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My Journey to My Journey to Online TeachingOnline TeachingMy Journey to My Journey to
Online TeachingOnline TeachingMirjeta Beqiri, Ph.D.Mirjeta Beqiri, Ph.D.Fordham UniversityFordham University
March 09, 2011March 09, 2011
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Introduction• Utilization of distance learning (MBA)
courses – a recent trend in the business education
• How are online courses being delivered and assessed?
• What motivates students to learn (and instructors to teach) online?
• How do our students feel about and perform in an online environment?
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Timeline
Blackboard Online CADE Continuous
Training Research Teaching Training Learning +
Research
_|_____|______|______|______| . . .2006 2006-07 2008 2010 2010
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2006 Research
• Factors impacting interest and/or motivation in taking online courses– Demographics – Geographic location – Ability to attend traditional courses– Employment situation
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2006 Research (cont’d)
– Enrollment status – Time related issues – Course structure– Learning style– Computer / Internet availability– Cost of course
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Online Course Delivery: Empirical Analysis
(Beqiri, Chase, & Bishka, 2007)• Does satisfaction with online courses
differ based on the socio-demographic status?
• What education-related factors impact satisfaction with online courses?
• Is satisfaction different for online when compared to blended/hybrid courses?
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Online Course Delivery:Empirical Analysis
(cont’d)• Web questionnaire• Total number of students in the target
population: 962– 767 undergraduates & 195 graduates
• Distributed to 509 undergraduates and all graduate students enrolled in spring 2007
• Received 240 usable responses – 168 undergraduates & 72 graduates
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Online Course Delivery:Empirical Analysis
(cont’d)• Online courses at SBA GU are offered
ONLY during summer to:– Alleviate scheduling conflicts– Remove the need to commute to
campus– Provide the opportunity for a balanced
workload – Finish the degree as planned
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Online Course Delivery:Empirical Analysis
Findings• As age increases, Mean
satisfaction with online courses increases (beta = 0.42; p-value = 0.000; R-squared = 17.1%)
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Online Course Delivery:Empirical Analysis Findings
(cont’d)
• Those living more than 1 mile away from campus were more satisfied with online courses than those who lived close to or on campus– p-value = 0.000
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Online Course Delivery:Empirical Analysis Findings
(cont’d)
• Graduate students were more satisfied with the delivery of online courses than undergraduates– p-value = 0.000
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Online Course Delivery:Empirical Analysis Findings
(cont’d)
• Those who perceived online courses as a suitable way of learning tended to be more satisfied with online course delivery compared with those who did not accept the general concept of distance learning (beta = 0.19; p-value = 0.003)
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Online Course Delivery:Empirical Analysis Findings
(cont’d)
• Those somewhat familiar with course topics were likely to be more satisfied with the delivery of online courses (beta = 0.15; p-value = 0.024)
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Online Course Delivery:Empirical Analysis Findings
(cont’d)
• The Mean satisfaction with blended/hybrid courses was higher than the Mean satisfaction with online courses (p-value = 0.000)
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Courses Delivered Online
• Operations Theory and Practice (MBA and MBA AIE)
• Quantitative and Statistical Analysis
• Review of Statistical Concepts
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Opportunities/Benefits:Faculty
• Flexibility• Better spread of the workload
throughout the year• New experience with the
technology• $$$
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Challenges: Faculty• Set up time• Technical issues• Administration of exams• Availability• Time-zone differences
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Opportunities: Students• Resolve scheduling conflicts• Flexibility• Be able to finish as planned• Written communication skills• New experience with the
technology
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Challenges: Students• Technical issues• No face-to-face interaction with
the faculty and/or classmates• Team building skills• Same cost
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2009 Research Findings
• Operations Theory and Practice– Student Performance
• No significant difference in the overall performance
– Teaching Evaluations• Generally, no significant differences
– Instrument
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2009 Research Findings (cont’d)
• Quantitative & Statistical Analysis– Student Performance
• No significant differences in the final exam and the overall performance
• Significant difference in quizzes
– Teaching Evaluations• Generally, no significant differences
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CADE: Competency Assessment in Distributed Education (OTP)
• Backward Design– “Shifting from thinking what students
know to thinking what students can do with what they know.”
– Competency/Knowledge– Evidence of Student Mastery– Tasks/Learning Activities
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CADE: Competency Assessment in Distributed Education (OTP)
• Knowledge– Strategic– Procedural– Factual
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CADE: Competency Assessment in Distributed Education (OTP)
• Instructional Plan: Ignatian Pedagogical Model– Context
• “What’s the competence of the module?”• “What competencies will it address?”
– Experience• “What is the best way to engage learners
as whole persons in the teaching and learning process?”
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CADE: Competency Assessment in Distributed Education (OTP)
• Experience– Model– Coach– Scaffold– Reflection– Action– Evaluation
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CADE: Competency Assessment in Distributed Education (OTP)
• Module Outline– Module Name– Module Description– Length of Time– Read– View– Discuss– Engage– Write
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2010 Research• Pre vs. Post CADE (OTP)
– Overall, students performed at a higher level (2010 vs. 2009)
– Overall, teaching evaluations (slightly) improved
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What does it take to deliver an online
course?• Passion• Commitment• Dedication• Determination• Organization/Structure• Patience• Open to new ideas/technologies• Willingness to continuously look for ways to
improve the process
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Learned Lessons• Capture the passion, commitment,
and dedication (you already have in the face-to-face environment) and communicate it online to students
• Be present to your students– Prompt feedback– Virtual office hours
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Learned Lessons (cont’d)
• Always look for ways towards improvement and transformation (i.e. CADE, etc)
• Use technology to your advantage (Web tools)
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Learned Lessons (cont’d)
• Always ask (and try to find the proper answer to the following questions):– What can our students do?– Are the students learning? How do I know?– What’s best for our students?– How can we improve?– Does this fit the Jesuit way of teaching?
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Conclusion• Online courses can be delivered as
rigorously as the face-to-face ones.
• Students can learn in an online setting as much as in a face-to-face environment.
• Global presence makes it imperative to go towards this way of teaching and learning.
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Thank You!!!Thank You!!!Thank You!!!Thank You!!!
Questions???Questions???