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Discussion of The University of Central Florida Study

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Title: Discussion of The University of Central Florida Study


1
Discussion of The University of Central Florida
Study
  • Peter Shea
  • State University Of New York

2
UCF Credentials
  • One of the nations leading institutions in the
    development and delivery of online distributed
    learning
  • National Award of Excellence for Best Higher
    Education Distance Learning Program from USDLA
  • One of five North American best practice
    institutions in a study of faculty development
    for teaching with technology

3
UCF Overview
  • Systematic and comprehensive faculty development
    program
  • UCF has "graduated" more than 200 faculty from
    IDL6543
  • Offers six online degree programs
  • More than 1000 ALN courses (3 modes)
  • 13,000 students each semester

4
UCF Literature Review
  • Frequently investigated or reported as important
    to faculty satisfaction in online learning
  • Course development time
  • Interaction
  • Gender
  • Faculty reward systems
  • Presence or absence of technical and pedagogical
    support

5
UCF Results
  • The contribution made by this work is the finding
    that some, but not all, of these factors mattered
    in the UCF program.
  • For example - no significant relationship between
    faculty satisfaction and time required to
    complete the development of their courses (An SLN
    study reported the same results).

6
UCF Results
  • No significant inverse correlations for
    satisfaction were found between faculty who had
    taught only one course versus those who had
    taught many courses,
  • The opposite appear true. (An SLN study reported
    the same results among 100 faculty).
  • No "burn-out" effect - not pushing faculty to
    deliver more courses at the expense of faculty
    morale to meet their explosive growth.

7
UCF Results
  • No significant differences for satisfaction based
    on faculty rank.
  • But - the number Associate Professors was two
    times as high as Assistant Professors, and three
    times as high as Instructors
  • Did younger, (untenured) professors feel that the
    risk of engaging in innovative, yet un-rewarded
    teaching methods might best be avoided, on the
    road to tenure?
  • .

8
UCF Results
  • Surprises significant inverse relationship
    between amount of help complete-online faculty
    received and their reports of satisfaction.
  • Independent, early adopters who feel happier
    working through the challenges on their own?

9
UCF Results
  • Use of online technology reduced, rather than
    increased, the ability to teach larger classes.
  • Undermines the hopes of those who foresee
    individual online courses populated with
    thousands of students.

10
UCF Results
  • Distinctions between "W-type", "E-Type" and
    "M-Type" help begin to unravel role played by
    "distance" or "presence" in distributed learning.
  • Key Variable "interaction" has different effects
    on satisfaction depending on the amount of time
    spent without face-to-face interaction with
    instructors,
  • It is most important in completely online courses

11
UCF Results
  • Interaction is also the most significant factor
    for student satisfaction and reported learning
  • Interaction appears to be the Holy Grail of
    distributed learning
  • Its the variable most highly correlated with
    faculty satisfaction, student satisfaction, and
    reported learning.

12
UCF Results
  • Using research-based best practices for
    instruction of new online teachers -
  • and coupled with their unique faculty research
    incentives, UCFs faculty development program has
    resulted in
  • "systemic change leading to transformation"
    within UCF
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