Taking online teaching_to_task

Taking Online Teaching to Task: A Faculty Survey

Jurgen Hilke, Frederick Community CollegeKay Shattuck, Quality Matters

Deb Adair, Quality Matters

An Exploratory Study

• Purpose of survey of instructor teaching tasks – Validation of Tasks– Efficacy of QM in collecting and aggregating data across

institutions– Impact of QM

• Survey instrument developed– Do you do it? For all 95 tasks– Random sample of 10 tasks presented to answer: Is it

important? How long does it take? Do you need help with it?

Methodology

• Survey created in QM survey tool• Link distributed to Institution Representatives– Voluntary distribution to online faculty– Voluntary completion by online faculty

• Distributed in late August of 2011• Completed November of 2011• 1,560 online faculty across 158 QM subscribing

colleges and universities

The 95 Tasks

• Where did they come from?

• How were they validated?

• How do these tasks relate to teaching competencies?

Teaching Competencies

Competency Standard V.2 Online Teaching Activities

“The instructor understands the importance of modeling time- management patterns and

commitment to the course. “

44. Monitor participation in discussions in terms of quality and quantity

45. Summarize key points in subject matter content

46. Provide constructive suggestions to students to complete assignments

47. Monitor attendance in class in order to follow up with missing students

48. Provide practical suggestions to students to complete their work on time.

49. Provide feedback on final project and makes it available to students after the class is over

The Data

A preliminary analysis

Demographics

• All faculty at QM subscribing institutions, but we looked at specific experience– 50% had QM Training. Certified reviewer? Experience

reviewing courses? Courses reviewed?

• Experience w online teaching – years and # and type (online/blended) of courses taught

• Institution Role, Teaching Discipline• Institution’s approach to course development – individual or team

Frequency Report of Faculty Tasks

Survey Question

“What tasks do you do in teaching online? We are interested in the tasks you do specifically,

not those tasks handled by your institution. Please check all that apply from the list below. If there are others tasks you do related to teaching online, please use the other box at the bottom.”

Top 5 Most Reported Faculty Tasks

Which tasks are most frequently reported by online faculty?

Maintain privacy of student grades and feedback (#7) 92%

Maintain proper record-keeping (#6) 91%

Post final grades promptly (#69) 91%

Respond to student questions and concerns (#82) 89%

Provide clear expectations of assignments and/or activities with regard to both content and deadlines (#34)

89%

The 5 Least Reported Faculty Tasks

Which tasks are least frequently reported by online faculty?

Keep synchronous sessions on schedule (#89) 36%

Create clear protocols for student peer-to-peer assessment (#65)

34%

Arrange for proctored tests, both internal and external (#72)

26%

Check updates of anti-virus software (#14) 25%

Require students to sign the code of academic honesty (#5)

18%

Task Importance for Student Learning

Survey Question

“How Important is the Task for Student Learning?”

Top 5 ‘Very Important’ to Learning

(Scale: Not Important, Somewhat Important, important, Very Important)

Very Important

Respond to student questions and concerns (#82) 89.9%Provide clear expectations of assignments and/or activities with regard to both content and deadlines (#34)

85.3%

Provide performance feedback on a regular basis (#70) 81.3%Define course requirements and expectations (#31) 80.2%Employ appropriate questions, explanations, and examples (#57)

80.1%

Bottom 5 “Very Important’ to Learning

(Scale: Not Important, Somewhat Important, Important, Very Important)

Very Important

Attend “Best Practice” workshops for teaching online (1)

40.8%

Make the course available one week prior for student preview (22)

40.4%

Estimate student time requirements for a given assignment (32)

39.7%

Check updates of anti-virus software (14) 36.5%Upload and adapt publisher’s test banks and materials (37)

35.0%

Task Importance for Faculty

Survey Question

“How important is this task for you as faculty, student learning notwithstanding?”

