Teaching Online While Having a Life Offline Suggestions for Making Better Use of Instructors ’ and Students ’ Time in Online Courses Conference on Accounting Education October, 2006 Andy Williams - Edmonds Community CollegeEdmonds Community College

So, you are going to teach online?

Perception

Reality How do you survive?

Basic Assumptions  Instructors want to do a good job.  Students should be able to learn and achieve from taking the class.  Class should be enjoyable to teach.  Students want to achieve their goals.  Students are willing to invest reasonable time, energy and resources in the learning effort.  Class should be enjoyable to take.

Who are our students? 71% intend to transfer to university. 58% are employed. 26% of accounting students have children or other dependents. 18% do not have a High School Diploma. 14% International Students.

Who are our students?  They have other responsibilities and interests.  My class is not their top priority.  They don’t have enough time.  They are ‘underprepared.’  They need flexible learning opportunities.

They use technology 75% of online teens use Instant Messenger. 51% of online teens download music. 91% of all adults online use . 73% of all adults online use internet to get news. Source: Pew Internet and American Life Project Surveys

When are students online?

On what day of the week are students most active online?

Why are they enrolled in online classes? Flexibility of online delivery format. Schedule didn’t allow me to attend on- campus. Can’t get to campus. Source: EdCC & BCC survey of online course non-completers

Reasons for Withdrawing I could not handle the combined study plus work or family responsibilities. The online course was too unstructured for me. I had personal problems. Source: EdCC & BCC survey of online course non-completers

What has the lowest student satisfaction level for those who withdrew from online classes? Interaction with faculty Source: EdCC & BCC survey of online course non-completers

Communication with Students “Why don’t they get it?” “If they would just follow the instructions….” “Can’t they read?” “Why are they taking an online class, anyway?”

Communication with Students

Online Course Materials What materials/techniques do students actually use? What materials/techniques are not used? How should I supplement materials with technology?

Instructor-generated Materials “ I read the Course Materials posted in Blackboard, such as the instructor's notes and letters before I attempt the homework assignments.”

Instructor-generated Materials “The Course Materials, such as the instructor's notes and letters, posted in Blackboard are helpful in understanding the learning objectives of the class.”

Publisher Website “I read the materials posted on the Textbook Publisher's Website before I attempt the homework assignments.”

Discussion Board “The postings in the discussion forum are helpful in understanding the learning objectives of the class.”

Discussion Board “I read the postings in the discussion forum.”

The Textbook “ The textbook is helpful in understanding the learning objectives of the class.”

The Textbook “I read the assigned reading from the textbook before I attempt the homework assignments.”

Improving Class Efficiency and Effectiveness Invest time and energy in high-value activities.  Effectively organize teaching materials.  Instruct students on how to use course resources.  Interaction with students is high-value.  Feedback on assignments is high-value. Automate and delegate low-value activities. Use tools and resources in Blackboard. Make use of non-instructor generated materials. Delegate responsibility for some activity to students.

Course Set-up Organize course before quarter begins! Use previous materials if they were effective.  Use Course Copy tool.  Update if necessary. Avoid duplication.  Delete old/unused/superfluous. Pace your class. Organize by weeks/units. Use Availability tool to open materials automatically. Use a Calendar. Establish a schedule and keep to it.

Managing Instructor Workload  Keeping up with the conversation  Laissez-faire vs. censorship  How to stop the conversation!  Feedback and assessment  Use the Discussion Grader  Outreach to non-performers?

Set-up - Establish Expectations  Course Contracts/Rules of Engagement  “ How to Take This Course ” How to Take This Course  Use introductory survey to define and establish consent for schedule, time commitment, participation and other requirements.

Manage Accessibility Announce when you will be available, and when you are not. Limit communication tools to what you actually use. Use discussion board for ALL class questions. Use personal or IM for personal questions, office hours, advising, etc. Batch, summarize and standardize. Use the delete key and the remove button.

Managing Discussions Plan ahead. Use forums and threads deliberately. Delegate and outsource.  Subject Matter Experts. Subject Matter Experts Cut and paste questions into responses. Respond on a schedule. Don’t be available 24/7. Provide alternate space. (anonymous, rants, etc)

A solution - Use Technology to Talk to Students

What’s a Podcast?Podcast “Podcasting is the method of distributing multimedia files, such as audio programs or music videos, over the Internet for playback on mobile devices and personal computers. “ “Podcasting's essence is about creating content (audio or video) for an audience that wants to listen or watch when they want, where they want, and how they want.” Wikipedia

Sample Podcasts AW Web Pages University of WashingtonUniversity of Washington iTunes University UC Berkeley on iTunes Mr. Excel Video Podcast CPA Podcasts Podcast Alley Podzinger Education Podcast Network Education Podcast Network

Berkeley iTunes Site

UC Berkeley - Intro to Computers

EdCC iTunes Site

Student Comments “It was a pleasant surprise to be greeted with a podcast welcoming me to the class at the beginning of the course.” “Now with the podcast I feel that I have even more of an opportunity to be successful in this course.” “I like having your lecture notes and the podcast, it makes it seem like it's more class room like.”

Why add Podcasts to Course Materials? Audio connection with students Easier heard than read? Time shifting - Convenient and flexible Technology comfort level

Manage Assessments If you assign it, you’ll have to grade it! Use the Assignment Manager in Bb. Use Grade Book for individual feedback. Use self-graded/auto graded quizzes. Communicate standards and feedback time. Use Edit features in Word and Excel. Post excellent student work as an example.

Manage Yourself Set limits and a schedule, and keep to it. Set deadlines and keep to them. Use one set of standards for all. Students’ lack of planning is not an emergency for instructors. Take a break. Take a day off.

Tips for Student Success Plan ahead! Familiarize yourself with Due Dates. You are responsible for knowing them. Check frequently and keep up with new postings in the Course Work area and Discussion Forum. Periodically review the Syllabus and Course Schedule. Print them out, and post them on a wall, desk, computer, etc. where you'll be working.

Tips for Student Success Organize Early - Use a large 3-ringed binder to store and organize course printouts. Print-out assignments as reminders. Keep a copy of the schedule (or schedule updates) near your work station. Copy everything you send to me and your classmates. Have a back-up plan for the inevitable technological breakdowns.

Tips for Student Success Program Your Day: Plan to devote at least fifteen hours a week for class work, as you would need to do to succeed in a face-to-face class. Work ahead of schedule and consistently throughout the week. Don ’ t wait until the last minute to do it all! Create a contract or support list to remind you and others that your designated work time is "sacred" and that you need as much support as you can get. Program Your Head: Most students who fail on-line classes do so because they think they have tomorrow to do the assignments. There is no tomorrow; there is only NOW.

Take a real break!