Why are we here today

We all have had at least one experience where we had trouble convincing someone else that they should also like QM

OR

We anticipate having trouble convincing someone else that they should like QM

Incentivizing faculty to participate in QM

Teresa Potter, Ursuline College March 14th, 2014Ohio Quality Matters Consortium Annual Members meeting

To find a copy of the presentation from today, visit OnlineatUrsuline.wordpress.com

or follow me on Twitter @msteresapotter

Who are we?

Instructional Designer Faculty Administrator Student Other/Multiple Rolls

What I am not going to tell you today 1. QM as the end all be all2. There is only one right way to set up a successful QM initiative3. You have to pay your faculty tons more money if you want them to

teach an online class4. If you don’t have a huge online initiative your university is doomed5. That I know everything, obviously.

Objectives

By the end of this workshop you will be able to : 1. Describe one or more ways that Quality Matters supports theories

on motivation 2. Identify one or more elements of QM that can help you incentivize

faculty towards QM in your specific context 3. Connect QM resources and principles with the specific needs of

your institution

What do faculty need in order to be successful teaching online courses?

Resources • Time: load release, additional stipend to work after hours• Materials: Good LMS, Multimedia resources• Support: Instructional designers, media librarians,

graduate assistants

This is the last time I’m going to talk

about this

Motivation …to do the cognitive work required to teach online …to start teaching online …to keep teaching online

This is what we are going to focus on

What they need to be successful

Regardless of how much we pay them, motivation will still be important because teaching online is a lot of work.

In your experience, which of these has the greatest impact on bringing faculty onboard with QM?•Financial incentives•Being able to take a vacation while teaching online •Required professional development time •Fear of being replaced if they don’t learn more about technology •Something else

Rewards and Cognitive Tasks

Monetary Reward Performance

2 weeks salary (baseline)

1 month salary Same as 2 weeks salary

2 months salary Worse than 2 weeks or 1 month salary

Ariely, D., Gneezy, U., Loewenstein, G., & Mazar, N. (2009). Large stakes and big mistakes. The Review of Economic Studies, 76(2), 451-469.

Conclusion: The carrot and the stick won’t work for our purposes

What does work

How QM utilizes motivation theory

Autonomy Designed to be voluntary, alignment to their own objectives, may ways to meet standards

Mastery Continuous Improvement

Purpose Student focused, Continuous improvement

Application

What is an example of a time when you had a hard time convincing someone else that Quality Matters would be a good resource for them?

Or

What is an example of a problem you anticipate encountering when you try and convince someone at your university that QM is a good resource for them?

Motivation and Teaching Online

1. What QM has to offer for those who aren’t teaching online/hybrid yet

2. What QM has to offer for those who are already teaching online

Incentivizing them to start teaching online Significant incentives: • Institutional progressiveness

and market trends Marginally significant: • Schedule flexibility Significant barrier: • Concerns about rigor

Parthasarathy, M., & Smith, M. A. (2009). Valuing the institution: An expanded list of factors influencing faculty adoption of online education. Online Journal of Distance Learning Administration, 12(2).

You can teach from the beach!

Statistically Insignificant

• The amount of time required to teach online (they think it’s the same)•Concerns about the course being comprehensive • Likelihood of “student slacking” • Academic honesty concerns

What this tells us

1. Those who aren’t teaching online mostly don’t understand what teaching online will be like.

2. Educating them about what teaching online is really like is a great place to start• Correcting misconceptions• Showing them the benefits of teaching online

How QM can help those who haven’t taught online

APPQMR helps introduce them to what teaching online is really like.

The rubric provides a framework to help them do quality work.

You can teach from the beach! But do you

really want to?

Where to position QM

Motivators How QM can help Institutional progressiveness and market trends

Approach online learning in a manageable and marketable way

Schedule flexibility Provides a realistic framework for developing and teaching online

Concerns about rigor Uses research-backed methods for teaching online

(Things they aren’t concerned about but should be)

Starts the conversation about academic honesty, etc

Application

Where are your faculty currently learning about what it is like to teach online?

What misconceptions do you know are widespread?

Is there a place in your current professional development plan to specifically dispel myths about what it’s like to teach online?

How can QM be part of this conversation?

Why they teach online

• Self-satisfaction • Flexible schedule • Wider audience • Intellectual challenge • Flexible location • Ability to use new technology • Ability to develop new ideas • Sense of empowerment • Responsibility Parker, A. (2003). Motivation and incentives for distance faculty.

Online Journal of Distance Learning Administration, 6(3).

Intrinsic rewards have a more powerful effect than external rewards

What QM has to offer for those already teaching online Why they like teaching online How QM can support this

Self-satisfaction Ability to develop new ideas

Collegial, continuous improvement

Flexible schedule Flexible location

Provides a realistic framework for what flexibility really looks like

Wider audience Framework to scale without loosing quality, attention to diverse learners to make accessible for all

Ability to use new technology Intellectual challenge Sense of empowerment Responsibility

In addition to those elements above, offers training on way more than just APPQMR

Contribute to the QM community

Resources

• QM workshops – APPQMR and much more • QM Research library • QM self review system • Ohio QM Consortium • Instructional Designers Association • The QM network

Application

Which of these theories are most relevant to the QM projects you are working on currently?

Motivating faculty towards cognitively challenging work Motivating faculty who have never taught online Motivating faculty who are already teaching online

Do you feel QM fits well with what research says incentives faculty to start teaching online and keep teaching online?

Final thoughts:

What have we talked about today that you feel will help with your faculty?

Image Credits

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