The Need for E-Learning Marsallay L. Spicer NCU Learner

The New Paradigm Change Management Expectations Reporting structure Teamwork Leading Consultants 12/3/2012 2

Teams, Consultants, Reports 12/3/2012 3

Rationale for E-Learning E-Learning’s raison d'être must Reflect a soundness of the educational approach Substantiate the need for the alternative it represents Enhance teaching and learning, not distract from the process 12/3/2012 4

Role of the Educator 12/3/ Tips for online instructors, facilitators, and coaches Learn role as facilitator, collaborator, instructor as leader Create a warm, supportive environment Learning Management System Be flexible Respond to technical difficulties Provide Immediate Feedback Adapt teaching style to students' learning style Monitor discussion boards and chat rooms

Establish Guidelines for Time and Place Benefits for time and place for learning Time requirements have to change from de rigueur to allow students to vary the speed of their journey through formal education Require all students to adhere to deadlines to keep them involved in the work and stay on task The more structure, the higher the completion rate Students able to pace themselves online (students with stronger backgrounds could move faster) Threaded discussions with deadlines allow enough time for reactions by all students and for the teacher to evaluate the comments Combine several delivery systems Live videoconferences Audiotapes 12/3/2012 6

Emphasis on Learning Outcomes E-Pedagogies must develop new ways of assessing student learning Students demonstrate competence by applying what they learn TRADITIONALLY Through tests Through digital portfolios Through performance tasks and/or If applicable, through internships with outside assessors Examples: Excelsior College, NY Western Governors University (WGU) Art Institute Online (e- learning arm of the chain of 24 postsecondary schools located in cities around the country Accreditation Board for Engineering and Technology (ABET) Identifies instructional objectives in laboratory courses Evaluating online offerings led to questions about how schools might asses the portions of their programs involving online laboratories (see pp , Maeroff) 12/3/2012 7

Teaching Courses Developed by Others Focus on content and learning outcomes Construct with adjustment and customization in mind What if customization is not possible? 12/3/2012 8

Student As Learner Assess successful learner Recognize and work with emerging learners Address different learning styles Encourage collaboration Pay attention Stay present and be responsive 12/3/2012 9

Teach Students to Learn In Online Environment Basics of logging on to the Internet Time requirements Time management Set expectations 12/3/

Set Expectations Interactions instructor /student and student/student Explain how feedback will be given Provide guidelines for appropriate communication Ensure HELP is readily available 12/3/

Cost Effectiveness May be more expensive than creating a classroom course Costs vary based on course technical design BENEFITS Savings on the construction and maintenance of buildings Cyber libraries cost effective and may be even more useful to students online EXAMPLES University of Phoenix and other non-profit providers University of Washington North Carolina Virtual Public School 12/3/

Online Course Partnerships Putting a number of providers under one banner promises Educational approaches are more varied Appeals to a wider range of interests and learning styles 12/3/