Faculty Development to Faculty Development to Meet the Online/Blended Meet the Online/Blended
Teaching Time and Effort Challenges Teaching Time and Effort Challenges
Kathryn Ley Kathryn Ley
Sloan C -
Sloan C - Session 5, Room: Curacao 4, 9:50a.m. - 10:25a.m.Session 5, Room: Curacao 4, 9:50a.m. - 10:25a.m.
November 7, 2008 November 7, 2008
Faculty Online Participation Barriers Faculty Online Participation Barriers
Faculty view additional time demands as a Faculty view additional time demands as a disincentive to teach online
disincentive to teach online
(Wolcott & Shattuck, 2007).(Wolcott & Shattuck, 2007).Faculty resist teaching online since they perceive Faculty resist teaching online since they perceive web courses will take a disproportionate amount of web courses will take a disproportionate amount of
time compared to traditional lecture courses time compared to traditional lecture courses
(Zuckweiler(Zuckweiler, , SchniederjansSchniederjans, & Ball, 2004)., & Ball, 2004).
Time commitment involved with online learning isTime commitment involved with online learning is nnuumber one challenge faced by online faculty -mber one challenge faced by online faculty -
(Vaughan, 2007).
(Vaughan, 2007).
Online Faculty Development Online Faculty Development
Faculty who reported their training had adequatelyFaculty who reported their training had adequately prepared them to teach online were significantly prepared them to teach online were significantly
more willing to teach online
more willing to teach online (Lee & Busch, 2005).(Lee & Busch, 2005).
Faculty development, framed in adult educationFaculty development, framed in adult education principles, should address the online instructor principles, should address the online instructor’’ss
problems, concerns, and issues
problems, concerns, and issues (McQuiggan(McQuiggan, 2007)., 2007).
Researchers, acknowledging online teaching time Researchers, acknowledging online teaching time and effort problems have proposed general time and effort problems have proposed general time
management guidelines
management guidelines
(Shi, Bonk, & (Shi, Bonk, & MagjukaMagjuka, 2006)., 2006).Literature: Online Communication Literature: Online Communication
Listening-speaking 2-3 times faster than reading- Listening-speaking 2-3 times faster than reading- writing.
writing.
Speaking ~180 words per minute (WPM; Colbert, Speaking ~180 words per minute (WPM; Colbert, 1988) typing ~50 WPM.
1988) typing ~50 WPM.
Listening, 350-450 WPM maximum; reading, 185- Listening, 350-450 WPM maximum; reading, 185- 300 WPM (Fulmer, 1976).
300 WPM (Fulmer, 1976).
180-minute f2f class = 360 to 540 minutes online 180-minute f2f class = 360 to 540 minutes online . .
Literature: Research & Theory Literature: Research & Theory
These online communications tools and features These online communications tools and features are based upon (extraneous) cognitive load and are based upon (extraneous) cognitive load and self-regulation (monitoring/evaluation) theory and self-regulation (monitoring/evaluation) theory and research.
research.
Cognitive Load (PaasCognitive Load (Paas, , RenklRenkl, & , & SwellerSweller, 2004; Van , 2004; Van MerrienboerMerrienboer, & Ayres, 2005), & Ayres, 2005)
Self-regulated Learning (SRL)\The ability to plan, organize, monitor, andSelf-regulated Learning (SRL)\The ability to plan, organize, monitor, and evaluate (POME) one
evaluate (POME) one’’s cognitive processes. SR support in course design: lesss cognitive processes. SR support in course design: less instructor time; more time for content learning; part-time students (Ley & Young, instructor time; more time for content learning; part-time students (Ley & Young, 2001)
2001)
Research Questions Research Questions
Can one develop a print-based tool to replace Can one develop a print-based tool to replace faculty development for online policies and faculty development for online policies and
procedures?
procedures?
Would faculty voluntarily adopt online Would faculty voluntarily adopt online
communications policies and procedures communications policies and procedures
presented during a peer-led training presented during a peer-led training
session?
session?
Method Method
Instructional development research
Instructional development research
(Ritchey & Klein,(Ritchey & Klein, 2007)2007)
Design/develop online communications tools Design/develop online communications tools and features based on three criteria:
and features based on three criteria:
-reduce communications time -reduce communications time
-support self-regulation -support self-regulation
-reduce extraneous cognitive load -reduce extraneous cognitive load
Method Method
Pilot test with faculty and formatively evaluate Pilot test with faculty and formatively evaluate
and revise the tools and features.
and revise the tools and features.
Train second group of faculty and solicit Train second group of faculty and solicit
participation for interviews.
participation for interviews.
Continue train other faculty to further revise Continue train other faculty to further revise
training materials.
training materials.
Instructional Materials Instructional Materials
1. 1. Eleven-item challenge list on which Eleven-item challenge list on which
faculty indicate which challenges they faculty indicate which challenges they
have.
have.
2. 2. Challenge-option-implementation matrix. Challenge-option-implementation matrix.
3. 3. Example policies. Example policies.
4. 4. Audio feedback instructions. Audio feedback instructions.
Data Collection Data Collection
Solicit research participants Solicit research participants
Collect interview data at the beginning of Collect interview data at the beginning of
semester after training and at the end of the semester after training and at the end of the
same semester same semester
Collect screen captures of courses taught by Collect screen captures of courses taught by
same faculty prior to training and at the end same faculty prior to training and at the end
of the semester after training.
of the semester after training.
Faculty Development Outcomes Faculty Development Outcomes
All eight faculty used some form of All eight faculty used some form of
instructor questions discussion board was instructor questions discussion board was
the most commonly adopted feature and the most commonly adopted feature and
tool.
tool.
All used a students helping students board. All used a students helping students board.
Faculty adopted audio feedback if they had Faculty adopted audio feedback if they had the hardware, software, and had training.
the hardware, software, and had training.
Faculty Development Outcomes Faculty Development Outcomes
Faculty did not report disruptive messages Faculty did not report disruptive messages as a problem.
as a problem.
After training, faculty reported spending After training, faculty reported spending most time on evaluation/feedback but no most time on evaluation/feedback but no
more time than for face-to-face.
more time than for face-to-face.
Faculty listen and ask questions about Faculty listen and ask questions about asynchronous procedures and policies asynchronous procedures and policies
more efficiently in a synchronous training more efficiently in a synchronous training
environment.
environment.
Faculty Development Implications Faculty Development Implications
Refer to challenges instead of problems. Refer to challenges instead of problems.
Any suggested online policies and Any suggested online policies and
procedures should include implementation procedures should include implementation
guidelines guidelines
Development materials that suggests using Development materials that suggests using policies or procedures should have
policies or procedures should have
electronic examples of the policies and electronic examples of the policies and
procedures.
procedures.
Faculty Development Implications Faculty Development Implications
Directing development at faculty-perceived needsDirecting development at faculty-perceived needs encourages willing, voluntary participation
encourages willing, voluntary participation..
Faculty development invitations should explicitlyFaculty development invitations should explicitly identify the problem(s) which the development identify the problem(s) which the development
session will ameliorate.
session will ameliorate.
Faculty respond and listen to peers, other facultyFaculty respond and listen to peers, other faculty who are teaching online.
who are teaching online.
