8 63 32.0 18 9.1Q37 23 12.1 52 27.4 41 21.6 49 25.8 25 13.2

Q38 11 5.7 20 10.4 51 26.4 68 35.2 43 22.3

Table 11: Average score on questions 39-59 by frequencies (odd numbers only)

StronglyDisagree %

SomewhatDisagree %

Neither Disagree

Nor Agree %

SomewhatAgree %

StronglyAgree %

Q39 10 5.4 11 5.9 16 8.6 42 22.7 106 57.3Q41 12 6.4 13 6.9 14 7.4 38 20.2 111 59.0Q43 25 13.3 28 14.9 37 19.7 40 21.3 58 30.9Q45 9 4.8 6 3.2 10 5.3 52 27.5 112 59.3Q47 24 13.6 19 10.8 46 26.1 30 17.0 57 32.4Q49 42 23.9 26 14.8 37 21.0 33 18.8 38 21.6Q51 34 19.7 23 13.3 37 21.4 34 19.7 45 26.0Q53 40 22.1 23 12.7 36 19.9 42 23.2 40 22.1Q55 10 5.2 4 2.1 25 13.1 57 29.8 95 49.7Q57 4 2.2 7 3.8 19 10.2 46 24.7 110 59.1Q59 23 13.3 19 11.0 44 25.4 38 22.0 49 28.3

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Table 12: Average score on questions 40-58 by frequencies (even numbers only)

StronglyDisagree %

SomewhatDisagree %

Neither Disagree

Nor Agree %Somewhat


Q40 17 9.2 35 19.0 49 26.6 40 21.7 43 23.4

Q42 13 7.1 20 10.9 39 21.3 45 24.6 66 36.1

Q44 18 10.6 27 15.9 67 39.4 35 20.6 23 13.5

Q46 15 8.5 35 19.8 47 26.6 47 26.6 33 18.6

Q48 26 16.9 33 21.4 67 43.5 18 11.7 10 6.5

Q50 23 14.7 21 13.5 79 50.6 19 12.2 14 9.0

Q52 26 17.1 25 16.4 66 43.4 22 14.5 13 8.6

Q54 26 16.0 26 16.0 67 41.1 27 16.6 17 10.4

Q56 19 10.5 27 14.9 61 33.7 42 23.2 32 17.7

Q58 10 5.6 16 9.0 49 27.7 41 23.2 61 34.5

Table 13: Average score on questions 60-76 by frequencies (even numbers only)

StronglyDisagree %

SomewhatDisagree %

Neither DisagreeNor Agree %

SomewhatAgree %

StronglyAgree %

Q60 15 9.5 22 13.9 67 42.4 29 18.4 25 15.8Q62 16 9.9 20 12.4 73 45.3 26 16.1 26 16.1Q64 23 14.7 28 17.9 79 50.6 14 9.0 12 7.7Q66 19 11.4 23 13.8 74 44.3 29 17.4 22 13.2Q68 18 11.0 22 13.5 69 42.3 28 17.2 26 16.0Q70 21 12.1 25 14.5 75 43.4 29 16.8 23 13.3Q72 17 9.6 30 16.9 66 37.3 39 22.0 25 14.1Q74 17 10.0 24 14.1 62 36.5 35 20.6 32 18.8Q76 25 15.1 25 15.1 55 33.1 37 22.3 24 14.5


Minimal % Moderate %Very High %

Q77 88 63.3 29 20.9 22 15.8Q79 60 37.3 54 33.5 47 29.2Q81 90 64.3 35 25.0 15 10.7Q83 8 4.5 44 24.7 125 70.2

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Q85 44 26.2 60 35.7 64 38.1Q87 41 23.6 47 27.0 85 48.9Q89 87 64.9 21 15.7 26 19.4

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Table 15: Average score on questions 78-90 by frequencies (even numbers only) Minimal % Moderate % Very High %

Q78 82 65.1 21 16.7 23 18.3Q80 61 39.4 43 27.7 51 32.9Q82 84 64.6 20 15.4 26 20.0Q84 10 5.6 27 15.2 140 78.7Q86 44 26.8 53 32.3 67 40.9Q88 49 28.5 34 19.8 88 51.2Q90 83 64.8 16 12.5 29 22.7


