Technology and Education – Best Practice for
University Departments and Faculty
Professor Richard Ladyshewsky
Curtin University
Perth, Western Australia
rick.ladyshewsky@gsb.curtin.edu.au
http://business.curtin.edu.au/schools/cgsb/staff_profiles.cfm/Rick.Ladyshewsky
Global and Canadian Issues in Online Learning
• Growth rates in online enrolments in higher education have increased up
to 35- 50 per cent (Sun, Tsai et al. 2008) and continue to grow.
• During 2007 – 2008, online course enrolments in the United States of
America increased by 12.9 per cent in excess of total higher education
student enrolments (Baker 2010).
• “Enrolments are growing, although likely more slowly and at lower levels
than our competitors”
• “… unlike nearly every other country in the OECD, Canada does not have
a national strategy to support e‐learning or the use of technology in
teaching. As a result Canada has lost its lead in e‐ learning and is slipping
behind countries such as Australia and the UK.” - Dr Tony Bates to the
Senate Standing Committee on Social Affairs, Science and Technology
Online University Education in Canada: Challenges and Opportunities (2012)
http://www.cvu-uvc.ca/Online%20University%20Education%20%20jan17%202012.pdf
Online versus Traditional
There is now ample evidence that learning online can be
as effective as traditional forms of education
(Ladyshewsky, 2004) and perhaps even superior in terms
of learning outcome (Schachar & Neumann, 2010; Yuki
Toyama, Murphy, Bakia, & Jones, 2009).
The ‘no significant difference’ perspective between fully
online learning and traditional face-to-face instruction is
fairly well established, and research is now exploring
what instructional strategies are most effective for online
learning.
MOOCs - Massive Online Open Courses
PT Practice and the Canadian Health Care System
Moving to more Fully Online/Blended Delivery
What does the instructor need to do in online learning?
• Ladyshewsky R (2013) Instructor Presence in Online Courses
and Student Satisfaction. International Journal for the
Scholarship of Teaching and Learning 7:1; 1-23.
Measuring and Monitoring Quality of an Online
Program
• Ladyshewsky, R & Ling, Siew Liem (2013) A Quality Framework
for Improving Teaching and Learning Outcomes in a Fully Online
MBA Program, EdMedia Conference, June, Victoria BC.
What does the instructor need to do in online learning?
• This case study explored the role of the online instructor and
how they influence student satisfaction.
• While there has been a substantial body of literature on what
impacts on student satisfaction when students study online,
there is far less literature focusing on how the instructor
mediates this satisfaction, in particular satisfaction
related to quality of feedback and teaching. The role of
the instructor has been neglected in much of the online
education research, especially conduct factors (Arbaugh et al.,
2009) (Bair & Bair, 2011).
What does the instructor need to do in online learning?
In the researcher’s course (Post Graduate
Leadership and Management) they noticed a big
difference in student satisfaction scores
between an associate faculty (sessional)
member and a tenured faculty member.
This difference (lower sessional; higher faculty)
was consistent over time.
* Not a performance management issue
What does the instructor need to do in online learning?
To explore differences … data captured across 6
deliveries of course (2 years):
• Course evaluation data - student satisfaction
system (eVALUate)
• Academic grades
• Instructor and student postings
– number of postings
– social network maps
– qualitative comments
What does the instructor need to do in online learning?
• Social Presence: Because of lack of a physical presence in
online classes, building a community is important to heighten
participation and motivation to learn. Evidence suggests that
online classes can be designed in such a way that students’
satisfaction rates regarding perceptions of social interaction are
similar to a classroom (Hostetter & Busch, 2006).
• Cognitive presence: Constructing and confirming meaning
through critical conversations and reflection (Garrison,
Anderson, & Archer, 2000) which are facilitated by the
instructor is cognitive presence. Cognitive presence is linked to
perceptions of learning.
• Teaching presence: Teaching presence includes how the
design and organization of the course has been laid out, how it
is facilitated and how much direct instruction takes place.
What does the instructor need to do in online learning?
