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Experiences for Effectively Designing and Teaching Online Courses

Experiences for Effectively Designing and Teaching Online Courses. Yuliang Liu, Ph. D. yliu@siue.edu ; http://www.siue.edu/~yliu/ Graduate Program Director of Instructional Design and Learning Technologies (ID&LT) Southern Illinois University (SIU) ( http://www.siue.edu/ )

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Experiences for Effectively Designing and Teaching Online Courses

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  1. Experiences for Effectively Designing and Teaching Online Courses Yuliang Liu, Ph. D. yliu@siue.edu; http://www.siue.edu/~yliu/ Graduate Program Director of Instructional Design and Learning Technologies (ID&LT) Southern Illinois University (SIU) (http://www.siue.edu/) Edwardsville, Illinois  62026USA China 2006 Fellowship by Yuliang Liu, Ph. D.

  2. Introduction Analysis Design Development Implementation Evaluation Conclusion Acknowledgement References Summary Questions Overview China 2006 Fellowship by Yuliang Liu, Ph. D.

  3. Introduction • Growing distance education internationally • National Center for Educational Statistics in the US (2003) • In 2000-2001, 90% public 2-year and 4-year degree-granting institutions…. • 16% private 2-year colleges and 40% private 4-year universities …. China 2006 Fellowship by Yuliang Liu, Ph. D.

  4. Introduction • Illinois Century Network (ICN)--a joint venture of the Illinois State Board of Education (ISBE), Illinois Board of Higher Education (IBHE), and the Illinois Community College Board • Connecting over 8,000 public schools, 48 community colleges and satellite campuses, 12 public universities, private schools, government agencies, museums, and libraries in Illinois. • Providing grants for the development of computer-mediated instructional courseware China 2006 Fellowship by Yuliang Liu, Ph. D.

  5. Introduction • The author was awarded an Illinois Century Content Development Grant in April 2002 • Developing online instructional materials for the graduate Educational Research course from the fall semester of 2002 to the spring semester of 2003. • Comparing several instructional design models • Using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model to design and develop thecourse for online delivery China 2006 Fellowship by Yuliang Liu, Ph. D.

  6. Introduction • ADDIE model (Dick, Carey, & Carey, 2004) • Analysis: Including analyzing the audience, task, and environment • Design: Including writing course objectives, developing course outlines, and determining effective delivery methods • Development: Including writing course content, such as content presentations, readings, activities, and assessments • Implementation: Including delivering the instruction • Evaluation: Including formative and summative evaluation • Theoretical foundations • Constructivist approach effective for the successful online course design (Hobbs, 2002; Liu, 2003a) China 2006 Fellowship by Yuliang Liu, Ph. D.

  7. Analysis • Educational Research—one of the 3 core graduate coursesin education • Based on recent alumni surveys conducted by the Graduate School • Students’ majors and status vary • A majority are K-16 full-time school teachers and have a wide range of teaching experiences and expertise in using technology China 2006 Fellowship by Yuliang Liu, Ph. D.

  8. Analysis • Most students are self-motivated • Multiple sections are offered, but 1 online section • Author had previous online and traditional instructional experiences in this course • Foundational content • examining major research methodologies in education • applying the student-centered learning principles • Specific technology—WebCT, e-mail…. China 2006 Fellowship by Yuliang Liu, Ph. D.

  9. Design • Taking approximately two semesters (fall 2002 to spring 2003) • Keeping the content of the online section as close as possible to the traditional sections • Purpose--to focus on conceptual, methodological and practical issues addressing both quantitative and qualitative methodologies • Course objectives and requirements China 2006 Fellowship by Yuliang Liu, Ph. D.

  10. Design • Four learning modules • Module 1 (Introduction to Research) covering chapters 1-5 • Module 2 (Qualitative Research) covering chapters 6-9 • Module 3 (Quantitative Research) covering chapters 10-16 • Module 4 (Research Production) covering chapters 17-18 China 2006 Fellowship by Yuliang Liu, Ph. D.

  11. Design • Each chapter begins with • (a) chapter objectives, • (b) chapter overview (structured study guide), • (c) Web sites, • (d) online quizzes, • (e) essay questions (including chapter reflections, chapter essays, and peer critiques), and • (f) group projects--authentic research proposal China 2006 Fellowship by Yuliang Liu, Ph. D.

  12. Design • Much time--designed to complete students’ individual work every week • Some time--used to create online interactivity, including peer critiquing another student’s essay and working collaboratively on group projects every week • Both individual essay assignments and group projects require students to post and share the contribution(s) on the bulletin board on WebCT China 2006 Fellowship by Yuliang Liu, Ph. D.

  13. Development • Using different types of software for the content development • MS FrontPage to create html pages • MS Word to create pdf files • Respondus to create chapter quizzes • Inspiration 7 to create a graphical structured chapter overview in each chapter • Bulletin board on WebCT for posting all essay assignments in each chapter • Textbook used --Educational Research by Gay and Airasian (2003), 18 chapters • Most of those chapters were covered in both traditional and online sections China 2006 Fellowship by Yuliang Liu, Ph. D.