Minimal % Moderate % Very High %Q91 86 61.9 36 25.9 17 12.2Q93 86 68.3 18 14.3 22 17.5Q95 87 79.1 11 10.0 12 10.9Q97 88 87.1 4 4.0 9 8.9Q99 81 70.4 20 17.4 14 12.2Q101 48 38.7 42 33.9 34 27.4Q103 45 26.9 36 21.6 86 51.5Q105 54 43.2 41 32.8 30 24.0


Minimal % Moderate %Very High %

Q92 80 60.2 33 24.8 20 15.0Q94 79 62.7 25 19.8 22 17.5Q96 84 76.4 17 15.5 9 8.2Q98 83 81.4 8 7.8 11 10.8Q100 80 70.8 20 17.7 13 11.5Q102 56 45.2 26 21.0 42 33.9Q104 47 29.0 34 21.0 81 50.0Q106 58 47.9 33 27.3 30 24.8

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Figures for 2004 Faculty / Staff Survey Results

0

20

40

60

80

100

120

Q2 Q3 Q4 Q5 Q6 Q7 Q8

Questions

Freq

uenc

ies

StronglyDisagree

SomewhatDisagree

Neither DisagreeNor Agree

SomewhatAgree

StronglyAgree

Figure 1. Barriers for not using technology (Q1-Q16)

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C

0

10

20

30

40

50

60

70

80

Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16

Questions

Freq

uenc

ies

StronglyDisagreeSomewhatDisagreeNeither DisagreeNor AgreeSomewhatAgreeStronglyAgree

Figure 2. Barriers for not using technology (Q9-Q16)

0

20

40

60

80

100

120

140

Q17 Q18 Q19 Q20 Q21 Q22

Questions

Freq

uenc

ies

StronglyDisagreeSomewhatDisagreeNeither DisagreeNor Agree

SomewhatAgreeStronglyAgree

Figure 3. Barriers for not using technology (Q17-22)

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0

10

20

30

40

50

60

70

Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30

Questions

Freq

uenc

ies

StronglyDisagree

SomewhatDisagree


SomewhatAgree

StronglyAgree

Figure 4. Barriers to not using technology (Q23-Q30)

0

10

20

30

40

50

60

70

Q31 Q32

Questions

Freq

uenc

ies

StronglyDisagree

SomewhatDisagreeNeither DisagreeNor Agree



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05

101520

2530354045

Q33 Q34 Q35

Questions

Freq

uenc

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Figure 8. Barriers to not using technology (Q39-Q59, odd numbers only)

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Figure 9. Barriers to not using technology (Q40-Q58, even numbers only)

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Appendix B

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WebCT Exemplary Course Project2006 Nomination Instructions and Form

Deadline: February 17, 2006

Thank you for your interest in the 2006 WebCT Exemplary Course Project. Complete instructions for the submission process and the nomination form itself are provided below in seven sections. We look forward to reviewing your submissions!

Submission Process Overview

Submission of a course for consideration in the WebCT Exemplary Course Project consists of the following:

1. Evaluating your course using the Exemplary Course rubric2. Gathering and submitting the appropriate evidence to support your nomination

including identifying areas of your course that you wish to highlight, and describing how your course meets the criteria

3. Creating a back-up of your course and restoring it for access by the evaluation team4. Completing and submitting the Nomination Form, an interactive Microsoft Word

document. Your evidence is documented throughout the nomination form, supported with visual evidence located within the course. (See Nomination Form and Submission instructions for details.)

5. Mailing ancillary materials, such as CD’s or other supplementary materials not available with the WebCT course. (See Submission instructions for details.)

Submission Guidelines

Courses being nominated must be in WebCT Campus Edition 3.x or higher or WebCT Vista.

Courses nominated for this year’s project must contain evidence of community building. For this reason, nominated courses must be an archive of a course offered and completed prior to the project deadline. We are unable to consider courses that are currently in session; however, archives of such courses may be submitted.

Please note: If there is no discussion/chat/e-mail activity within the course, it cannot be considered for review.

The reviewers will need designer access to the archived course instance through a MyWebCT page for at least a six-month period following the submission of this form.

