f o r m f u n c t i o n followingfollowing m o v i n g online, i m p r o v i n g onsite Rebekah Nix Cynthia Ledbetter may 23-25, 2007 | austin, tx

m o v i n g online, i m p r o v i n g onsite f o r m f u n c t i o n Objectives To discuss how instructional and research design can support rigorous coursework and evaluation To describe how best practices in distance education were influenced by and impacted on traditional course delivery methods To disseminate qualitative and quantitative results regarding onsite and online implementation of the enhanced course sections

m o v i n g online, i m p r o v i n g onsite f o r m f u n c t i o n Introduction “Evidence-based” Human subjects Real-world data Qualitative measures

m o v i n g online, i m p r o v i n g onsite f o r m f u n c t i o n Background UTD 36-hour degree thesis-only option UTTC completely online 100% asynchronous “In both conventional and distance education, distance is an element. One response to distance is to require the student to travel to the educational institution. An alternative is to enable the course to travel to the student” (Kennedy, 2002, p. 410).

m o v i n g online, i m p r o v i n g onsite f o r m f u n c t i o n Conceptual Framework Kuhn, T. S. (1970). The structure of scientific revolution. (2nd ed.). Chicago, IL: University of Chicago Press. “Led by a new paradigm, scientists adopt new instruments and look in new places” (p. 111). “The complexities and significant qualities of educational life can be made vivid.... The method is one of criticism; in education it can be regarded as educational criticism” (p. 379). Eisner, E. (1985). The educational imagination. (2nd ed.). New York, NY: Macmillan.

m o v i n g online, i m p r o v i n g onsite f o r m f u n c t i o n Theoretical Framework Constructivist Practice “… as teachers made transitions from objectivist to constructivist oriented thoughts and behaviors their classroom practices changed radically” (Lorsbach & Tobin, 1997, ¶ 17). Learning Environments Research Referring “to the social, physical, psychological, and pedagogical contexts in which learning occurs and which affect student achievement and attitudes” (Fraser, 1998a, p. 3)…

m o v i n g online, i m p r o v i n g onsite f o r m f u n c t i o n Examples What carried over to 0T1? What carried over to 501?

m o v i n g online, i m p r o v i n g onsite f o r m f u n c t i o n What’s unique about 501? Since 1970…

m o v i n g online, i m p r o v i n g onsite f o r m f u n c t i o n Moving online… Equivalents: Materials Class Starters Basic Content

m o v i n g online, i m p r o v i n g onsite f o r m f u n c t i o n What’s unique about 0T1? Tosca & Ralph UTTC

m o v i n g online, i m p r o v i n g onsite f o r m f u n c t i o n Improving onsite… Course Schedule Electronic Quizzes Work Forms

m o v i n g online, i m p r o v i n g onsite f o r m f u n c t i o n What’s the overall benefit? RMD tool resource Library integration “I have seen a broader and more legitimate set of references in the research papers than in previous classes.” Dr. Cynthia Ledbetter, Fa06/Sp07

m o v i n g online, i m p r o v i n g onsite f o r m f u n c t i o n “No Significant Difference” Student Differences –Learning Style –Teaching Style –Personality Profile Student Achievement –Textbook Reading Quizzes –Midterm Project Summary –Final Course Grade Student Performance –Literature Review Paper –Persuasive Presentation –Research Study Proposal Student Perceptions –Efficacy –Attitude –Skills –Learning Environment

m o v i n g online, i m p r o v i n g onsite f o r m f u n c t i o n Sp07 Graduates & Faculty

f o r m f u n c t i o n followingfollowing m o v i n g online, i m p r o v i n g onsite may 23-25, 2007 | austin, tx