China 2006 Fellowship by Yuliang Liu, Ph. D.1 Experiences for Effectively Designing and Teaching Online Courses Yuliang Liu, Ph. D. [email protected]@siue.edu;

China 2006 Fellowship by Yuliang Liu, Ph. D.

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Experiences for Effectively Designing and Teaching

Online Courses Yuliang Liu, Ph. D.

[email protected]; http://www.siue.edu/~yliu/ Graduate Program Director of

Instructional Design and Learning Technologies (ID&LT)

Southern Illinois University (SIU) (http://www.siue.edu/)

Edwardsville, Illinois 62026USA


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Overview

Introduction Analysis Design Development Implementation Evaluation

Conclusion Acknowledgement References Summary Questions


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Introduction

Growing distance education internationally National Center for Educational Statistics in

the US (2003) In 2000-2001, 90% public 2-year and 4-year

degree-granting institutions…. 16% private 2-year colleges and 40% private 4-

year universities ….


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Introduction

Illinois Century Network (ICN)--a joint venture of the Illinois State Board of Education (ISBE), Illinois Board of Higher Education (IBHE), and the Illinois Community College Board Connecting over 8,000 public schools, 48

community colleges and satellite campuses, 12 public universities, private schools, government agencies, museums, and libraries in Illinois.

Providing grants for the development of computer-mediated instructional courseware


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Introduction

The author was awarded an Illinois Century Content Development Grant in April 2002 Developing online instructional materials for the

graduate Educational Research course from the fall semester of 2002 to the spring semester of 2003.

Comparing several instructional design models Using the ADDIE (Analysis, Design, Development,

Implementation, and Evaluation) model to design and develop the course for online delivery


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Introduction

ADDIE model (Dick, Carey, & Carey, 2004) Analysis: Including analyzing the audience, task, and

environment Design: Including writing course objectives, developing

course outlines, and determining effective delivery methods Development: Including writing course content, such as

content presentations, readings, activities, and assessments Implementation: Including delivering the instruction Evaluation: Including formative and summative evaluation

Theoretical foundations Constructivist approach effective for the successful online

course design (Hobbs, 2002; Liu, 2003a)


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Analysis

Educational Research—one of the 3 core graduate courses in education

Based on recent alumni surveys conducted by the Graduate School

Students’ majors and status vary A majority are K-16 full-time school teachers

and have a wide range of teaching experiences and expertise in using technology


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Analysis

Most students are self-motivated Multiple sections are offered, but 1 online section Author had previous online and traditional

instructional experiences in this course Foundational content

examining major research methodologies in education applying the student-centered learning principles Specific technology—WebCT, e-mail….


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Design

Taking approximately two semesters (fall 2002 to spring 2003)

Keeping the content of the online section as close as possible to the traditional sections

Purpose--to focus on conceptual, methodological and practical issues addressing both quantitative and qualitative methodologies

Course objectives and requirements


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Design

Four learning modules Module 1 (Introduction to Research) covering

chapters 1-5 Module 2 (Qualitative Research) covering

chapters 6-9 Module 3 (Quantitative Research) covering

chapters 10-16 Module 4 (Research Production) covering

chapters 17-18


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Design

Each chapter begins with (a) chapter objectives, (b) chapter overview (structured study guide), (c) Web sites, (d) online quizzes, (e) essay questions (including chapter reflections,

chapter essays, and peer critiques), and (f) group projects--authentic research proposal


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Design

Much time--designed to complete students’ individual work every week

Some time--used to create online interactivity, including peer critiquing another student’s essay and working collaboratively on group projects every week

Both individual essay assignments and group projects require students to post and share the contribution(s) on the bulletin board on WebCT


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Development

Using different types of software for the content development MS FrontPage to create html pages MS Word to create pdf files Respondus to create chapter quizzes Inspiration 7 to create a graphical structured chapter

overview in each chapter Bulletin board on WebCT for posting all essay assignments

in each chapter Textbook used -- Educational Research by Gay and

Airasian (2003), 18 chapters Most of those chapters were covered in both

traditional and online sections


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Development The format of the chapter components