If student privacy is an issue, feel free to contact us at [email protected] to discuss possible alternatives.

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mailto:[email protected]

In that courses are evaluated on multiple criteria, courses using WebCT e-packs and other commercial content are eligible for review. Courses must be submitted by a faculty member rather than directly from a publisher.

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Nomination Form Instructions

The Nomination Form is an interactive MS Word document that encapsulates the Exemplary Course Rubric. This form allows you to evaluate your course using the Exemplary Course Project Criteria, and to provide explanations in support of your selections. Each of the form fields is active; you may either type text, select an appropriate radio button, or choose a response from the drop down list. The reviewers will be filling out a similar form, using the evidence you provide as a guide.

The nomination form consists of 7 sections: Section 1 – Information about You and Your Course Section 2 – Course Design Section 3 – Interaction and Collaboration Section 4 – Technology Section 5 – Assessment Section 6 – Learner Support Section 7 – Course Access and Permission Information

For sections 2-6, criterion statements, a field for anecdotal supporting information, and an area for visual evidence are provided. For each Criterion Statement, select from the drop down list the choice that best describes how the statement does or does not apply to your course.

In the Anecdotal Evidence field, please provide a clear, succinct explanation of how you think your course meets the criteria in each section. Your explanations are very important to the collaborators and WebCT Institute reviewers, as they will be visiting your course to examine the information you have provided.

You are required to submit up to five pieces of Visual Evidence in support of each of the five rubric categories (Course Design, Interaction and Collaboration, Technology, Assessment, and Learner Support) by pointing exactly to a page or element within the course. Include a statement outlining how each visual supports the category.

Submission Instructions

Please fill out the form completely. When you have completed the Nomination Form, save it as a Word document using the faculty member’s last name (if different from the person nominating the course) followed by the short name of the course. (For example, Caines_Com2230.)

The completed form should be e-mailed as an attachment to [email protected] no later than February 17, 2006.

All supplementary materials should be mailed to:Dr. David Grafc/o WebCT Exemplary Course ProjectFischler School of Education & Human ServicesNova Southeastern University1750 NE 167th St

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North Miami Beach, FL 33162

We will acknowledge your submission within three business days. If you have any questions about the submission process, please e-mail [email protected].

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WebCT Exemplary Course ProjectNomination Form

Deadline: February 17, 2006

Section 1: Information about You and Your Course

Nomination InformationInstructor Name Title/Rank Institution Department Email address Office telephone Name of person submitting this nomination (if different from above)

Were you encouraged to nominate this course by a WebCT Institute representative? If “Yes,” please provide the following information

Click here

WebCT Institute Name: Name of person who encouraged you to nominate the course

Course InformationCourse Title Course Number Language of Instruction Number of semester/quarter hour credits this course is offered

0 Click here

WebCT platform Campus Edition VistaThe environment for this course can best be described as blended (a combination of face-to-face and online) or totally online (a fully online course with no face-to-face component)

Blended Totally online

If this is a blended course, please be specific about how often face-to-face sessions are scheduled (i.e., twice a week, once a month, three times per term).

Enter specifics here

Student Target level (check all that apply) 1st year 2nd year 3rd year 4th year Diploma/2 year degreeCertificate Graduate level

Number of terms this course has been offered in its present configuration

1

Number of students enrolled in the course you are submitting for review.

1

In order to acknowledge commercially produced content, please indicate where in the course this content may be found.

Locations where commercially produced content may be found

In order to acknowledge digital content, e-packs, or publisher-supported material, please provide the name of the publisher

Name of e-pack or publisher course

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and the title of the e-pack.Was this course produced with the assistance of an instructional designer and/or development team?

Click here

Section 2: Course Design

Rubric Descriptions: Please rate your course using the following scale:

Exemplary: a model of best practice as related to this criterionAccomplished: excellent implementation; comparable to other examplesPromising: good implementation; however, somewhat lacking in depth or detailIncomplete: partial implementation of this criterion; additional work needed; good startNot evident: unable to locate examples specific to this criterion Not appropriate: this criterion has little or no relevance for this course

Course Design addresses elements of instructional design in an online course. For the purpose of this project, course design includes such elements as the structure of the course, learning objectives, and instructional strategies. In a well designed course:

Objectives/learning outcomes are written at the appropriate level. Click hereObjectives/learning outcomes are clearly revealed to students

as part of the syllabus. as part of each learning module.

