1. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Online Learning Environments: An Emerging Model for Best Practice Peter Shea Interim Director: SUNY Learning Network Director: SUNY Teaching, Learning, and Technology Program Bill Pelz Professor of Psychology Herkimer County Community College Lead Trainer - SUNY Learning Network

2. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Copyright Peter Shea and William Pelz, 2003. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author ( pshea@sln.suny.edu, pelzwe@hccc.suny.edu ).pshea@sln.suny.edu pelzwe@hccc.suny.edu

3. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Topics How do people learn? What conditions lead to learning? How do people learn online? What conditions lead to online learning? A model for assessing progress in this area Some examples of how we are implementing this model in system-wide online learning environments Context - why we are interested in these topics… Overview

4. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 What makes a good, higher education, online-learning environment? How does technology mediation change teaching and learning? Who cares? Why are we interested in this question?

5. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Quick Quiz: The processing power available in the original 30 ton, 18,000 tube ENIAC computer is now available in which common device?

6. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Is it a Laptop?

7. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Or is it a PDA?

8. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Correct answer: It’s a musical greeting card… Some advances have been made in technology…

9. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Introduction State University of New York The largest unified public university in the nation 400,000+ students 20,000 + faculty 64 Campuses 4 University Centers 5 Specialized Colleges 2 Health Science Centers 13 Arts & Sciences Colleges 5 Colleges of Technology 30 Community Colleges

10. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Rapid growth in online learning environments across SUNY

11. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Growth in Course Management Systems in SUNY Estimated Campus CMS Use in SUNY: Angel 3 Blackboard 24 CourseSpace 6 SLN 56 TopClass 6 WebCT 26

12. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Growth in the SUNY Learning Network: The online learning forum of the State University of New York

13. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Background Growth in campus participation

14. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Background Growth in complete online courses offered

15. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Background Growth in enrollments

16. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Background Growth in complete online degree programs

17. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 2001 Educause Award 2001 Sloan-C Award for Excellence in ALN Faculty Development 2002 Sloan-C Award for Excellence in Institution- wide ALN Programming

18. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 A task for you Introduce yourself to your neighbor – who you are where you are from…

19. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 A task for you Now – with a partner, answer the following questions - How do people learn best? What conditions are necessary for learning to occur? Especially in higher education…

20. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Community Assessment Centered A Developing Conceptual Framework for Online Learning Knowledge Centered Learner Centered Bransford, et al (2002) “How People Learn”

21. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Knowledge Centered –Outcomes oriented - knowledge, skills, and attitudes needed for successful transfer. Learner Centered - connect to the strengths, interests, and preconceptions of learners and help them learn about themselves as learners. Community Centered –environment where students feel safe to ask questions, learn to work collaboratively, and are helped to develop lifelong learning skills. Assessment Centered - provide multiple opportunities to make students’ thinking visible so they can receive feedback and be given a chance to revise. “How People Learn” Framework (Bransford et al, 2002) People learn best in environments that are:

22. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Another task for you How do people learn best online? What conditions are necessary for learning to occur online. (especially in higher education)

23. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 The question we want to address: What makes a good, higher education, online-learning environment?

24. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 What makes a good, higher education, online-learning environment? To answer this you need to know: 1) What makes a good learning environment “offline”? 2) What are important, specific, best practices for adult learners in higher education? 3) What are important specific, best practices for adult online learners in higher education?

25. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 What makes a good, higher education, online-learning environment? To answer this you need to know: 1) What makes a good learning environment generally? Again the Brandsford et. al model is a good start...

26. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Community Assessment Centered A Developing Conceptual Framework for Online Learning Knowledge Centered Learner Centered Bransford, et al (2002) “How People Learn”

27. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 What makes a good, higher education, online-learning environment? To answer this you need to know: 2) What are important, specific, best practices for adult learners in higher education?

28. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Contact Between Students and Faculty Reciprocity and Cooperation Among Students Active Learning Techniques Communication of High Expectations Respect for Diverse Talents and Ways of Learning Prompt Feedback Time on Task The 7 principles of good practice in undergraduate education encourage: "Certain institutional practices are known to lead to high levels of student engagement. Perhaps the best known set of engagement indicators is the "Seven Principles of Good Practice in Undergraduate Education." (Kuh, 2001 – National Survey of Student Engagement) Chickering and Gamson, (1987)

29. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Community Assessment Centered Active Learning Techniques Prompt Feedback Contact Between Students and Faculty Student Reciprocity and Cooperation Time on Task The 7 principles of good practice encourage: Communication of High Expectations Respect for Diverse Talents and Ways of Learning A Developing Conceptual Framework for Online Learning Chickering and Gamson, (1987) Bransford, et al (2002) “How People Learn” Learner Centered Knowledge Centered

30. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 What makes a good, higher education, online-learning environment? To answer this you need to know: 3) What are important specific, best practices for adult online learners in higher education?

31. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Online Learning Community Social Presence Teaching Presence Setting Climate Supporting Discourse A Developing Conceptual Framework for Online Learning Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Selecting Content Cognitive Presence

32. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Online Learning Community Teaching Presence A Developing Conceptual Framework for Online Learning Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002)

33. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Teaching Presence 1.Instructional Design and Organization 2.Facilitating Discourse 3.Direct Instruction

34. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003

35. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003

36. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003

37. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Online Learning Community Social Presence Teaching Presence Setting Climate Supporting Discourse A Developing Conceptual Framework for Online Learning Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Selecting Content Cognitive Presence

38. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Social Presence The ability of participants in an online course to project their personal characteristics into the community to present themselves as “real people."

39. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Three Forms of Social Presence Affective - The expression of emotion, feelings, and mood Interactive - evidence that the other is attending Cohesive - activities that build and sustain a sense of group commitment http://cade.athabascau.ca/vol14.2/rourke_et_al.html

40. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Online Learning Community Social Presence Teaching Presence Setting Climate Supporting Discourse A Developing Conceptual Framework for Online Learning Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Selecting Content Cognitive Presence

41. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Cognitive Presence “The extent to which students are able to construct and confirm meaning through sustained discourse in a community of inquiry”

42. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Online Learning Community Social Presence Teaching Presence Setting Climate Supporting Discourse A Developing Conceptual Framework for Online Learning Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Selecting Content Cognitive Presence

43. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Community 1) Spirit – “recognition of membership” 2) Trust – “willingness to rely on others” 3) Interaction – “toward the completion of assigned tasks” or “toward relationships among learners” 4) Learning “educational needs are satisfied through participation”(Rovai, 2002)

44. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Online Learning Community Teaching Presence Setting Climate A Developing Conceptual Framework for Online Learning Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Active Learning Techniques Prompt Feedback Contact Between Students and Faculty Student Reciprocity and Cooperation Time on Task The 7 principles of good practice encourage: Communication of High Expectations Respect for Diverse Talents and Ways of Learning Chickering and Gamson, (1987) Cognitive Presence Supporting Discourse Selecting Content Social Presence

45. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Online Learning Community Social Presence Teaching Presence (Assessment Centered) Setting Climate Supporting Discourse Prompt Feedback Contact Between Students and Faculty Reciprocity and Cooperation The 7 principles of good practice encourage: A Conceptual Framework for High Quality, Higher- Education, Online Learning Chickering and Gamson, (1987) Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Selecting Content Cognitive Presence (Knowledge Centered) Time on Task Active Learning Techniques Communication of High Expectations Respect for Diverse Talents and Ways of Learning Bransford, et al (2002) “How People Learn” (Learner Centered)

46. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Some examples…

47. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Teaching Presence “The design, facilitation and direction of cognitive and social process for the realization of personally meaningful and educationally worthwhile learning outcomes” (Anderson et al 2001) Instructional Design and Organization Facilitating Discourse Direct Instruction Example

48. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Social Presence The ability of participants in an online course to project their personal characteristics into the community to present themselves as “real people." 1.Affective - The expression of emotion, feelings, and mood 2.Interactive - evidence that the other is attending 3.Cohesive - activities that build and sustain a sense of group commitment Example

49. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Cognitive Presence “The extent to which students are able to construct and confirm meaning through sustained discourse in a community of inquiry” Example

50. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 ? Any questions ?

51. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Some Results of SLN Teaching Presence Survey: Instructional Design and Organization Facilitating Discourse Direct Instruction

52. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Instructional Design and Organization 85% Expressed agreement 8% Neutral 7% Expressed disagreement

53. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Some Results of Teaching Presence II. Facilitating Discourse Instructor “Agree” 73% Instructor “Neutral” 15% Instructor “Disagree” 12% Student “Agree” 72% Student “Neutral”21% Student “Disagree” 7%

54. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Some Results of Teaching Presence III. Direct Instruction Instructor “Agree” 76% Instructor “Neutral” 11% Instructor “Disagree” 13% Student “Agree” 66% Student “Neutral”24% Student “Disagree” 10%

55. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Correlations The importance of strong teaching (perhaps “teacher”) presence to student satisfaction and reported learning

56. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003

57. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Differences The Teaching Presence Survey measured “instructional interaction behaviors” of both instructors and students

58. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 Differences Instructor behaviors correlate more highly with satisfaction and learning

59. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003

60. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003

61. State University of New York A model for online learning in the SUNY Learning Network NLII Annual Meeting – January - 2003 ? Any questions ?