The Power of Online Learning: Creating & Nurturing an Effective Online Learning Community Fred Rovai

Topics Covered What Online Learning Research Tells Us What Regent SET Data Tells Us Community of Inquiry Model Works Online Learning That Works Does Not Work Online Learning That Does Not Work

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What Online Learning Research Tells Us On average, online student outcomes are better than F2F student outcomes Blended courses have better outcomes relative to purely F2F & online courses

What Online Learning Research Tells Us A substantial number of distance education applications better achievement provide better achievement results viewed more positively are viewed more positively higher retention rates have higher retention rates than F2F counterparts far worse A substantial number of distance education applications are far worse than F2F counterparts

What Online Learning Research Tells Us community of inquiry Effects are larger when online learning takes place within a community of inquiry Frequent opportunities for active learning Frequent & constructive feedback Active teacher guidance & support

SACS Policy – Distance Education Comparability of distance education programs Comparability of distance education programs to campus-based programs & courses is ensured by the evaluation of educational effectiveness.

What Regent SET Data Tells Us Student Evaluation of Teaching (SET) Spring Semester 2011 N = 7,714 Response rate = 54.30% Variable: % students who select 4 or 5 from 5- point Likert Scale higher is better

University Means – Selected SET Items % 4 or 5 Goal = 90%

School Means % 4 or 5 Goal = 90%

University Perceived Learning Means % 4 or 5

Sense of Community Imagine… – being the only student in your school or program – there is nobody to talk to about things you don’t understand Results… – feelings of isolation, loneliness – low satisfaction – student attrition

Community Building Create activities that build a sense of community Sense of belonging, connectedness Shared values / goals Active interaction & participation Mutual interdependence & trust Collaborative learning

Community of Inquiry Model collaborative learning Addresses the learning needs of its members through collaborative learning Essential Features: problem or question driven involves critical thinking & discourse requires self-direction Includes small-group work Includes student reflection

Community of Inquiry Model Social Presence Teaching Presence Cognitive Presence

Online Learning That Works Student-centered learning environment Strong sense of community Authentic tasks in an information-rich, tool-rich environment Collaborative learning with synchronous and asynchronous communications Learning at pace and time of learner‘s choosing Emphasizes pedagogy over technology Alignment of assessments with learning goals Emphasis on constructed response assessments

Online Learning That Does Not Work Teacher-centered learning environment Extensive use of talking heads Taped lectures (passive learning) Lengthy learning objects Failure to contextualize learning activities Limited &/or untimely feedback to students Activities that don’t take advantage of technology Emphasis on selected-response assessments

Challenges Awareness & understanding of true inquiry too much focus on content & lecturing too little effective use of collaboration Faculty orientation (resistance) Heightened need for time management Commitment to fundamental redesign using communication technologies Commitment to fundamental redesign using communication technologies

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