Aspects of Online Courses That Are More Effective and Successful Than Face-to-Face Courses Eli Collins-Brown, Ed. D. Dissertation, Illinois State University.

Aspects of Online Courses That Are More Effective

and Successful Than Face-to-Face

Courses

Eli Collins-Brown, Ed. D.Eli Collins-Brown, Ed. D.Dissertation, Illinois State UniversityDissertation, Illinois State University

November 10, 2006November 10, 2006

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Researcher Background

• In Online Education since 1995In Online Education since 1995• Student ExperienceStudent Experience• Design ExperienceDesign Experience• Teaching ExperienceTeaching Experience• Faculty Development InstructorFaculty Development Instructor• Some good, some badSome good, some bad

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Growth in Distance Education

• College Technology Review, 2004 - 5, 2 College Technology Review, 2004 - 5, 2 out of 3 institutions are offering distance out of 3 institutions are offering distance learning programs learning programs

• 63% of institution are offering accredited 63% of institution are offering accredited degrees in at least one subjectdegrees in at least one subject

• Projection: by 2011, 75% teaching load Projection: by 2011, 75% teaching load will be in online courseswill be in online courses

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

As Good or Better

No Significant Difference No Significant Difference • MCS studies - online consider delivery MCS studies - online consider delivery

mechanismsmechanisms• Finding: the media or medium does not Finding: the media or medium does not

+ or - impact learning+ or - impact learning• So why do it?So why do it?• Why the growth in online education?Why the growth in online education?

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Bernard, et al. Meta-analysis, 2004• Some aspects of DE outperform F2F, Some aspects of DE outperform F2F,

some perform more poorlysome perform more poorly• aspects of design (medium or method) aspects of design (medium or method)

optimal in either or both instructional optimal in either or both instructional contexts?contexts?

• Comparison studies a waste of time if Comparison studies a waste of time if not asking ‘Why?’ and ‘Under what not asking ‘Why?’ and ‘Under what conditions?’conditions?’

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Why this study?• Only anecdotal evidenceOnly anecdotal evidence• Figuring out what works and what doesn’tFiguring out what works and what doesn’t• How is this demonstrated?How is this demonstrated?

• Student satisfaction?Student satisfaction?• Student outcomesStudent outcomes• Faculty satisfaction?Faculty satisfaction?

• What is behind the stories?What is behind the stories?

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Research Questions• Which aspects of instruction are more Which aspects of instruction are more

effective and successful in the online learning effective and successful in the online learning environment than in the F2F classroom, and environment than in the F2F classroom, and why, according to faculty who have been why, according to faculty who have been recognized as exemplary online instructors?recognized as exemplary online instructors?

• How do these aspects impact student learning How do these aspects impact student learning in online classes and how is this revealed?in online classes and how is this revealed?

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Methodology

• Qualitative case study (Yin, Merriam)Qualitative case study (Yin, Merriam)• Most appropriate for answering the Most appropriate for answering the

why and how questionswhy and how questions

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Protocol

• Survey to lay foundation for interviewsSurvey to lay foundation for interviews• Semi-structured interviewSemi-structured interview• Observation (when possible)Observation (when possible)• Artifacts (when available)Artifacts (when available)• Member checks with all participantsMember checks with all participants

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Participant Selection

• Nationally recognized:Nationally recognized:• Quality MattersQuality Matters• Sloan-CSloan-C• USDLAUSDLA• WebCT Exemplary Course ProjectWebCT Exemplary Course Project

• Have taught both F2F and OnlineHave taught both F2F and Online

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Participants• 11 out of 20 invitations accepted, 1 drop11 out of 20 invitations accepted, 1 drop• 5 females, 5 males5 females, 5 males• Range from adjunct to full professorRange from adjunct to full professor• Teaching experience: Teaching experience:

