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Accentuating Time in Student-Professor Interactions:Time, Value and Course Quality
Dr. Ann V. Doty
Removing “Amorphous”
Value of instructional contact time spent by students
Can and do faculty predict…?Time spent on assignments, exams
and student communications.How well students will “engage” with
the course.Level of success when sufficient time
is spent.
Activities During CourseQuizzes and Tests
Blogs, Journals, and LogsProjects (Group/Individual) &
PresentationsCase Studies
Conferences (Synchronous/Individual)
Discussion Forums
Field Trips and Labs
Forming Agreementsand Gaining Benefits
Faculty
Students
Time
Contact Time
“Frequent student-faculty contact in and out of class is
a critical factor in student motivation and
involvement. Faculty concern helps students get through difficult times with course
work and external factors, and usually encourages students to keep on working.
Knowing faculty members well enhances student intellectual commitment, and encourages thinking about values and plans with a vested interest from faculty in student success.”
Chickering and Gamson. Implementing the Seven Principles: Technology as Lever. 1987
Studying…
Course activities and their alignment to best practices as selected by faculty members.APUSRIT
Surveying Best Practices Faculty Utilize
Blogs, Journals and Logs
Case Studies and Problem Solving
Synchronous and Individual Student Counseling
Discussion Forums
Individual or Group Projects
Multimedia Presentations
Actual/Virtual Field Trips
Tests and Quizzes or Peer Review Projects
Faculty Alignment and Utilization of Best
PracticesCommunicates High Expectations
Provides Prompt Feedback
Promotes Cooperation Among Students
Respects Diverse Ways of Learning
Increases Time-on-Task and Active Learning
Encourages Student–Faculty Contact/Cooperation
Encourages Time on Task
Faculty Use of Best Practices: Survey Results at Five
Campuses (n=21)
100% use Tests and Quizzes
95% use Individual or Group Projects
90% use Case Studies/Problem Solving
85% use Discussion Forums, Multimedia/Audio Presentations, and Peer Review Projects
76% use Blogs/Journals/Logs
58% Use Synchronous/Individual Conferences
55% use Actual/Virtual Field Trips
Faculty Survey Results: Undergraduate – Fully Online
• 63 = Average hours spent on course
• Realistic expectations of student time commitment for success
• Course is built from the ground up• Students spend more time than in
hybrid or blended courses• Difficult to align best practices• Variety of learning activities used to achieve SLOs
Who Benefits? Students
Improved online or in class learning experience
Well balanced courses with time-on-task considerations
Clear alignment between course activities and experiential learning
High retention and course success rates
And, ergo, reasonable time to degree
Who Benefits? Faculty
Simple and quick recognition and recoding of course activities with alignment to pedagogical best practices
Opportunities for master course development adoption across programs
Templates are made available for new online course development
Easy onboarding of new faculty members to institutional culture and expectations for effective online teaching
Who Benefits? Institution
Campus gains access to data that supports organizational compliance with online course delivery
Assess Federal credit hour complianceAdhere to State or accreditation body
regulations that support campus plans and progress
Determine professional development needs for faculty members
Enable data-driven decision making in investing in academic technology to support course delivery
Program review, faculty evaluation
Time on Task Success Map
Institution shares current assessment of course design
Consultant reviews course assessment in
new framework
Design, develop and implement a survey to see how faculty
are using time
Consultant assesses
course design and data needs
Establish strategy to roll out survey of
current faculty practices
Survey distributed to
faculty members for
responses
Review survey data and
analysis with researchers
and institutional
partners
Compile a report in
collaboration with
institutional partners
Survey incorporated within course development
process
Conclusions
Faculty generally follow and adhere to online instructional best practices (Quality Matters, qm.org)
Opportunities to allocate a variety of learning activities help faculty create and achieve learning outcomes
Faculty demonstrate realistic expectations of their own AND student time commitment based on course design
Other Prominent Resources
Babson Survey Research Group
CCRC, Teacher’s College Columbia University (4/2013)
Edgecombe, N., Barragon, M., & Rucks-Ahidiana, Z.
Hill, P., e-Literate
Inside Higher Education (11/21/2014)
Ann Doty