Click here

Content is made available to students in manageable segments. Click hereContent is presented in a logical progression. Click hereContent is easily navigated. Click hereContent is made available via

content modules. single pages. links to external sources.

Click here

Content modules are enhanced through the appropriate use of affiliated tools (check all tools made available through the content module action menu).

goals quiz discussion self test glossary audio notes video links other

Click here

Visual and auditory stimuli are used to motivate students. Click hereThe instructor makes appropriate ancillary resources available as part of the course content.

Click here

The content and requirements are as demanding as a face-to-face course with identical or similar content.

Click here

Students are provided an opportunity to participate in course evaluation. Click hereAccessibility issues are addressed.

Please be specific in telling us how your course meets web accessibility standards. Provide at least three examples.

Click here

If you are using WebCT in a blended learning environment, explain how WebCT enhances the course.

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Enter your explanation here.

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Section 2: Course Design (continued)

Anecdotal Evidence - Please tell us how your course meets these criteria (up to 300 words):Enter anecdotal evidence here.

Visual Evidence - Please provide up to five visual evidence pieces that support the category by pointing to specific pages or activities within the course:

Up to five pages within the course which support the category:

Location How does this page support the category?Location #1 Location #2 Location #3 Location #4 Location #5

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Section 3: Interaction & Collaboration



Interaction and Collaboration can take many forms. The project criteria place emphasis on the type and amount of interaction and collaboration within an online environment. In exemplary courses, learner-to-learner, learner-to-content, and learner-to-instructor interaction and collaboration are exemplified through:

Clearly stated expectations defining minimal levels of student participation. Click hereClearly defined statements informing students what to expect in terms of instructor response time.

Click here

The degree to which students interact with each other and the instructor to communicate about course content.

The use of real-time features such as chat rooms and whiteboards. Click hereThe use of asynchronous tools such as discussions and email. Click hereFrequent instances where the instructor takes an active role in moderating discussions, providing feedback and participating in other interactive components.

Click here

A deliberate attempt to create a learning community using such strategies as group projects/assignments/activities.

Click here

Please select the Communication/Collaboration tools used in the course. discussion board whiteboard chat rooms email student presentations student home pages other

If you are using WebCT in a blended learning environment what requirements do you have for interaction beyond face-to-face sessions?





Location How does this page support the category?Location #1 Location #2 Location #3

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Location #4 Location #5

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Section 4: Technology



The use of technology within an online environment should focus on enhancing and enabling student learning. Used appropriately, technology enhances learning when:

The course makes appropriate use of inherent WebCT technologies.enables critical reflection and analysis of content. Click hereassignments/activities requiring the use of technology clearly explain how technology is to be used by students.

Click here

internal communication tools are used by students and instructor to elaborate on course content.

Click here

The course makes exceptional use of inherent WebCT technologies.use of technology goes beyond the use of technology for technology’s sake.

Click here

Student connectivity issues are considered content is available in a variety of formats (i.e., “pdf” files). media files are available in a variety of formats. content/media are available on CD-ROM.

Click here

The course makes creative use of a variety of technologies. Click here

If you are using WebCT in a blended learning environment, what added value does WebCT provide?Enter your explanation here.

Please select the tools used in the course (check all that apply).

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Email Chat home pages discussions whiteboard student presentations quiz tool self test survey glossary search my grades calendar video audio animations graphics/images image database CD-ROM tool my progress other tools

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Section 5: Assessment



Assessment focuses on the evaluation of student work. The project criteria speak to the quality and type of student assessments within the course, placing particular emphasis on:

Assignments that encourage students to employ critical thinking strategies. Click hereThe alignment of assignments and stated objectives/learning outcomes. Click hereAssignments that provide students with ample opportunities to practice and apply concepts and skills in realistic and relevant ways.

Click here

Assignments and projects that require students to make appropriate and effective use of external resources, including print, library, Web-based, and other electronic resources.

