1. Online Course Pedagogical Design: Strategies and Practices Shuyan Wang, Ph.D. The University of Southern Mississippi

2. Overview Introduction Purpose of the study Research questions Research methods Research setting –The description of the online course –The participants – students enrolled in the class Data collection and analysis Findings Interpretation and implementation Conclusion

3. Introduction  IT growth and innovation centered around mobile devices, cloud services, social networking and Big Data Advances in technology changed the way educators deliver instruction to learner –Flipped Classroom –MOOCs – Massive Open Online Courses –COIL – Collaborative Online International Learning –FOLD – Fashion Online Learning Domain –Mobile LMS - Mobile Learning Management System

4. Introduction 2013 Trends in Online Learning Virtual, Blended and Flipped Classrooms (Speak up survey, 2013): 43% of district administrators are now offering a variety of online courses to meet diverse student needs 60% of flipped learning teachers believe online learning motivates students more 89% of parents want their child in a class where mobile devices are used Virtual, blended and flipped learning teachers are using MORE digital content with student than traditional teachers Students see online learning as a more personal, controlled learning process

5. Introduction The percentage of online courses is raising –78% adult and 95% teenagers of Internet population (Zickuhr & Smith, 2011) –Over 6.1 million students (31% of higher education students) take at least 1 online course, 10% growth rate for online enrollment vs. less than 1% all total higher education student enrollment (Allen and Seaman, 2011) The university where the study was conducted offers –7 undergraduate programs –19 graduate programs –9 hybrid programs and 6 certificate programs –Over 700 online courses

6. Introduction Issues and concerns of online teaching and learning –not all instructors were trained to teach online –not all students were fit to take online courses because of their learning styles –miss the effectiveness of interaction and communication found in f2f classroom –Faced with new challenge in effectively using 2.0 tools

7. Purpose of the Study to investigate how the current course design and course activities help pre-service and in-service teachers understand the importance of successfully integrating technologies into the classroom. to examine experiences, thoughts, and perspectives that pre-service and in-service teachers acquire as they finish course works and develop their blogfolios. to study how students think the current course design in promoting their learning.

8. Research Questions Whether the course activities helped pre-service and in-service teachers master the technology skills needed in classroom? Whether the course activities helped students understand the methods of integrating technologies into teaching? Whether current course design helped students learn how to integrate technology into teaching?

9. Research Methodology Action research forms the methodological framework of this study to gain insight, develop reflective practice, effect positive changes in online teaching in general, and improve student outcomes. The research setting was an online class designed according to the ASSURE model

10. ASSURE Model ASSURE model is an acronym from the key verb of the six steps for planning and delivering instruction. A – Analyze learner S – State standards and objectives S – Select strategies, technology, media, and materials U – Utilize technology, media and materials R – Require learner participation E – Evaluate and revise

11. A – Analyze the learner 20 students enrolled –Academic status 16 graduate students 3 non-degree seekers 1 doctoral student 40% k-12 teachers –Gender 4 male 16 female –Online learning experience First online class 30%

12. Analyzing the Learners Technology background I always feel scared with technologies (7%) I am very confident with technologies (57%) I use some technology in my classroom (21%) I have been using almost every available technology into my classroom (7%) Learning style Visual (spatial) 50% Aural (auditory-musical) 7% Verbal (linguistic) 50% Physical (kinesthetic) 36% Logical (mathematical) 21% Social (interpersonal) 20% Solitary (intrapersonal) 21%

13. S – State objectives As most students were in-service teachers, this course used NETS for teachers’ standards as the learning goals. The objectives included learning emerging technologies and integrating them into the curriculum. Technology skills learned from this class covered every stage a classroom teacher would use in class such as word processing, presentation, grade management, communication, Web site design, video and audio editing, and blog reflections.

14. S – Select media and materials Lever-Duffy, J. & McDonald, J. Teaching and Learning with Technology –MyLabSchool.com Video clips from real classroom (example)example Hardware and software skill builders (example)example –Podcasts (example)example –PPT for each chapter Text/Video tutorials for projectsTextVideo Audios for lectures on the new topicsAudioslectures

15. U - Utilize Technology, Media and Materials Read book chapters with the guide of PowerPoint, view video clips, and listen to the podcasting provided for that chapter. Participate threaded discussions Create hands-on projects based on a scenario. All projects should be focused on the same subject they chose to teach. Students would then use all technologies discussed in class to their own classroom scenario.

16. R - Require Learner Participation Communication: blog, live classroom, voice board, discussion board, and emails Reflection of understanding on the book chapters Reflection of their learning experiences in creating hands-on projects Learning groups: groups of three

17. E - Evaluate and Revise For Students Online journal. Hands-on projects – flyer, grade chart, quiz, rubric, worksheet, puzzle, Web site evaluation, online bookmarks, movie story, course site, and listserv. Electronic portfolio (blogfolio) - includes all reflections posted in the whole term. For teacher The professor adjusted her course content each term according to student’s feedback and technology development.

18. Blackboard Course Site

19. Course Schedule and Materials Example

20. Data Collection and Analysis Methods Survey –Part I: Background Information –Part II: Opinions on the tools/activities Course Design Instructional Materials Course Activities Communications Technology and Integration Blog reflections Comments on reflections Course ending reflections Participant observations Blackboard tracking

21. Findings and Discussion Course Design

22. Findings and Discussion Instructional Materials

23. Findings and Discussion Course Activities – Assignments

24. Findings and Discussion Communications

25. Findings and Discussion Technology and Integration

26. Findings and Discussion Blackboard Report

27. Findings and Discussion Blackboard Report Mail received 254, sent 222 by the instructor in BB

28. Interpretation This course was extremely informative The course design was effective Instructional materials were suitable and easy to understand Weekly announcement is necessary and helpful Email was the effective communication tool Hands-on projects were very helpful Blog reflection and comments did stimulate critical thinking and transfer of learning Students felt pleased when looked back at their blogfolio and saw everything they did

29. Quotes from Students The great part is that some of the Projects are “small” enough that I can integrate them with minimal equipment and software. … it gives me the tools to integrate, and freedom to come up with ways to use them. I was pleasantly surprised at how much I was able to retain from the course. I thought I would lean it well enough to do the assignments then forget it. However, I have used almost everything I have learned in my classroom already. I really enjoyed the class.

30. Issues Presented Web accessibility – ¼ American adult with disabilities, 54% of them using Internet (vs. 81% adults online) --- Fox, 2011 –File format, file size, and color theme Using technologies not just teaching technologies Create effective communications among students and between teacher and students Quality of reflections and comments – thoughtful and thorough? Quantity of readings and projects – overload?

31. Conclusion The course activities helped students understand the methods of integrating technologies into teaching. The course activities helped pre-service and in- service teachers master the technology skills needed in classroom. The course design and learning environment helped students learn how to integrate technology into teaching.

32. Contact Information Dr. Shuyan Wang The University of Southern Mississippi E-mail: shuyan.wang@usm.edu