E-learning as Scholarly Activity

1. E-learning as Scholarly Activity Connie Jones, Ed.D. James Calder, Ph.D. Middle Tennessee State University

2. Do you believe it is time to give the term “scholarship” a broader more inclusive meaning, one that brings legitimacy to the full scope of academic work?

3. Scholarship • The work of the scholar means stepping back from one’s investigation, looking for connections, building bridges between theory and practice, and communicating one’s knowledge effectively to students. -- E. L. Boyer, 1990

4. What is e-learning? • The delivery of a learning, training or education program by electronic means. E-learning involves the use of a computer or electronic device in some way to provide training, educational or learning material. - Derek Stockley

5. Scholarly Activity • Scholarly activity is a professional endeavor that is peer reviewed and publicly circulated. It encompasses the criteria universities hold for awarding tenure/promotion.

6. Scholarship categories: • Instruction/Teaching • Research/Creative Activities • Service/Outreach

7. Course Development Steps • Identify subject matter • Read, read, read • Outline major headings • Draft an outline • Revise • Create a 2nd draft w/specific topics • Revise if necessary • Submit for approval • University curriculum committee • RODP curriculum committee • Begin course development

8. Research/Publication • Choose course topic • Red, read, read • Outline major subtopics • Draft • Revise • 2nd draft • Share w/colleague • Revise • Determine submission merit

9. Identify subject matter Read, read, read Outline major headings Draft an outline Revise Create a 2nd draft w/specific topics Revise if necessary Submit for approval University curriculum committee RODP curriculum committee Begin course development Choose course topic Red, read, read Outline major subtopics Draft Revise 2nd draft Share w/colleague Revise Determine submission merit A Comparison

10. Pilot Study The overwhelming majority of the respondents indicated the following: • Preparation for the development of an online course was comparable to preparation for a professional publication. • The processes are similar. • The recognition given should be equal to that given for a professional publication.

11. Qualitative Standards Scholarship Assessed: An Evaluation of the Professoriate by Glassick, Huber and Maeroff identified the standards by which scholarship is judged. • Clear goals, • Adequate preparation, • Appropriate methods, • Significant results, • Effective presentation, and • Reflective critique.

12. These qualitative standards are applied by the various curriculum committees and course evaluators to every online class prior to the course being offered.

13. Quality • Goes beyond identified standards • Faculty support • University quality procedures • RODP curriculum committees • RODP course evaluation

14. Professional Development Survey Results and Implications

15. Survey Overview • Review of literature • Similarities – Guidelines for writing/ developing • Opinion Survey for Pilot Study • 10 questions comparing development of online classes with development of professional publication • 30 percent return rate

16. Survey Results • Four point opinion scale ranging from Strongly Agree to Strongly disagree • 100% of questions had an agreement rate of at least 58% (seven at 75% and higher) • 40% of questions had an agreement rate of 92% or greater (two at 100%) • 40% of questions had a disagreement rate of 25% or greater (one at 41%)

17. Survey Results • Questions 2, and 9 had the lowest agreement ratings (58% – 67%) • Questions 1, 5, 6, 8, and 10 had the highest agreement ratings (84% – 100%) • Questions 2 and 9 had the highest disagreement ratings (41% & 33%) • 100% of participants had agreement with questions 5, and 6

18. Survey Questions • Questions with highest agreement rate: • 5. Writing for professional publication and developing an online course both require specific tools and time for successful development. (100%) • 6. The target audience for scholarly works and distance learning must be considered before development can begin. (100%)

19. Survey Questions 8. Both distance learning and writing for publication require the revision and possible rewriting of the original draft. (92%) 10. The amount off credit given for online course development should be equal to the amount of credit given for professional publication during the promotion and tenure process. (92%)

20. Survey Questions • Questions with highest disagreement rate: 2. Identifying course prerequisites in preparation for online courses is equivalent to outlining major headings for scholarly works. (42%) 9. Submitting an online course to a curriculum committee is equivalent to submitting a scholarly work to a professional journal editor. (33%)

21. Realities • Universities are experiencing more pressure to expand their online programs from both consumers and competitors • University faculty are being urged to spend more time developing and teaching online classes

22. Implications • Development of online classes and writing for professional publication are both valuable professional endeavors • More consideration should be given to the development of online classes as a scholarly activity • Further study is necessary – redesigned instrument