My Journey to Online Teaching

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My Journey to My Journey to Online TeachingOnline TeachingMy Journey to My Journey to

Online TeachingOnline TeachingMirjeta Beqiri, Ph.D.Mirjeta Beqiri, Ph.D.Fordham UniversityFordham University

March 09, 2011March 09, 2011

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Introduction• Utilization of distance learning (MBA)

courses – a recent trend in the business education

• How are online courses being delivered and assessed?

• What motivates students to learn (and instructors to teach) online?

• How do our students feel about and perform in an online environment?

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Timeline

Blackboard Online CADE Continuous

Training Research Teaching Training Learning +

Research

_|_____|______|______|______| . . .2006 2006-07 2008 2010 2010

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2006 Research

• Factors impacting interest and/or motivation in taking online courses– Demographics – Geographic location – Ability to attend traditional courses– Employment situation

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2006 Research (cont’d)

– Enrollment status – Time related issues – Course structure– Learning style– Computer / Internet availability– Cost of course

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Online Course Delivery: Empirical Analysis

(Beqiri, Chase, & Bishka, 2007)• Does satisfaction with online courses

differ based on the socio-demographic status?

• What education-related factors impact satisfaction with online courses?

• Is satisfaction different for online when compared to blended/hybrid courses?

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Online Course Delivery:Empirical Analysis

(cont’d)• Web questionnaire• Total number of students in the target

population: 962– 767 undergraduates & 195 graduates

• Distributed to 509 undergraduates and all graduate students enrolled in spring 2007

• Received 240 usable responses – 168 undergraduates & 72 graduates

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(cont’d)• Online courses at SBA GU are offered

ONLY during summer to:– Alleviate scheduling conflicts– Remove the need to commute to

campus– Provide the opportunity for a balanced

workload – Finish the degree as planned

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Findings• As age increases, Mean

satisfaction with online courses increases (beta = 0.42; p-value = 0.000; R-squared = 17.1%)

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Online Course Delivery:Empirical Analysis Findings

(cont’d)

• Those living more than 1 mile away from campus were more satisfied with online courses than those who lived close to or on campus– p-value = 0.000

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(cont’d)

• Graduate students were more satisfied with the delivery of online courses than undergraduates– p-value = 0.000

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(cont’d)

• Those who perceived online courses as a suitable way of learning tended to be more satisfied with online course delivery compared with those who did not accept the general concept of distance learning (beta = 0.19; p-value = 0.003)

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(cont’d)

• Those somewhat familiar with course topics were likely to be more satisfied with the delivery of online courses (beta = 0.15; p-value = 0.024)

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(cont’d)

• The Mean satisfaction with blended/hybrid courses was higher than the Mean satisfaction with online courses (p-value = 0.000)

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Courses Delivered Online

• Operations Theory and Practice (MBA and MBA AIE)

• Quantitative and Statistical Analysis

• Review of Statistical Concepts

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Opportunities/Benefits:Faculty

• Flexibility• Better spread of the workload

throughout the year• New experience with the

technology• $$$

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Challenges: Faculty• Set up time• Technical issues• Administration of exams• Availability• Time-zone differences

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Opportunities: Students• Resolve scheduling conflicts• Flexibility• Be able to finish as planned• Written communication skills• New experience with the

technology

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Challenges: Students• Technical issues• No face-to-face interaction with

the faculty and/or classmates• Team building skills• Same cost

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2009 Research Findings

• Operations Theory and Practice– Student Performance

• No significant difference in the overall performance

– Teaching Evaluations• Generally, no significant differences

– Instrument

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2009 Research Findings (cont’d)

• Quantitative & Statistical Analysis– Student Performance

• No significant differences in the final exam and the overall performance

• Significant difference in quizzes

– Teaching Evaluations• Generally, no significant differences

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CADE: Competency Assessment in Distributed Education (OTP)

• Backward Design– “Shifting from thinking what students

know to thinking what students can do with what they know.”

– Competency/Knowledge– Evidence of Student Mastery– Tasks/Learning Activities

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• Knowledge– Strategic– Procedural– Factual

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• Instructional Plan: Ignatian Pedagogical Model– Context

• “What’s the competence of the module?”• “What competencies will it address?”

– Experience• “What is the best way to engage learners

as whole persons in the teaching and learning process?”

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• Experience– Model– Coach– Scaffold– Reflection– Action– Evaluation

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• Module Outline– Module Name– Module Description– Length of Time– Read– View– Discuss– Engage– Write

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2010 Research• Pre vs. Post CADE (OTP)

– Overall, students performed at a higher level (2010 vs. 2009)

– Overall, teaching evaluations (slightly) improved

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What does it take to deliver an online

course?• Passion• Commitment• Dedication• Determination• Organization/Structure• Patience• Open to new ideas/technologies• Willingness to continuously look for ways to

improve the process

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Learned Lessons• Capture the passion, commitment,

and dedication (you already have in the face-to-face environment) and communicate it online to students

• Be present to your students– Prompt feedback– Virtual office hours

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Learned Lessons (cont’d)

• Always look for ways towards improvement and transformation (i.e. CADE, etc)

• Use technology to your advantage (Web tools)

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Learned Lessons (cont’d)

• Always ask (and try to find the proper answer to the following questions):– What can our students do?– Are the students learning? How do I know?– What’s best for our students?– How can we improve?– Does this fit the Jesuit way of teaching?

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Conclusion• Online courses can be delivered as

rigorously as the face-to-face ones.

• Students can learn in an online setting as much as in a face-to-face environment.

• Global presence makes it imperative to go towards this way of teaching and learning.

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Thank You!!!Thank You!!!Thank You!!!Thank You!!!

Questions???Questions???

My Journey to Online Teaching

Documents

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