FROM TECHNOLOGY TO
PEDAGOGY: RE-CONCEPTUALIZING
ONLINE FACULTY TRAINING
JUDITH GIERING
3/29/2012
THE GROWTH OF ONLINE LEARNING
THE GROWTH OF ONLINE LEARNING
Fall 2002 – Fall 2009 19.75%
average yearly increase
(Allen & Seaman, 2010)
THE GROWTH OF ONLINE LEARNING
Fall 2008 – Fall 2009 nearly
million new online students
(Allen & Seaman, 2010)
THE GROWTH OF ONLINE LEARNING
Fall 2009 – 5.6 million
students enrolled
(Allen & Seaman 2010)
THE GROWTH OF ONLINE LEARNING
63% of universities believe
“online learning is a critical
part of their institution’s long
term strategy.”
(Allen & Seaman, 2010)
FACULTY WHO TEACH ONLINE
Experience
FACULTY WHO TEACH ONLINE
Willingness
FACULTY WHO TEACH ONLINE
Tech Experience
THE DEMANDS ARE HIGH
THE SOLUTION
Technology
training
Pedagogy
training
GOODWIN COLLEGE
FIVE YEARS AGO
• Pre-merger
• First instructional designer hired
• About four fully online programs – but growing
every year
• A handful of online courses occasionally offered in
other programs
• High percentage of adjuncts teaching online
courses
• Overall, faculty base is new to online learning
FACULTY SUPPORT
PHASE ONE
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How do I upload content?
How do I create a discussion board?
What is a wiki?
Can I use Wimba classroom?
How do I use the gradebook?
How do I edit text?
THE SOLUTION
Technology
training
Pedagogy
training
GOODWIN COLLEGE 2 – 3 YEARS AGO
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Merger with School of Education
Combined about 15 programs
Growing online faculty base
Still high percentage of adjuncts
Still many faculty who are new to online
BUT – more experienced faculty who are starting to
move beyond the technology
FACULTY SUPPORT
PHASE TWO
How often should I post on the discussion board
What kind of assignment do you use a blog for?
Can students post to the wiki?
How do I enable group work?
Is there an advantage to using a voice
announcement over the text announcement?
• What is the advantage of holding a synchronous
session on Wimba?
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THE SOLUTION
Technology
training
Pedagogy
training
GOODWIN COLLEGE TODAY
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22 online programs
Approximately 3300 online students
Approximately 300 online courses/term
More experienced and sophisticated online faculty
About 30 new online instructors per term
FACULTY SUPPORT
PHASE THREE
• How can I do peer reviews in my course?
• If I do this activity in my F2F class, is there I way I can
do it in the online class?
• Is it a good idea to use portfolios?
• How can I prevent plagiarism?
• What kind of question will generate a lot of
responses?
• What’s the best way to give feedback to students?
• Are discussions better in big or small groups?
IN OTHER WORDS . . .
Communicate
Collaborate
Engage
Assess
THE SOLUTION
Technology
training
Pedagogy
training
NEW FACULTY CERTIFICATION
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Getting started
Communication
Engagement
Collaboration
Assessment
Policies
FOR EACH UNIT
• Overview
• Presentation of the pedagogy that incorporates
talking about the tools
• Media presentation
• PDF of power point
• Transcript
• Training on how to use the tools
FOR EACH PRESENTATION
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Introduce the concept
Tell why it matters – based on research
Provide Goodwin policies
Identify strategies
LET’S TAKE A LOOK
NEXT STEPS
• Enhancing the course with media
• Adding video elements with faculty insights
• Creating a unit or separate training for course
developers
• Develop a community of learning for online faculty
• What I’ve learned from my Drexel colleagues
QUESTIONS?