Top 5 by importance to faculty

Tasks rated by importance to faculty(Scale: Not Important, Somewhat Important, Important, Very Important)

Very Important

Respond to student questions and concerns (#82) 84.4%

Ensure proper functioning of instructor’s computer equipment and Internet access (#15)

80.9%

Provide clear expectations of assignments and/or activities with regard to both content and deadlines (#34)

77.6%

Create course syllabus (#30) 76.6%

Define course requirements and expectations (#31) 75.1%

Differences for ‘Very Important’

Rank in Importance for Learning FacultyRespond to student questions and concerns 1(90%) 1(84%)Provide clear expectations of assignments and/or activities etc. 2(85%) 3(78%) Provide performance feedback on a regular basis

3(81%) 7 (74%)

Define course requirements and expectations 4(80%) 5 (75%)Employ appropriate questions, explanations, and examples

5(80%)

Ensure proper functioning of instructor’s computer equipment and Internet access

2(81%)

Create course syllabus (#30) 4(77%)

Task “more or less time’ than F2F

Survey QuestionScale: Not Applicable, Less Time, About the Same, More Time

When teaching online, do you spend more or less more time on the task than in an F2F class?

Top 5 Reported “More Time” Tasks

More SameContact learner at regular intervals (#94) 53%

32%

Monitor participation in discussions for quality and quantity (#44)

52% 24%

Test navigation for accessibility and correct any problems (#27)

50% 25%

Facilitate the set-up of online student work and/or discussion groups (#33)

49% 27%

Ensure that learners receive adequate technical support (#28)

49% 26%

Top 5 Reported “Less Time” Tasks

Less SameEstablish a back-up plan in case of instructor’s personal emergency situations

16% 57.5%

Block disruptive students from class activity in accordance with College policy

14.7% 54%

Arrange for proctored tests, both internal and external

12.5% 40.6%

Solicit student feedback on the effectiveness of course technology

12% 43.5%

Announce absences to students on what to do during absence

10% 46.4%

Teaching Online: More Time?

Do the 95 tasks (aggregated) take the same or less or more time in online courses compared to F2F courses?

19%

48%

5%

28%

Not ApplicableSame TimeLess TimeMore Time

Possible Interpretations

• Reports about online teaching more time consuming – Those tasks that take more time online than F2F take

MUCH more time– Online instructors do not separate time for design from

teaching time when reporting in other studies– The 95 tasks are not inclusive of all tasks involved in online

teaching– Comparisons not made for any tasks only performed when

teaching - not F2F

Task “need more support”

Survey QuestionScale: No More Support, More Support

Do you need more support to do this task than you currently receive?

Top 5 Need “More Support” Tasks

No More

Troubleshoot technical problems (#18) 83% 17%

Attend “Best Practice” workshops for teaching online (1)

85% 15%

Upload and adapt publisher’s test banks and materials (#37)

85% 15%

Update to reflect new features of the CMS (#17) 87% 13%

Make enhancements to course design where necessary (#39)

87% 13%

Next Steps

Task Importance by experience (A)

<1 yrRank

higher%

Compare Importance of Task by Years of Online Teaching Experience

Top 5 Discrepancies (A)%

>10yrsRanklower

3 35.8% Maintain proper record-keeping (#6) 25.6% 17

4 35.0% Provide clear expectations of assignments and/or activities with regard to both content and deadlines (#34)

23.8% 34

5 34.1% Define course requirements and expectations (#31)

24.9% 25

6 34.1% Post final grades promptly (#69) 25.6% 20

9 30.9% Require learners to display appropriate communication behavior

23.5% 37

>10 yrs (18.3% of respondents)<1 yr (8% of respondents)

Task Importance by experience (B)

<1 yrRanklowe

r

%Compare Importance of Task by Years of

Online Teaching ExperienceTop 5 Discrepancies (B)

%>10yrsRank

higher

90 7.3% Review past course evaluations to determine if enhancements for instructional strategies are required (#75)

21.4% 52

80 10.6% Provide feedback on final project and makes it available to students after the class is over (#49)

19.9% 56

81 10.6% Provide opportunity for learners’ input for course improvement (#74)

21.7% 48

57 15.4% Confirm online grade book settings are accurate for total assessment (#66)

25.3% 23

65 14.6% Determine areas in which students need to improve and notify students

22.8% 39

>10 yrs (18.3% of respondents)<1 yr (8% of respondents)

Where we need your help

• What other tasks are we missing?• Surveying your faculty