1. Online Courses: A Primer Presented by Christy Keeler, Ph.D. University of Nevada, Las Vegas Presented by Christy Keeler, Ph.D. University of Nevada, Las Vegas

2. Presentation Overview History School Structures Populations An Example Quality Common and Uncommon Practices History School Structures Populations An Example Quality Common and Uncommon Practices

3. The Online Phenomenon In the beginning… Distance education The Internet Online education In the beginning… Distance education The Internet Online education “Internet-based distance education is quickly becoming the predominant technology in distance education.” —Institute for Higher Education Policy, 2000 “Internet-based distance education is quickly becoming the predominant technology in distance education.” —Institute for Higher Education Policy, 2000

4. Online supplement Online self-paced Online lecture Guided collaboration/virtual classroom model –Duplicate traditional models by leveraging the WWW Synchronous and asynchronous communication Multimedia interaction Hybrid Online supplement Online self-paced Online lecture Guided collaboration/virtual classroom model –Duplicate traditional models by leveraging the WWW Synchronous and asynchronous communication Multimedia interaction Hybrid Models of Online Education

5. Online Schools School Types –Independent schools/Course vendors –Consortia –State-based schools –District-based schools Course Designers –Teachers Within a school As independent agents –Commercial vendors School Types –Independent schools/Course vendors –Consortia –State-based schools –District-based schools Course Designers –Teachers Within a school As independent agents –Commercial vendors

6. Teachers Full-time/part-time Development roles Reasons –Travel/Relocation –Time schedules –Retired –Curricular interests –Student discipline –Alternative teaching style –Increased income Costs –Responsibility (design, development, delivery) –Availability (24/7) –Necessary skill sets –No physical community of practice Full-time/part-time Development roles Reasons –Travel/Relocation –Time schedules –Retired –Curricular interests –Student discipline –Alternative teaching style –Increased income Costs –Responsibility (design, development, delivery) –Availability (24/7) –Necessary skill sets –No physical community of practice

7. Students Non-traditional learners Academically talented Geographically removed Special academic needs Special physical/emotional needs Home schooling Non-traditional learners Academically talented Geographically removed Special academic needs Special physical/emotional needs Home schooling

8. An Online Course Example

21. The Research

22. “No Significant Difference” Phenomenon Meta-Analyses Call for Ending Studies “No Significant Difference” Phenomenon Meta-Analyses Call for Ending Studies Quality of Online Education

23. Research-Based Elemental Descriptors

25. Common Course Features Course Level Website Design Instructional Design Content Design Lesson Level Assessment Level Course Level Website Design Instructional Design Content Design Lesson Level Assessment Level

26. 0% Audios Portfolios Interviewing Standardized Tests Webquests Games

28. Uncommon Features Course Level Lesson Level Instructional Design Website Design Assessment Level Course Level Lesson Level Instructional Design Website Design Assessment Level

29. So What? Similarity to traditional environments Agreement with theory and research Debunks critic’s claims Similarity to traditional environments Agreement with theory and research Debunks critic’s claims

30. Online Courses: A Primer Christy Keeler, Ph.D. University of Nevada, Las Vegas Email: ckeeler@unlv.nevada.edu Christy Keeler, Ph.D. University of Nevada, Las Vegas Email: ckeeler@unlv.nevada.edu