• F2F: 10 - 38 yrsF2F: 10 - 38 yrs• Online: 2 - 9 yrsOnline: 2 - 9 yrs

• 4 from 2-yr, 6 from 4-yr4 from 2-yr, 6 from 4-yr• Cross section of disciplinesCross section of disciplines

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Frameworks

• Seven Principles of Good Practice - Seven Principles of Good Practice - Chickering & Gamson, 1987Chickering & Gamson, 1987

• 4 of the 5 Sloan-C Pillars of Quality4 of the 5 Sloan-C Pillars of Quality• Learning EffectivenessLearning Effectiveness• AccessAccess• Faculty SatisfactionFaculty Satisfaction• Student SatisfactionStudent Satisfaction

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Major Themes

• Better OnlineBetter Online• Unique to OnlineUnique to Online• Better F2FBetter F2F• Student SuccessStudent Success• Faculty SatisfactionFaculty Satisfaction

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Major Findings

• Interaction and ParticipationInteraction and Participation• Content PresentationContent Presentation• Learner-centered InstructionLearner-centered Instruction• Visibility of StudentsVisibility of Students

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Interaction and Participation• Visible interaction (FS)Visible interaction (FS)• Formative evaluation of course (FS)Formative evaluation of course (FS)• Safe environment, all participate (SS, FS)Safe environment, all participate (SS, FS)• More time on task (LE)More time on task (LE)• Permanent record of discussions (FS)Permanent record of discussions (FS)• Community of learners (LE)Community of learners (LE)• Critical thinking is visible (Access, LE)Critical thinking is visible (Access, LE)

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Content Presentation

• Better ways to present contentBetter ways to present content• 24/7 access to content24/7 access to content• Both come under the Access and Both come under the Access and

Student Satisfaction pillarStudent Satisfaction pillar

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Learner-centered Instruction

• Active participation, reduces isolationActive participation, reduces isolation• Less direct controlLess direct control• Control through designControl through design• Facilitate,mentorFacilitate,mentor• Promotes student-student interactionPromotes student-student interaction• Time, though generally more than F2F, Time, though generally more than F2F,

is time well-spentis time well-spent

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Visibility of Students

• Improved:Improved:• participationparticipation• writingwriting• critical thinking skillscritical thinking skills• and in some cases test scoresand in some cases test scores

• Better outcomes in many aspectsBetter outcomes in many aspects

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

What to Keep Online?

• DiscussionsDiscussions• Content presentationContent presentation• Varied opportunities and options for Varied opportunities and options for

learninglearning• Open accessOpen access

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Conclusions

• Course DesignCourse Design• Instruction, Faculty Development and Instruction, Faculty Development and

SupportSupport• Blended Learning EnvironmentsBlended Learning Environments

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Recommendations:

Questions prompted by this study:Questions prompted by this study:• Do better students take online courses?Do better students take online courses?• Or do students who stay in online Or do students who stay in online

courses become better students?courses become better students?• What is the student story? Repeat What is the student story? Repeat

student with students.student with students.

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Recommendations:

Questions prompted by this study:Questions prompted by this study:• Does having design and media Does having design and media

development assistance promote higher development assistance promote higher quality in online course design and quality in online course design and instruction?instruction?

• Does developing and teaching an online Does developing and teaching an online course change F2F instructional course change F2F instructional strategies?strategies?

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Recommendations:

Questions prompted by this study:Questions prompted by this study:• Can a blended design model be Can a blended design model be

developed based on a decision-making developed based on a decision-making process?process?

12th Annual Sloan-C

ConferenceNovember

10, 2006Orlando, FL

Questions?Questions?

Comments?Comments?

Dissertation website: Dissertation website: www.elicbrown.com/dissertationwww.elicbrown.com/dissertation

Thank-you!Thank-you!

Contact info:Contact info:

Dr. Eli Collins-BrownDr. Eli Collins-BrownDirector of Instructional TechnologyDirector of Instructional Technology

Methodist College of NursingMethodist College of [email protected]@mmci.org