Study Period (SP)
SP 1
Number of Responses /
23/36 18/35 15/26 16/25 10/23 19/31
SP 2
SP 3
SP 4
SP 5
SP 6
Course Enrolment
Response Rate
64%
51 %
58%
64%
43%
61%
Mean Grade (2 Major Assignments)
76.2
73.6
72.9
75.2
75.1
73.8
SP SP SP SP SP SP
1 2 3 4
6
5
Percentage Agreement with Each Evaluation Item
93 100 93 100 80 100
1 - Learning Outcomes (LOs) Clearly Identified
Study Period (SP)
2 - Learning Experiences Help Achieve LOs
86 78 100 100 70 100
3 – Learning Resources Help Achieve LOs
4 – Assessment Tasks Evaluate Achievement of LOs
100 78 93 100 70 95
71 78 87 100 90 100
5 – Feedback in Course Helps Achieve LOs
6 – Workload in Course Appropriate to Achieve LOs
79 53 80 100 60 95
71 72 87 81 67 100
7 – Quality of Teaching Helps Achieve LOs
64 61 80 100 50 100
8 – Am Motivated to Achieve LOs
86 78 80 100 80 100
9 – Make Best Use of Learning Experiences in Course 79 78 87 88 60 100
10 – Think About How Can Learn More Effectively
79 78 87
91
80 100
11 – Overall Am Satisfied with Course
Instructor
93 78 93 100 70 100
1 1 2
2
1
2
Section 1: Instructor and Student Posting Frequency
Feedback Forum: Number of Instructor Posts
38
50 106
69
28
72
Feedback Forum: Number of Student Posts
73
60 174
99
19
60
Discussion 1: Number of Instructor Posts
11
16
37
11
39
Discussion 1: Number of Student Posts
124 159 118 112
Discussion 2: Number of Instructor Posts
Discussion 2: Number of Student Posts
6
9
7
25
95 159
14
26
134 148 114 118 106 125
Discussion 3: Number of Instructor Posts
Discussion 3: Number of Student Posts
8
4
9
7
24
13
25
99 167 110 106 109 134
Section 2: Total Instructor Posts / Total Student Posts
Feedback Percentage Ratio (FPR)
Instructor
13.7 15.7 24.8 35.6 20 33.8
1
1
2
2
1
2
Instructor 2 – Study Period 6 (33.8 FPR)
Qualitative Comments - Instructors
Instructor 1 - Teaching/Cognitive/Social Presence
• “Some very good points in your post about 'asking
questions' and differentiating your coaching when
dealing with younger versus older staff and different
experience levels. Your description describes a
manager who values learning on the job.”
• “Hi All, results posted with the exception of a couple of
late submissions...Specific detailed feedback is
provided in feedback sheets attached to your results.
General feedback: average grade is 74%, some
individuals did not reference properly, please refer to
referencing guide....Regards Mary (pseudonym)
Qualitative Comments - Instructors
Instructor 2 - Teaching/Cognitive/Social Presence
• “ You made a very good point about trust in a 'manager as coach'
relationship and the fact that sometimes, managers, don't get to choose
their staff. ... We can have compassion for our direct reports and coworkers, even though we don't choose them. Having compassion, or
basically caring about your staff, will produce all sorts of signals within
your team. ... I remember a great story on TV about the Captain of a
Women's Basketball team. It was very clear that she didn't like her coach
from the way she talked about him, however, she had great respect for
him (compassion). ... Good post, very rich conceptually. Thanks.”
• “Thank you for your posts. The coaching discussion room is now
closed. Very interesting reading and nearly everyone had a story to tell
about coaching in the workplace – positive and negative – which says a
lot about the state of affairs of coaching and the Manager as Coach
role. ... I will be posting discussion grades today. Our next discussion...
Best wishes, John (pseudonym).
Qualitative Comments - Students
Re: Instructor 1
• “I felt there needed to be more interaction with the
teacher on a weekly basis. Each week there were
recommended readings & lengthy online lectures
reinforced through peer discussion boards yet given
our inexperience I wanted more regular interaction
with the teacher.”
Re: Instructor 2
• “I really enjoyed the discussions. John (instructor
pseudonym) gave very encouraging and provoking
comments in a respectful manner. I felt it was a very
safe discussion environment.”
What does the instructor need to do in online learning?
Some Conclusions…
• Feedback Percentage Ratio of 25%+ (1:4) linked to 80 per cent student
satisfaction.
• Balance is needed as excessive teaching presence by the instructor can
reduce student satisfaction due to the extra reading work it creates (Arbaugh,
2010) (An, et al., 2009; Rollag, 2010) . (Arbaugh, 2010). HOWEVER …..
