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Copyright © 2003, Scott Higgins and Marianne Hollis The Critical Role of the Instructor in Online Learning Scott Higgins, Ed.D., Marianne Hollis, Ph.D. Master of Health Sciences Programs Western Carolina University

Copyright © 2003, Scott Higgins and Marianne Hollis Session Goals This session is aimed at faculty and others interested in learning how to: Eliminate guesswork in course development and implementation Reduce time required to facilitate the online learning process

Copyright © 2003, Scott Higgins and Marianne Hollis Session Highlights Curriculum Instructor preparation WebCT © classroom learning tools Instructor and Student expectations Successes Achieved Lessons Learned FAQs

Copyright © 2003, Scott Higgins and Marianne Hollis Graduate Curriculum Hybrid: HR management Law Epidemiology Information systems Quality Finance Marketing Systems & Policies Continuing Education Project Distance: Organizational Training & Development

Copyright © 2003, Scott Higgins and Marianne Hollis Instructor Preparation Comfort level (hands-on) with learning technology Use 1 or 2 features and build on those Pre course ‘lurker’ On-going mentoring from program director Technical support WebCT © Tutorial sessions Summer Teaching Institute

Copyright © 2003, Scott Higgins and Marianne Hollis WebCT © Classroom Learning Tools O rientation ( online & live) Chat Discussion Presentation Mail

Copyright © 2003, Scott Higgins and Marianne Hollis WebCT © Classroom Learning Tools (cont.) Grades Calendar Syllabus and Schedule Library Faculty Web page

Copyright © 2003, Scott Higgins and Marianne Hollis MHS … Quality Course

Copyright © 2003, Scott Higgins and Marianne Hollis ‘Chat’ Expectations - Instructor Organize groups with mix of experienced and novice distance students Define guidelines for chat sessions Define & communicate chat ‘roles’ for group members Monitor chat attendance, quality and any pending issues weekly

Copyright © 2003, Scott Higgins and Marianne Hollis ‘Chat’ Expectations - Students Chat set # of times per week Transfer learning outcomes of Chat to Discussion topic areas Find a natural vehicle, if they want to use other formats that’s fine (e.g., IRL sessions) Define specific roles for group members Rotate these roles each week Communicate role changes to Instructor

Copyright © 2003, Scott Higgins and Marianne Hollis Special Issues – ‘Chat’ Attendance Quality of participation Group conflicts Chat as ‘group therapy’ Synchronous verbal chat

Copyright © 2003, Scott Higgins and Marianne Hollis ‘Discussion’ Expectations - Instructor Utilize theme-based topics Post thought-provoking questions Share research with students Set minimum # of initial & responsive postings Model standards for ‘quality’ of postings Monitor & Feedback

Copyright © 2003, Scott Higgins and Marianne Hollis ‘Discussion’ Expectations - Students Check calendar for scheduled activities Schedule meetings with group online Enrich discussions by use of text, reserve readings and internet research Post questions and Chat ‘key points’ Respond to student & faculty inquiries

Copyright © 2003, Scott Higgins and Marianne Hollis Special Issues – ‘Discussion’ Non-participators Instructor postings – inspire or hinder? Single postings Private responses to postings Check ‘Manage Students’ for course activity Postings should complement weekly unit content

Copyright © 2003, Scott Higgins and Marianne Hollis ‘Presentation’ Expectations - Instructor Upload demo materials to show functionality Communicate with project manager Provide on-going feedback to groups on progress Link special discussion topics to group projects for student feedback

Copyright © 2003, Scott Higgins and Marianne Hollis ‘Presentation’ Expectations - Students Use consensus to determine project focus Compose, edit and share project materials within each group Produce a finished course project for display to the rest of the class Provide positive & constructive feedback to other groups Submit project summary analyzing group dynamics; strengths & weaknesses of project

Copyright © 2003, Scott Higgins and Marianne Hollis Special Issues - ‘Presentation’ Instructor & students have different paths to this function Upload multiple types of files (.doc,.ppt,.jpg,.gif) Caution not to “overwrite” group work Groups must be reconfigured to view each group’s work at semester’s end

Copyright © 2003, Scott Higgins and Marianne Hollis Successes Achieved Eliminated the guesswork in course development & implementation More productive in facilitating the online learning process Able to engage students in the learning process more effectively

Copyright © 2003, Scott Higgins and Marianne Hollis Successes Achieved (cont.) Students more engaged in a learning process through structure Expanded learning resources Matched technology features with learning (e.g., discussion, presentation) Helped us become more effective Instructors

Copyright © 2003, Scott Higgins and Marianne Hollis Lessons Learned Prompted faculty to assess their teaching skills Measurable expectations for students and faculty Use of Virtual office hours Instant feedback from students on faculty performance Orientation session should include an assignment

Copyright © 2003, Scott Higgins and Marianne Hollis Lessons Learned (cont.) Chat needs structure & has limitations Timely and reinforcing communication is essential for student & faculty On-going monitoring, interaction & feedback Social support is essential to course success

Copyright © 2003, Scott Higgins and Marianne Hollis FAQs…