Online Courses:A PrimerOnline 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

Presentation OverviewPresentation Overview

• History• School Structures• Populations• An Example • Quality• Common and Uncommon

Practices

• History• School Structures• Populations• An Example • Quality• Common and Uncommon

Practices

The Online PhenomenonThe 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

• 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 EducationModels of Online Education

Online SchoolsOnline 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

TeachersTeachers• 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

StudentsStudents• 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

An Online Course Example

An Online Course Example

The ResearchThe Research

• “No Significant Difference” Phenomenon

• Meta-Analyses• Call for Ending Studies

• “No Significant Difference” Phenomenon

• Meta-Analyses• Call for Ending Studies

Quality of Online EducationQuality of Online Education

Research-Based Elemental Descriptors

Research-Based Elemental Descriptors

Course Level

Lesson Level

Assessment Level

Inital Review

Final Review

Content Information

General Information

Website Design

Audios and Videos

Instructional Design of

Overall Course

General Information

Delivery

Learning Styles

Technologies/Communications

Lesson Description

General Information

Assessment Type

Common Course FeaturesCommon 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

0 5 10 15 20 25 30

Student ChoiceRole Play

PresentationPhysical

ParaphraseOutline

Textbook WorkComparison Chart

MatchingOrder

Critique/EditVisual

Lab ResultsProject

CommunicationTrue/False

CalculateFill in the Blank

EssayShort Answer

Multiple Choice

0%

AudiosPortfolios

InterviewingStandardized

TestsWebquests

Games

Cognitive Taxonomic Levels of Sample Assessments

0

5

10

15

20

25

30

Knowledge

Comprehension

ApplicationAnalysis Synthesis Evaluation

Cognitive Taxonomy

Percentage Frequency

Uncommon FeaturesUncommon Features

• Course Level• Lesson Level• Instructional Design• Website Design

• Assessment Level

• Course Level• Lesson Level• Instructional Design• Website Design

• Assessment Level

So What? 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

Online Courses:A PrimerOnline Courses:A Primer

Christy Keeler, Ph.D.University of Nevada, Las VegasEmail: ckeeler@unlv.nevada.edu

Christy Keeler, Ph.D.University of Nevada, Las VegasEmail: ckeeler@unlv.nevada.edu