• Students often perceive instructors who post often, as enthusiastic and
possessing greater expertise, and this translates into higher levels of student
satisfaction (Mazzolini & Maddison, 2002).
• Prestige posting (Shea et al., 2010).
• Students themselves can also increase social presence within a course by
increasing their interaction with one another, however, this type of interaction
does not necessarily lead to higher levels of student satisfaction (Kim, Kwon, &
Cho, 2011)
• The instructor’s positive attitude towards technology, their interactive
teaching style and control over the technology were important factors
contributing to learning effectiveness (Baker, 2010) - RECRUITMENT AND
RETENTION – TRAINING AND DEVELOPMENT.
How do you know your running a
quality online/blended program?
Standardized School Template – Cognitive Load
Discussion Board
1. Question and Answer
2. Assignments
3. Can I ask a Question
4. Graded Discussion Forums
5. Café
6. Help us to Help You
Learning Hub
Student Home Journal
Standard Module Layout
Welcome to Module – Objectives
Module Overview – Lecturer Notes
Readings – direct links (required & supplemental)
i-Lecture/Videos
Weblinks
Practical Activities
Discussion Forums
How do you know your running a quality
online program?
• Historical surveys of student
satisfaction demonstrated a
lower level of satisfaction for
fully online courses in
comparison to the same
courses that were delivered in
face to face mode.
• To improve these lower ratings
a strategic plan for technology
enhanced learning was
developed.
Ladyshewsky and Soontiens (2013) Maastricht School of Management 3rd Annual Research Conference, Sept
Strategic Plan - Technology Enhanced Learning
Curtin Graduate School of Business, Perth, Australia
Course design and delivery elements
A welcome message by the course controller in an audiovisual format
A minimum of six audio/audio-visual i-lecture captures on
course content
Expansive multi-media content from diverse sources
A LMS journal tool for student biographies
Communication strategy – announcements (not emails)
Communication strategy - discussion forums
Online Presence
Social
Cognitive &
Teaching
Teaching &
Cognitive
Social
Social & Teaching
Cognitive
Communication strategy - Blackboard Collaborate live
session
Sign - posting
Teaching &
Cognitive
Teaching
Communication strategy - assignment submission and
feedback through Blackboard Grade Centre and Turnitin
(system
compliance)
Audit 1 – Trimester Courses
CGSB Staff Orientation and Support
Staff Learning Hub
Staff Learning Hub
‘Help sheets’ on how to perform the most common functions in Blackboard.
These were developed by the instructional design team based on input from Online
MBA program leader …………….
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•
•
•
•
•
•
•
•
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Building content in Blackboard – linking, cutting and pasting, etc…
Communicating with Students on Blackboard
Effective Online Discussion
iLecture capture on Blackboard
Scheduling a Blackboard Collaborate Live Chat Session
Blackboard Group Tools
Online Assignment and Submission Links
Printing and Marking Online Assignments
Archiving Content in a course
Netiquette
Live Blackboard Collaborate Training Session: Whole School (55% - 100%)
Audit 2 – Instructor Presence
• To explore instructor interactivity as part of this
second audit, social network analysis was
undertaken using the SNAPP (Social Networks
Adapting Pedagogical Practice) tool.
• (http://research.uow.edu.au/learningnetworks/
seeing/snapp/index.html)
Instructor Presence – Q & A Forum
Instructor Presence : Graded Discussion
Mean Student Satisfaction Data (9 courses)
Conclusions for University Departments and Faculty
• Academic staff may not necessarily have the skills to teach on
line effectively.
• Good classroom teachers are not necessarily good online
teachers
• In the online world academics require advanced skills which
they may not even know they lack.
• Recruitment, retention, training and development, performance
management questions…
• Unless there are systems to manage and monitor uptake of new
technologies and quality, an online / blended course can quickly
fall behind industry standards.
Conclusions for University Departments and Faculty
• A strategic plan for technology - framework and benchmark
for expected quality and performance.
• Academic freedom vs. Bureaucracy - a university must ensure
that its products are up to date, relevant and using the most
appropriate teaching technology available.
• Intellectual Property
• Centralisation versus Decentralisation of instructional design
and LMS support.
• Impact on client satisfaction *