ࡱ> #( / 0DTimes New Roman̳0~0DArialNew Roman̳0~0" DMonotype Sorts̳0~0  @n?" dd@  @@`` 0% '' )'     S      A@ A5%  8c8c     ?1 d0u0@Ty2 NP'p<'p@A)BCD|E?@8    g4NdNd~0 ppp@  ?-11/10/06 12th Annual Sloan-C Conference Dr. Eli Collins-Brown ecollins-brown@mmci.org O =C^Aspects of Online Courses That Are More Effective and Successful Than Face-to-Face Courses_^$IEli Collins-Brown, Ed. D. Methodist College of Nursing November 10, 2006JJResearcher BackgroundIn Online Education since 1995 Student Experience Design Experience Teaching Experience Faculty Development Instructor Some good, some badGrowth in Distance EducationCollege Technology Review, 2004 - 5, 2 out of 3 institutions are offering distance learning programs 63% of institution are offering accredited degrees in at least one subject Projection: by 2011, 75% teaching load will be in online courses As Good or BetterNo Significant Difference MCS studies - online consider delivery mechanisms Finding: the media or medium does not + or - impact learning So why do it? Why the growth in online education? #Bernard, et al. Meta-analysis, 2004Some aspects of DE outperform F2F, some perform more poorly aspects of design (medium or method) optimal in either or both instructional contexts? Comparison studies a waste of time if not asking  Why? and  Under what conditions?  Why this study?fOnly anecdotal evidence Figuring out what works and what doesn t How is this demonstrated? Student satisfaction? Student outcomes faculty satisfaction? What is behind the stories?6[=[=Research Questions-Which aspects of instruction are more effective and successful in the online learning environment than in the F2F classroom, and why, according to faculty who have been recognized as exemplary online instructors? How do these aspects impact student learning in online classes and how is this revealed? Methodology^Qualitative case study (Yin, Merriam) most appropriate for answering the why and how questions$&9&9ProtocolSurvey to lay foundation for interviews Semi-structured interview Observation (when possible) Artifacts (when available) Member checks with all participants  Participant SelectionsNationally recognized: Quality Matters Sloan-C USDLA WebCT Exemplary Course Project Have taught both F2F and Online6= =   Participants11 out of 20 invitations accepted, 1 drop 5 females, 5 males Range from adjunct to full professor Teaching experience: F2F: 10 - 38 yrs Online: 2 - 9 yrs 4 from 2-yr, 6 from 4-yr Cross section of disciplines6x#6x#6  FrameworksSeven Principles of Good Practice - Chickering & Gamson, 1987 4 of the 5 Sloan-C Pillars of Quality Learning Effectiveness Access Faculty Satisfaction Student Satisfaction$dHdH  Major ThemesNBetter Online Unique to Online Better F2F Student Success Faculty Satisfaction Major FindingsfInteraction and Participation Content Presentation Learner-centered Instruction Visibility of StudentsInteraction and ParticipationVisible interaction (FS) Formative evaluation of course (FS) Safe environment, all participate (SS, FS) More time on task (LE) Permanent record of discussions (FS) Community of learners (LE) Critical thinking is visible (Access, LE)Content PresentationpBetter ways to present content 24/7 access to content Both come under the Access and Student Satisfaction pillarLearner-centered InstructionActive participation, reduces isolation Less direct control Control through design Facilitate,mentor Promotes student-student interaction Time, though generally more than F2F, is time well-spentVisibility of StudentsvImproved: participation writing critical thinking skills and in some cases test scores Better outcomes in many aspects6 M M What to Keep Online?ZDiscussions Content presentation Varied opportunities and options for learning Open access ConclusionsXCourse Design Instruction, Faculty Development and Support Blended Learning EnvironmentsRecommendations:Questions prompted by this study: Do better students take online courses? 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D.     . .-2 Eli Collins-Brown, Ed. D.     . .12 Methodist College of Nursing$       . .12 Methodist College of Nursing$       . .!2 November 10, 2006n#  . .!2 November 10, 2006n#  .--"System 0-&TNPP &՜.+,D՜.+,t0    On-screen ShowMMCIreef1 Times New RomanArialMonotype Sortsbluecheck.pot_Aspects of Online Courses That Are More Effective and Successful Than Face-to-Face CoursesResearcher BackgroundGrowth in Distance EducationAs Good or Better$Bernard, et al. Meta-analysis, 2004Why this study?Research Questions Methodology ProtocolParticipant Selection Participants Frameworks Major ThemesMajor FindingsInteraction and ParticipationContent PresentationLearner-centered InstructionVisibility of StudentsWhat to Keep Online? ConclusionsRecommendations:Recommendations:Recommendations:No Slide Title  Fonts UsedDesign Template Slide Titles@(RZ _PID_GUID _PID_HLINKSAN{AB30B96E-AA4B-4F51-8B36-EF76FD8AC9EF}A&http://www.elicbrown.com/dissertation&http://www.elicbrown.com/dissertation&http://www.elicbrown.com/dissertation   / 0DTimes New Roman0ԳԳ~0DArialNew Roman0ԳԳ~0" DMonotype Sorts0ԳԳ~0  @n?" dd@  @@`` 0% '' )'      S      A@ A5%  8c8c     ?1 d0u0@Ty2 NP'p<'p@A)BCD|E?@8    g4NdNd~0س ppp@  ?