Objectives Structured Overview--Graphical and

hierarchical structures showing the relationship of key ideas, concepts, and other information in each chapter

Web Links--providing extra resources Chapter Quizzes/Tests--evaluating

individual student’s knowledge base; timed and randomized answers

Essay Questions--a chapter summary and reflection; writing assignment consistent with the content in each chapter; peer critiquing and interaction

Group Project--ongoing project; application of knowledge; developing a research proposal or report using APA format


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Implementation

Delivered to 22 students in the summer semester of 2003 for 10 intensive weeks

Demographic information Females (86.4%) 26-35 years old or older (86.4%) Caucasians (90.9%) School teachers (72.7%) Had over three years of teaching experience (54.5%) Majoring in elementary education, secondary

education, and early childhood (72.7%)


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Implementation

Required face-to-face orientation in the first week discuss syllabus introduce the course get to know each other provide WebCT orientation answer students’ questions 22 completed with some dropouts after the first week


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Implementation Online for other 9 weeks

Assignments every week (a) online quiz (20% of final grade) (b) chapter reflection (15%) (c) essay assignment (20%) (d) peer review/critique of the essay assignment (10%) (e) ongoing online participation in the group project (35%)

Several discussion forums on the bulletin board Forum I--Chapter Reflections Forum II--Chapter Essay Questions and Peer Critiques Forum III--Chapter Content Questions Forum IV--Group Projects

Weekly feedback from the instructor


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Evaluation

Students’ attitudes and satisfaction Midterm (5th week) course feedback survey

3 open-ended questions: “(a) Something I learned so far, (b) Something I liked so far, and (c) Any additional suggestions?”

A majority indicated that they learned significantly and liked the structure of the course

Suggestions included a possible reduction of workload in the online section in the short summer semester


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Evaluation

Students’ attitudes and satisfaction Department’s final students’ course evaluation

anonymously on WebCT (same as traditional courses) 17 likert-scale (5 point scale) type evaluation items Average of those 17 items was 4.5 Students’ qualitative feedback was generally favorable

and far exceeded the author’s expectations “very well organized” “a rewarding but challenging course”


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Conclusion

A few critical components for successfully designing and delivering an online course Recognize students’ individual needs in different

individual courses Plan and organize the course well before

delivering it online Know that the ideas presented in this article

should be considered only as a guide Know that any traditional courses that are planned

to be delivered online should be retooled and modified to meet online students’ needs


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References Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design

of instruction (5th Edition). New York: Addison-Wesley Educational Publishers, Inc.

Gay, L.R., & Airasian, P. (2003). Educational Research (7th ed.). Upper Saddle River, NJ: Prentice-Hall.

Hobbs, D. (2002). A constructivist approach to web course design: A review of the literature. International Journal on E-Learning 1(2), 60-65.

Liu, Y. (2003). Improving online interactivity and learning: A constructivist approach. Academic Exchange Quarterly, 7(1), 174-178.

National Center for Educational Statistics (2003). Distance education at degree-granting postsecondary institutions: 2000–2001 (2003). Retrieved October 20, 2003 from http://nces.ed.gov/surveys/peqis/publications/2003017/.


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Acknowledgement

This project was partially sponsored by the Illinois Century Content Development Grant from Illinois Board of Higher Education from April 2002 to June 2003

Liu, Y. (2003). Taking educational research online: Developing an online educational research course. Journal of Interactive Instruction Development, 16(1), 12-20. (http://www.salt.org/jiidtoc.asp )


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Questions ?

E-mail: [email protected]

Phone: (618) 650-3293 Fax: (618) 650-3808

http://www.siue.edu/~yliu/


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Summary

Introduction Analysis Design Development Implementation Evaluation

Conclusion Acknowledgement References Questions


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Thanks … …

For your …

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Documents

China 2006 Fellowship by Yuliang Liu, Ph. D.1 Experiences for Effectively Designing and Teaching Online Courses Yuliang Liu, Ph. D. [email protected]@siue.edu;