Supporting Online Students and Faculty at Brenau University: A Comprehensive Structure

1. SupportingStudents & Faculty Online Heather G. Hartman, Ph.D.

2. Online Structure • Brenau University currently supports: • Nearly 400 students in online degree programs • Nearly 500 additional students taking online classes • Nearly 250 full-time and adjunct faculty at any one time • Online Student Coordinator • Primary contact for online students • Primary contact for students using Learning Management System • Online Faculty Coordinator • Primary contact for online faculty • Primary contact for faculty using Learning Management System

3. Admin structure • Various models house online in either the academic or administrative units, or bothAt Brenau University: • Faculty training and support is considered academic, oversight by the VP for Online Studies and the Vice President for Academic Services (VPAS) • Student and enrollment issues are administration, oversight by the non-residential campus VP and the Executive Vice President (EVP).

4. systems • Support for faculty • Training required for all, regardless of experience • Standard online course format • Participation tracking • Prompts • Support for students • Orientation course site with modular exercises • Attendance requirement • Phone calls to check-in • Administrative withdrawal process • Prompts

5. Faculty training • Administration support is vital • Mandatory successful completion prior to class start • Coordination with department chairs and deans regarding scheduling new faculty • Ongoing professional development – Online Summit

6. Faculty classes • “Blackboard Basics” Course (tools) • Self-paced tutorial with 20 modules • Quizzes to evaluate knowledge • Development class site (sandbox) to demonstrate mastery • Online Facilitator Certification Course (methodology) • Use all tools • Collaboration focus • Content focuses on online facilitation and andragogy

7. Blackboard basics 20 modules are offered in the Bb Basics course: 1: Beginning – Online facilitation and Learning Management System (LMS) 2: Export/Import – Class site management 3: Control Panel – General map of where things are 4: Course Design – Weekly layout with agendas; Wednesday start 5: Announcements – Importance, posting, management 6: Introductions – Greeting class, icebreaker activities, tools available 7: Syllabus – Model syllabus, required language, differences for online 8: Groups – Why use groups? Setting up, management, tools 9: Folders/Items – Organizing the site for students, advantages 10: Communication – Tools available in the LMS

8. Blackboard basics Bb Basics modules continued: 11: Discussion – How to use the tool, writing critical thinking questions, management 12: Journals/Blogs– Why? How to use the tool, configuring, management 13: Wikis– Why? How to use the tool, configuring, management 14: Podcasts– Why? How to use the tool, using Audacity 15: External Links – How to post links, how links can be useful 16: Tests – Types of test questions, posting tests, grading tests 17: Grade Center – Must use, management, updating 18: Assignments – Why? How to use the tool, grading 19: Performance – Performance dashboard (last login, posts to DB, etc.) 20: Bb Scholar – Why? How to use the tool

9. Development site • Each faculty member is provided his or her own site • Various exercises are required • Post an announcement • Post a banner • Set up the main course menu • Create and post a discussion question, etc. • Sites are “graded” by Online Faculty Coordinator • Professors must satisfactorily complete each assignment. • Gives them a “sandbox” if they want to play/test/experiment.

10. Standard format All online class sites have same main course menu: • Announcements (standard course entry point) • Discussion (one link to all forums) • Syllabus (required to post syllabus here; also good for class schedule) • Grades (link for student grades, required) • Weeks 1-7 (agenda, handouts, reading assignments, quizzes, etc.) • Resources (anything that might be used throughout course) • Faculty (contact info, credentials, something personable) • Groups (online if used) • Extra tools (at the professor’s discretion, Blog, Wiki, etc.)

11. Online facilitator The Online Facilitator Certification (OFC) course: • 4 Weeks, Online format • Administrative withdrawal after first week • Highly interactive, typical online class. Faculty gain: • Empathy for students with technology issues • Modeling good and poor facilitation, differing styles • Healthy gauge of student/faculty workload feasible • Value of participation, timely feedback, grading

12. Online summit • For continued professional development, Brenau has hosted an Online Summit for 6 years. • At main campus, all faculty teaching online invited. • Discuss “what we do” – teaching • Hands-on workshops and technology demos • Best practice presentations from faculty members • Social time • Door prizes and award

13. Instructor stats • Instructors’ course statistics are retrieved • Faculty not meeting attendance requirement of students are referred to their academic dept chairs • While they are not withdrawn, Online Studies can and has recommended that a faculty member not teach online due to poor performance

14. Prompting faculty • Faculty • 15-day email • Checklist for course site readiness • Audits of course sites • Administrative withdrawal: students in jeopardy

15. Student orientation • A class site similar to the instructor’s Bb Basics course should be constructed for students. • Information about how online classes work should be available on the website, intranet, and within the Basics site for students. • Advisors should conduct a review of technology systems for students. Make sure they have access.

16. attendance • Attendance and participation are different • Students must “attend” online classes 5 of 7 days • Keeps them engaged with the material • Keeps them caught up on discussion • Assignments and questions are posted throughout the week. • Advisory postings by professor are not missed. • Students not attending during Week 1, withdrawn • After Week 1, grades will likely suffer due to failure to attend.

17. Phone calls • Phone each student during the first week • Are you settled in your class? • Did you purchase your textbook? • Do you have any questions? • Small staff? Use work study students to call • Leave messages or refer questions to staff. • Students appreciate personal touch.

18. Administrative w/d • First week of class is critical • Course statistics are used to identify absentees • Notify instructors of students in jeopardy • Instructors have the final call; most familiar with participation and progress • Registrar & Financial Aid offices notified to ensure official drop and adjustment of aid • Letters and phone calls to students are made • Every session, professor readmit students (tardy)

19. Prompting students • Students • Time to register • Classes start in 2 weeks • Phone calls checking in • Course evaluations are available, required for online grade viewing

20. Questions?