-11/10/06 12th Annual Sloan-C Conference Dr. Eli Collins-Brown ecollins-brown@mmci.org O =A^Aspects of Online Courses That Are More Effective and Successful Than Face-to-Face Courses_^$IEli Collins-Brown, Ed. D. Methodist College of Nursing November 10, 2006JJResearcher BackgroundIn Online Education since 1995 Student Experience Design Experience Teaching Experience Faculty Development Instructor Some good, some badGrowth in Distance EducationCollege Technology Review, 2004 - 5, 2 out of 3 institutions are offering distance learning programs 63% of institution are offering accredited degrees in at least one subject Projection: by 2011, 75% teaching load will be in online courses As Good or BetterNo Significant Difference MCS studies - online consider delivery mechanisms Finding: the media or medium does not + or - impact learning So why do it? Why the growth in online education? #Bernard, et al. Meta-analysis, 2004Some aspects of DE outperform F2F, some perform more poorly aspects of design (medium or method) optimal in either or both instructional contexts? Comparison studies a waste of time if not asking  Why? and  Under what conditions?  Why this study?fOnly anecdotal evidence Figuring out what works and what doesn t How is this demonstrated? Student satisfaction? Student outcomes faculty satisfaction? What is behind the stories?6[=[=Research Questions-Which aspects of instruction are more effective and successful in the online learning environment than in the F2F classroom, and why, according to faculty who have been recognized as exemplary online instructors? How do these aspects impact student learning in online classes and how is this revealed? Methodology^Qualitative case study (Yin, Merriam) most appropriate for answering the why and how questions$&9&9ProtocolSurvey to lay foundation for interviews Semi-structured interview Observation (when possible) Artifacts (when available) Member checks with all participants  Participant SelectionsNationally recognized: Quality Matters Sloan-C USDLA WebCT Exemplary Course Project Have taught both F2F and Online6= =   Participants11 out of 20 invitations accepted, 1 drop 5 females, 5 males Range from adjunct to full professor Teaching experience: F2F: 10 - 38 yrs Online: 2 - 9 yrs 4 from 2-yr, 6 from 4-yr Cross section of disciplines6xDocumentSummaryInformation8Root EntrydO)ڤACurrent User&SummaryInformation(@P`PowerPoint Document(f  !"#$%&'()*+,-./0123456789:;<=>?yABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopz{|}~ _B331152՜.+,D՜.+,t0    On-screen ShowMMCIreef1 Times New RomanArialMonotype Sortsbluecheck.pot_Aspects of Online Courses Th#6x#6  FrameworksSeven Principles of Good Practice - Chickering & Gamson, 1987 4 of the 5 Sloan-C Pillars of Quality Learning Effectiveness Access Faculty Satisfaction Student Satisfaction$dHdH  Major ThemesNBetter Online Unique to Online Better F2F Student Success Faculty Satisfaction Major FindingsfInteraction and Participation Content Presentation Learner-centered Instruction Visibility of StudentsInteraction and ParticipationVisible interaction (FS) Formative evaluation of course (FS) Safe environment, all participate (SS, FS) More time on task (LE) Permanent record of discussions (FS) Community of learners (LE) Critical thinking is visible (Access, LE)Content PresentationpBetter ways to present content 24/7 access to content Both come under the Access and Student Satisfaction pillarLearner-centered InstructionActive participation, reduces isolation Less direct control Control through design Facilitate,mentor Promotes student-student interaction Time, though generally more than F2F, is time well-spentVisibility of StudentsvImproved: participation writing critical thinking skills and in some cases test scores Better outcomes in many aspects6 M M What to Keep Online?ZDiscussions Content presentation Varied opportunities and options for learning Open access ConclusionsXCourse Design Instruction, Faculty Development and Support Blended Learning EnvironmentsRecommendations:Questions prompted by this study: Do better students take online courses? Or do students who stay in online courses become better students? What is the student story? Repeat student with students."Recommendations:Questions prompted by this study: Does having design and media development assistance promote higher quality in online course design and instruction? Does developing and teaching an online course change F2F instructional strategies? "Recommendations:nQuestions prompted by this study: Can a blended design model be developed based on a decision-making process? "Mo  Questions? Comments? Thank-you! Contact info: Dr. Eli Collins-Brown Director of Instructional Technology Methodist College of Nursing ecollins-brown@mmci.org Dissertation website: www.elicbrown.com/dissertation (0< 000   [(  l  C uP#4 @  P   HTvP?? pQ 7 (2H  0޽h ? 33̙ffr * at Are More Effective and Successful Than Face-to-Face CoursesResearcher BackgroundGrowth in Distance EducationAs Good or Better$Bernard, et al. Meta-analysis, 2004Why this study?Research Questions Methodology ProtocolParticipant Selection Participants Frameworks Major ThemesMajor FindingsInteraction and ParticipationContent PresentationLearner-centered InstructionVisibility of StudentsWhat to Keep Online? ConclusionsRecommendations:Recommendations:Recommendations:No Slide Title  Fonts UsedDesign Template Slide Titles@(RZ _PID_GUID _PID_HLINKSAN{AB30B96E-AA4B-4F51-8B36-EF76FD8AC9EF}A&http://www.elicbrown.com/dissertation&http://www.elicbrown.com/dissertation&http://www.elicbrown.com/dissertation