Description:
Regular interaction between faculty and students, and student and student, is one of the cornerstones of a successful online course. However, as educators look to improve the learning (and teaching) experience, their efforts seem to rely on reactive methods rather than proactive methods. In addition, learning management systems allow for the tracking of course analytics, but most educators are not sure how to use these analytics to improve their course, especially in the area of interaction. This presentation will look to offer proactive methods of engagement, with a focus on understanding course analytics and implementing changes based these results.

Questions that will be addressed:

•Are surveys the only method of relying on course improvement, especially online course interaction?

•Can course improvement methods, specifically online course interaction, be improved in "real-time" or proactively during the semester?

•Can course analytics be used to improve faculty/student interaction?

•Can course analytics be used to understand and assess student understanding of content during the semester?

•Can educators collaborate outside of their learning management system(s) and across curriculums?

Goals:

1.Understand that classic improvement methods, such as end-of-term evaluations and surveys are reactive rather than proactive.

2.Understand that course analytics can be used for proactive improvement methods (for interaction and content presentation) both before and during a semester:

Practical applications of this goal:

i.Best Practices: Peer, administrative, or student "Best Practices" assessment of interactions should take place during a semester. Assessment results should lead to improved interaction during the semester. NYU-ePoly results will be supplied.

ii.Interaction Policy: This policy clearly states how/when interaction will happen in a course (between faculty/student and student/student). Examples of NYU-ePoly Interaction Policy's will be supplied.

iii.Rule Triggers: Automatic "rule" triggers, such as an early warning system for attendance and grades, can easily be used during a semester to be a "helpful hand," reaching out to the students (and faculty). NYU-ePoly examples and results will be supplied.

iv.Implementing changes based on course analytics: Student interaction and content performance can be improved through course modifications based on weekly analytics. NYU-ePoly analytic results and implemented changes will be supplied.

3.Understand that improving interaction is not restricted by program:
Practical Application of this goal:

i.Events: Host events such as colloquiums for faculty to present ideas (i.e., best practices, analytics, etc.) to their peers. These should be cross curriculum events.

ii.Idea-Share Space: This virtual space will allow faculty from different programs to idea-share what is happening in their online course, what works and what doesn't, as well as serve as an article and content database.