  14. Development • The format of the chapter components • Objectives • Structured Overview--Graphical and hierarchical structures showing the relationship of key ideas, concepts, and other information in each chapter • Web Links--providing extra resources • Chapter Quizzes/Tests--evaluating individual student’s knowledge base; timed and randomized answers • Essay Questions--a chapter summary and reflection; writing assignment consistent with the content in each chapter; peer critiquing and interaction • Group Project--ongoing project; application of knowledge; developing a research proposal or report using APA format China 2006 Fellowship by Yuliang Liu, Ph. D.

  15. Implementation • Delivered to 22 students in the summer semester of 2003 for 10 intensive weeks • Demographic information • Females (86.4%) • 26-35 years old or older (86.4%) • Caucasians (90.9%) • School teachers (72.7%) • Had over three years of teaching experience (54.5%) • Majoring in elementary education, secondary education, and early childhood (72.7%) China 2006 Fellowship by Yuliang Liu, Ph. D.

  16. Implementation • Required face-to-face orientation in the first week • discuss syllabus • introduce the course • get to know each other • provide WebCT orientation • answer students’ questions • 22 completed with some dropouts after the first week China 2006 Fellowship by Yuliang Liu, Ph. D.

  17. Implementation • Online for other 9 weeks • Assignments every week • (a) online quiz (20% of final grade) • (b) chapter reflection (15%) • (c) essay assignment (20%) • (d) peer review/critique of the essay assignment (10%) • (e) ongoing online participation in the group project (35%) • Several discussion forums on the bulletin board • Forum I--Chapter Reflections • Forum II--Chapter Essay Questions and Peer Critiques • Forum III--Chapter Content Questions • Forum IV--Group Projects • Weekly feedback from the instructor China 2006 Fellowship by Yuliang Liu, Ph. D.

  18. Evaluation • Students’ attitudes and satisfaction • Midterm (5th week) course feedback survey • 3 open-ended questions: “(a) Something I learned so far, (b) Something I liked so far, and (c) Any additional suggestions?” • A majority indicated that they learned significantly and liked the structure of the course • Suggestions included a possible reduction of workload in the online section in the short summer semester China 2006 Fellowship by Yuliang Liu, Ph. D.

  19. Evaluation • Students’ attitudes and satisfaction • Department’s final students’ course evaluation anonymously on WebCT (same as traditional courses) • 17 likert-scale (5 point scale) type evaluation items • Average of those 17 items was 4.5 • Students’ qualitative feedback was generally favorable and far exceeded the author’s expectations • “very well organized” • “a rewarding but challenging course” China 2006 Fellowship by Yuliang Liu, Ph. D.

  20. Conclusion • A few critical components for successfully designing and delivering an online course • Recognize students’ individual needs in different individual courses • Plan and organize the course well before delivering it online • Know that the ideas presented in this article should be considered only as a guide • Know that any traditional courses that are planned to be delivered online should be retooled and modified to meet online students’ needs China 2006 Fellowship by Yuliang Liu, Ph. D.

  21. References • Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5th Edition). New York: Addison-Wesley Educational Publishers, Inc. • Gay, L.R., & Airasian, P. (2003). Educational Research (7th ed.). Upper Saddle River, NJ: Prentice-Hall. • Hobbs, D. (2002). A constructivist approach to web course design: A review of the literature. International Journal on E-Learning 1(2), 60-65. • Liu, Y. (2003). Improving online interactivity and learning: A constructivist approach.Academic Exchange Quarterly, 7(1), 174-178. • National Center for Educational Statistics (2003). Distance education at degree-granting postsecondary institutions: 2000–2001 (2003). Retrieved October 20, 2003 from http://nces.ed.gov/surveys/peqis/publications/2003017/. China 2006 Fellowship by Yuliang Liu, Ph. D.

  22. Acknowledgement • This project was partially sponsored by the Illinois Century Content Development Grant from Illinois Board of Higher Education from April 2002 to June 2003 • Liu, Y. (2003). Taking educational research online: Developing an online educational research course. Journal of Interactive Instruction Development, 16(1), 12-20. (http://www.salt.org/jiidtoc.asp) China 2006 Fellowship by Yuliang Liu, Ph. D.

  23. Questions ?E-mail: yliu@siue.eduPhone: (618) 650-3293 Fax: (618) 650-3808 http://www.siue.edu/~yliu/ China 2006 Fellowship by Yuliang Liu, Ph. D.

  24. Introduction Analysis Design Development Implementation Evaluation Conclusion Acknowledgement References Questions Summary China 2006 Fellowship by Yuliang Liu, Ph. D.

  25. Thanks … … • For your … • Time • Patience • Applause • And more … China 2006 Fellowship by Yuliang Liu, Ph. D.

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