Click here

Clearly communicated assignments. Click hereExplicitly communicated expectations, including deliverables. Click here

rubrics/performance criteria are made available to students.Clearly stating how the Web may be used in completing assignments. Click here

directing students to specific Web sites to use or avoid and/or providing hints for searching the Web.

evaluating and validating Web-based information in completingassignments.

Utilizing built-in quiz features where appropriate. Click hereProctored examinations or other assessments. Click hereQuizzes and tests that are tied to course objectives/learning outcomes. Click hereProviding students with ample opportunities for self-assessment. Click here

If you are using WebCT in a blended learning environment, how does WebCT contributed to assessing learning outcomes?





Location How does this page support the category?Location #1 Location #2 Location #3

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Location #4 Location #5

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Section 6: Learner Support



Learner Support is concerned with the resources made available to students as a part of an online course. Such resources may be accessible within or external to the course environment. Specifically, learner support provides that a variety of student services is made available, including, but not limited to:

Links within the course toTutorials covering such topics as the use of email, the Internet, html, browser settings, and other required applications such as PowerPoint.

Click here

Access to help desk personnel. Click hereAccess to online library resources. Click hereTools required for viewing course content (RealPlayer, Acrobat Reader and other plug-ins), including instructions on how to use such tools.

Click here

Appropriate instructor contact information. Click here

If you are using WebCT in a blended learning environment, please explain how additional learner support information is provided to students (i.e., handouts, face-to-face tutorials, etc.).






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Section 7: Course Access and Permission Information

Course Access

The course to be reviewed must be an archived copy of a previously offered course. The reviewers will require designer access through a MyWebCT page for at least a six-month period following the submission of this form.

In order to provide this access, please do the following:1. Make a back up of the course prior to resetting the course.2. Restore the course to another server or, if on the same server, under a different instance.3. If student privacy is a concern, reset the Student Database in the restored course to

remove all the student names.4. Create a new user on the server with the following User ID and password (ID and

password are case sensitive): User ID: ecpdesign Password: exemplary5. Add the new designer to the course.

In the fields below, please include the URL that provides a direct link to the MyWebCT page for the designer. If you could not use the user ID and passwords listed above, please indicate the correct User ID and password. Also, please add any specific instructions related to our designer and guest account access. Note: It is very important that the course(s) you are nominating has been added to the WebCT ID, thereby providing direct access through the MyWebCT page.

Designer Access:url: username: password: special instructions for collaborators:

If your course is selected, your course will be showcased within WebCT.com. WebCT staff will work with you to alleviate student privacy and intellectual property concerns.

File Saving Instructions

Save the Nomination Form using the following conventions: Faculty member’s last name Short name of the course and course number (Example: Caines_Com2230) E-mail the completed nomination form to [email protected]

Permissions

By submitting this course for consideration and providing access, you grant the right for the collaborators and members of the review team to enter your course for review purposes. Should your course be chosen as a WebCT Exemplary Course, you also grant non-exclusive rights to the project collaborators and WebCT, Inc., to use the materials submitted in professional and trade publications and conference presentations related to the WebCT Exemplary Course Program. This includes permission to move the course to a WebCT server and provide guest access to the course on WebCT.com. The collaborators and WebCT, Inc. agree to attribute the materials to its source (person or institution).

In honor of granting our collegial access to your course and in recognition of applicable copyright laws, the collaborators hereby attest that review access to the nominated course will be only for the purposes of this project. Any files downloaded or printed will be used solely for review purposes and will not be further copied, distributed, or used in any course development without express written permission.

If you have any questions about the submission process, please e-mail [email protected].

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Thank you for participating in the WebCT Exemplary Course Project.Permission to reprint is granted to educational institutions and academic researchers provided

that the criteria are reprinted in their entirety and without modification. Non-academic use requires permission of the copyright holders.

©2005 David Graf, Nova Southeastern University & Maisie Caines, College of the North Atlantic, [email protected], WebCT Campus Edition and WebCT Vista are trademarks of WebCT, Inc.

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Documents

Abstract - University of Southern Mississippiocean.otr.usm.edu/~w304223/webcttutorial/docs/Capstone... · Web viewWebCT® Online Tutorial: A Faculty Guide to Basic Online Course Development