Summer Online Courses A Distance Learning Alternative for Traditional Campuses North East Regional Computing Program Annual Conference (NERCOMP) Boston Massachusetts March 18, 2003 Copyright Center for Instructional Technology, This work is the intellectual property of the author. Permission is granted for this material to be shared for non- commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

NERCOMP March, Who we are  Sarah Cheverton Manager of Faculty Development Services  Jim Mazoué Distance Learning Coordinator

NERCOMP March, JMU Institutional Profile  Primarily residential, rural campus  Total Enrollment: 15K  Undergraduate Enrollment: 14K  Grad enrollment: 1K  Undergraduates  Full-time: 94%  25 yrs. or older: 2%

NERCOMP March, Distance Learning Profile  30 online courses  600 students  85% graduate level, continuing education, off-campus  Online graduate degree programs:  MBA in Information Security  CS in Information Security  Online Certificate program:  Workforce Development

NERCOMP March, Rationale for 2002 Pilot  Determine the need for and feasibility of offering summer online courses  Provide flexible and convenient course options  Serve strategic institutional goals  Alleviate enrollment pressures  Encourage faculty development and technology integration  Provide professional development opportunities

NERCOMP March, Project Planning  Staffed and funded by the Center for Instructional Technology (Educational Technologies)  Selection process focused on GenEd courses  Faculty stipends: $2,500  Pre/Post-Course Assessment Surveys  Faculty Course Evaluation

NERCOMP March, Course Description  Selected 2 sections of GWRIT 102 (general writing)  4-week course (usually 15 weeks)  2 different instructors  24 students  All returning students

NERCOMP March, Project Planning  Instructional Technologist consultation with instructors  Assist instructor in creating detailed instructions for assignments  Create online discussion forums  Provide guidelines for general communication strategies

NERCOMP March,  Student Orientation  Characteristics of Online Learning  Technical Support  Using Blackboard  Using Centra Symposium Project Planning

NERCOMP March, Findings: Pre-Course Survey of Students  Student demographics  Most in-state but not in Harrisonburg  Half used modem connection  Reasons for taking the course  Flexible “class time”  Prefer JMU courses  Avoid transfer credit  Perception of preparedness  Most felt prepared

NERCOMP March, Findings: Post-Course Survey of Students Student satisfaction  Flexible “class time”  Opportunity to complete coursework during summer  Well-defined weekly schedule  Detailed instructions  Ability to submit assignments online  Ability to contribute through a discussion board

N=24

NERCOMP March,  Time management/fast paced course  Lack of immediate feedback and clarification  Scheduling conflicts for group work  Difficulty coordinating group work  Requires more self-discipline Findings: Post-Course Survey of Students Student Concerns

NERCOMP March, Findings: Post-Course Instructor Evaluation (N=1) Instructor satisfaction  Well-defined weekly schedules  Using technology in a new way  Formalizing the instructional process

NERCOMP March,  Students not meeting deadlines  Lack of immediate feedback and contact/feeling of detachment  Lack of face-to-face interaction Findings: Post-Course Instructor Evaluation Instructor concerns

N=24

NERCOMP March,  Time management/fast paced course  Lack of immediate feedback and clarification  Scheduling conflicts for group work  Difficulty coordinating group work  Requires more self-discipline Findings: Post-Course Survey of Students Student Concerns

NERCOMP March, Conclusions  Students found this to be valuable learning experience  Technology not a barrier to learning, but, as used, challenged effective communication  Course Design significant contribution to time- management and communication issues  Too short for type of course  Group-work approach presented challenges in coordination

NERCOMP March, Recommendations  Link compensation to a structured process of instructional design and faculty development  Provide faculty development opportunities  Improve planning  Extend course duration  Limit Add and Drop activity  Provide a student orientation  Improve communication

NERCOMP March, Faculty Summer Online Course Development Institute  Planning  Academic Council  Funding for cohort of 10 faculty  $2000 stipend  Applications solicited through RFP process  Selection committee  Proposal selection criteria

NERCOMP March, Proposal Selection Criteria  Quality of the proposal  Impact on students’ curricular needs  Applicant’s interest in and commitment to online teaching  Support from the applicant’s department  Sustainability of the proposal  Potential to benefit teaching and learning

NERCOMP March, Administrative Issues  Competing with enrollments in Fall and Spring courses  Tuition rates  Set at in-state/out-of-state rates  Course size  Left to the discretion of individual departments and instructors

NERCOMP March, Institute Participants required to:  Participate in a structured series of workshops, project work and discussions  Receive approval from their academic unit and college to teach during the summer  Develop and teach an online course twice  Participate in an evaluation of the course  Showcase their work in a peer workshop

NERCOMP March, Workshop Topics  Preparing and planning to teach an online course  Course management  Learner characteristics  Teaching and learning strategies  Assessment strategies  Interactive learning  Creating learning objects and modules  Streaming audio and video  Accessing digital library resources  Copyright and ADA compliance

NERCOMP March, Talking Points  Identify needs  Student needs  Faculty needs  Institutional Needs  Transitioning to online course delivery  Flexibility versus structure  Costs

NERCOMP March, Contact Information  Jim Mazoué 

Summer Online Courses A Distance Learning Alternative for Traditional Campuses North East Regional Computing Program Annual Conference (NERCOMP) Boston Massachusetts March 18, 2003 Copyright Center for Instructional Technology, This work is the intellectual property of the author. Permission is granted for this material to be shared for non- commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.