Kontos1 Principles of Quality Instruction in Web Classes George Kontos, Ed.D. Assistant Professor

Kontos2 Background The Seven Principles of Good Practice in Undergraduate Education were developed by Arthur Chickering and Zelda Gamson. The Seven Principles of Good Practice in Undergraduate Education were developed by Arthur Chickering and Zelda Gamson. These principles first appeared in the American Association for Higher Education (AAHE) Bulletin (Chickering and Gamson, 1987). These principles first appeared in the American Association for Higher Education (AAHE) Bulletin (Chickering and Gamson, 1987).

Kontos3 The Seven Principles of Good Practice in Undergraduate Education Chickering and Gamson (1987) concluded that good practice in undergraduate education: 1. Encourages contact between students and faculty, 2. Encourages cooperation among students, 3. Encourages active learning, 4. Gives prompt feedback, 5. Emphasizes time on task, 6. Communicates high expectations, and 7. Respects diverse talents and ways of learning.

Kontos4 The Seven Principles of Good Practice in Undergraduate Education These principles were initially conceived for face- to-face instruction Later they were implemented for technology- based teaching in Chickering and Ehrmann’s paper (Chickering and Ehrmann, 1996). Others have tried to apply the principles in online teaching.

Kontos5 Principle 1 Contact Between Students and Faculty is Encouraged General Benefits: Interest in the subject matter is stimulated Interest in the subject matter is stimulated Motivation to fight back and keep on working when going through rough times is enhanced Motivation to fight back and keep on working when going through rough times is enhanced Planning for the future is encouraged Planning for the future is encouraged

Kontos6 Principle 2 Cooperation Among Students is Encouraged General Benefits: Learning is enhanced by team effort Learning is enhanced by team effort Involvement when learning with others is increased Involvement when learning with others is increased Critical thinking is enhanced when sharing ideas with others Critical thinking is enhanced when sharing ideas with others

Kontos7 Principle 3 Active Learning is Encouraged General Benefits: General Benefits: Learning is more lasting when it is active learning Learning is more lasting when it is active learning Learning becomes part of the learner when it is dynamic rather than passive Learning becomes part of the learner when it is dynamic rather than passive

Kontos8 Principle 4 Prompt Feedback is Given General Benefits: Learning is focused when timely feedback is given Learning is focused when timely feedback is given Learning is improved when learners are told what their weak points are and this is done without delay Learning is improved when learners are told what their weak points are and this is done without delay

Kontos9 Principle 5 Time on Task is Encouraged General Benefits: Learning is effective when time on task is emphasized Learning is effective when time on task is emphasized Effective time management is crucial for students and professionals alike Effective time management is crucial for students and professionals alike

Kontos10 Principle 6 High Expectations are Communicated General Benefits: High expectations usually translate into high achievements High expectations usually translate into high achievements Keeping high standards is rewarding for both teacher and learners Keeping high standards is rewarding for both teacher and learners

Kontos11 Principle 7 Diverse Talents and Ways of Learning Are Respected General Benefits: Incorporating various learning styles in the classroom facilitates learning Incorporating various learning styles in the classroom facilitates learning Recognizing and respecting that there is more than one way to learn is appreciated and brings desirable results Recognizing and respecting that there is more than one way to learn is appreciated and brings desirable results

Kontos12 An Example An Undergraduate Online Course Taught With the Seven Principles in Mind: BT 180C BT 180C Introduction to Computer Systems

Kontos13 BT 180C Introduction to Computer Systems Developed in Spring 2003 by George Kontos and Linda Todd of Bowling Green Community College, Western Kentucky University Developed in Spring 2003 by George Kontos and Linda Todd of Bowling Green Community College, Western Kentucky University A Blackboard Course A Blackboard Course First Time Taught by Todd: Summer 2003 First Time Taught by Todd: Summer 2003 Then, Being Taught by Kontos, almost every semester Then, Being Taught by Kontos, almost every semester

Kontos14 BT 180C Introduction to Computer Systems Concepts (Computer Terminology) Concepts (Computer Terminology) Practice (Lab Activities) Practice (Lab Activities) History History The Internet and the Web The Internet and the Web Ethical Issues Ethical Issues Operating Systems Operating Systems - Microsoft Windows, Unix, Linux, Mac OS, etc. Applications Software Applications Software - Microsoft Office, etc.

Kontos15 BT 180C and the Seven Principles Principle Web Implementation 1Contact Between Students and Faculty is Encouraged Orientation session (by phone or in person) Student Information Form (with meaningful Subject lines) Threaded discussions (Discussion Board activities) Response time policy posted

Kontos16 BT 180C and the Seven Principles Principle Online Course Implementation: 2Cooperation Among Students is Encouraged Threaded discussions

Kontos17 BT 180C and the Seven Principles Principle Online Course Implementation: 3Active Learning is Encouraged Assignment to summarize a current technology article that made the news Assignment to investigate a topic about a technology that is affecting our lives A variety of hands-on practice activities Threaded discussions

Kontos18 BT 180C and the Seven Principles Principle Online Course Implementation: 4Prompt Feedback is Given Prompt feedback Web-based tests and quizzes that provide ample and prompt feedback Feedback on assignments is prompt and helpful

Kontos19 BT 180C and the Seven Principles Principle Online Course Implementation: 5Time on Task is Encouraged Syllabus that includes clear objectives, assessments, and expectations posted Rubrics posted Day-by-day class calendar with due dates posted Late submission of work discouraged

Kontos20 BT 180C and the Seven Principles Principle Online Course Implementation: 6High Expectations are Communicated Orientation session (by phone or in person) Student Information Form Weekly threaded discussions posted Excellence encouraged and expected

Kontos21 BT 180C and the Seven Principles Principle Online Course Implementation: 7Diverse Talents and Ways of Learning Are Respected Orientation session (by phone or in person) Computer background knowledge survey Weekly threaded discussions posted Diverse points of view encouraged Variety of tools available: Blackboard, textbook, textbook’s companion website, instructor (reachable by phone, , postal mail, and personal visit)

Kontos22 Chickering, A. W., & Gamson Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, March 3-7. Retrieved July 1, 2005 from Chickering, A. W., & Gamson Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, March 3-7. Retrieved July 1, 2005 from /committees/FacDevCom/guidebk /teachtip/7princip.htm