1. Virtually Indistinguishable: Keeping Course integrity while changing to an online format Jenny C. Wells, Ph.D. and Drue E. Narkon, Ph.D. University of Hawaii at Manoa College of Education Department of Special Education

2. Hybrid Distance Program Laulima asynchronous course website Blackboard Collaborate synchronous classes Two face-to-face Saturday sessions at the University of Hawaii at Manoa each semester – Day is split between their two content courses

3. Laulima Course Website

4. Course Home Page

5. Blackboard Collaborate Classroom

6. What is a Course with Integrity? What do you think is important in the design and delivery of your courses?

7. Potential Pitfalls Organization and Planning Issues Communication Relationships – Student to Student – Student to Faculty Instructional Design Delivery of Instruction

8. Organization and Planning Issues Student Experience Online classes are new to me “lots of uncertainty” “Takes lots of time and energy to understand what’s expected” Difficulty understanding the organization or how to find things on the course website Faculty Experience Time – Lots of “upfront” time – Time spent differently Bombarded with emails if site isn’t well organized Finding “how to translate” activities and instruction for online format is not intuitive “I NEED HELP!”

9. Organization and Planning What Works! Start course development EARLY! Translate from traditional to online – Bravely explore tools & find technical mentors Individualize course syllabus for online delivery Resist making changes to course schedule

10. Teach website organization Provide clear demonstration of course website – Organization of content, use of tools, assignments – Archive and upload to course website

11. Organize and Post All Assignments by Due Dates

12. Communication Student Experience Varies based on personal characteristics – Need for frequent reassurance Constantly email/call – Insecure about contacting professor Never contact you – Effective, appropriate communicators Desire quick responses Microphone avoidance Faculty Experience Getting the same questions multiple times Not knowing a problem exists in student’s experience Frustration with time required to handle student communications Looking for an effective system to keep everyone in the know

13. Communication What Works! Encourage and provide a forum for questions and interaction

14. Communication What Works! Communicate responses to entire group – Announcements with email notice/Group Emails – Verbal annoucements in synchronous class Record and post each class in Course website Direct students where to look to find answers – Teach them to fish, don’t give them a fish Create study groups/buddy pairs Provide detailed feedback on assignments Know how to retrieve microphone in class sessions

15. Relationships Student Experience Miss direct interaction with others – Students and Professor Or Not! Want to “know” classmates and Professor Faculty Experience You don’t recognize your students when you meet them on the street! Not my job! How can I build a relationship when I don’t spend any time with them Relationship building requires effort and has to be planned for

16. Relationships What Works! Provide opportunity for students to get to know you and their classmates Have students participate in forming study groups and peer partners but ensure everyone is included Use tools to have students share products and questions with each other Have small group synchronous meetings in addition to whole class sessions

18. Getting to Know Each Other

19. Instructional Design Student Experience Accessing information provided Some desire to move ahead at own pace Expectations of Faculty expertise in all technology Want flexibility in what I do and when I do it Faculty Experience Mindreading of students required Insecure about student self pacing Using release dates for content/assignments causes negative student reaction “How to I replicate the instruction, modeling, and guided practice I provided in face-to-face classes”

20. Provide EXPLICIT instructions for everything! Provide all supporting information with all assignments – Sample completed projects – Grading rubrics – Written instructions, guidelines for completing assignments successfully

21. Instructional Design - What Works! Have a consistent layout Discussions/Forums need to have a relevant purpose – Sharing completed work (pictures of visual aids produced) – Sharing application of course material to their setting Use a variety of content and media depending on what would help students “Get It”

22. Use Others or Create Your Own

23. Redundancy of information

24. Provide Tutorials in Course Website

25. Instructional Delivery Student Experience I don’t understand it just by reading it Positive response to having information provided via video or multi media Faculty Experience Will I ever get “good” at online teaching “What make a video!” “I’ve put all the instructions in the course website in multiple places, isn’t that enough!”

26. Instructional Delivery Practice using the technology BEFORE class begins Explain what students need to read/do before ATTEMPTING each assignment IN the assignment instructions Acknowledge your technology limitations and seek the help you need It becomes more FUN over time!