Time Value and Course Quality Dr Ann V Doty Removing Amorphous V alue of instructional contact time spent by students Can and do faculty predict Time spent on assignments exams and student communications ID: 461929
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Slide1
Accentuating Time in Student-Professor Interactions:
Time, Value and Course Quality
Dr. Ann V. DotySlide2
Removing “Amorphous”
V
alue of instructional contact time spent by students
Can and
do
faculty predict…?
Time
spent on assignments
, exams and student communications.
How well students will “engage” with the course.
Level of success when sufficient time is spent.Slide3
Activities During CourseSlide4
Forming Agreementsand Gaining BenefitsSlide5
Contact Time
“Frequent student-faculty contact in and out of class is a
critical factor
in student motivation and involvement.
Faculty concern helps students
get through difficult times with course work and external factors, and usually
encourages students to keep on working
.
Knowing
faculty members well enhances student intellectual commitment, and encourages thinking about values and plans with a
vested interest from faculty
in
student
success
.”
Chickering and Gamson. Implementing the Seven Principles: Technology as Lever. 1987Slide6
Studying…
C
ourse activities and their alignment to best practices as selected by faculty members
.
APUS
RITSlide7
Surveying Best Practices Faculty Utilize
Blogs,
J
ournals and Logs
Case Studies and Problem Solving
Synchronous and Individual Student Counseling
Discussion Forums
Individual or Group Projects
Multimedia Presentations
Actual/Virtual Field Trips
Tests and Quizzes or Peer Review ProjectsSlide8
Faculty Alignment and Utilization of Best Practices
Communicates High Expectations
Provides Prompt Feedback
Promotes Cooperation Among Students
Respects Diverse Ways of Learning
Increases Time-on-Task and Active Learning
Encourages Studen
t
–Faculty Contact/Cooperation
Encourages Time on TaskSlide9
Faculty Use of Best Practices: Survey Results at Five Campuses (n=21)
100% use Tests and Quizzes
95% use Individual or Group Projects
90% use Case Studies/Problem Solving
85% use Discussion Forums, Multimedia/Audio Presentations, and Peer Review Projects
76% use Blogs/Journals/Logs
58% Use Synchronous/Individual Conferences
5
5% use Actual/Virtual Field TripsSlide10
Faculty Survey Results: Undergraduate – Fully Online
63 = Average hours spent on course
Realistic expectations of student time commitment for success
Course is built from the ground
up
Students spend more time than in hybrid or blended
courses
Difficult to align best
practices
Variety of learning activities
used to achieve SLOsSlide11
Who Benefits? Students
Improved
online or in class learning experience
Well balanced courses with time-on-task considerations
Clear alignment between course activities and experiential learning
High retention and course success rates
And, ergo, reasonable time to degreeSlide12
Who Benefits? Faculty
S
imple and quick recognition and recoding of course activities with alignment to pedagogical best practices
Opportunities for master course development adoption across programs
T
emplates are made available for new online course development
Easy onboarding of new faculty members to institutional culture and expectations for effective online teachingSlide13
Who Benefits? Institution
Campus gains access to data that supports organizational compliance with online course delivery
Assess Federal credit hour compliance
Adhere to State or accreditation body regulations that support campus plans and progress
Determine professional development needs for faculty members
Enable data-driven decision making in investing in academic technology to support course delivery
P
rogram
r
eview, faculty evaluationSlide14
Time on Task Success MapSlide15
Conclusions
Faculty generally follow and adhere to online instructional best practices (Quality Matters, qm.org)
Opportunities to allocate a variety of learning activities help faculty create and achieve learning outcomes
Faculty demonstrate realistic expectations of their own AND student time commitment based on course designSlide16
Other Prominent Resources
Babson
Survey Research
Group
CCRC, Teacher’s College Columbia
University (4/2013)
Edgecombe, N., Barragon, M., & Rucks-Ahidiana,
Z.
Hill, P., e-
Literate
Inside Higher Education (11/21/2014)
Ann DotySlide17
For additional information
Contact:
Ann Doty
–
enrichedbyresearch
@gmail.com
949-614-6108