Following the Evidence: How Faculty Teaching Online Courses Found Ourselves Back in the Classroom Offering a Blended Learning Approach

2.50
Hdl Handle:
http://hdl.handle.net/10755/155462
Type:
Presentation
Title:
Following the Evidence: How Faculty Teaching Online Courses Found Ourselves Back in the Classroom Offering a Blended Learning Approach
Abstract:
Following the Evidence: How Faculty Teaching Online Courses Found Ourselves Back in the Classroom Offering a Blended Learning Approach
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Haymaker, Sharon R., PhD, CRNP
P.I. Institution Name:Bloomsburg University
Title:Graduate Program Coordinator and Associate Professor
This presentation describes how one graduate program which has offered all its core courses online for the past three years used outcome data to modify its online course offerings; this modification led to a ôblendedö approach in which on-campus activities are again extensively included in the courses. Faculty initially identified characteristics of the faculty, students, setting, and courses that would improve the probability of success for both students and faculty. A substantial amount of time was devoted to preparation of both the course materials and the evaluation tools we would use to evaluate our experiences. This thorough evaluation approach included evaluation of each course and also an evaluation of the total experience at the end of the three years. To assure that all views were included, all students who registered for an online course were surveyed whether or not they actually completed the course. A description of the online courses, including format, will be given. Verbal comments from faculty and students will be briefly discussed along with the formal outcome data that was collected. Conclusions from the evaluation data will be presented and discussed regarding how they were used to modify course structure leading faculty back into the classroom. The approaches to offering an online course while providing the support and guidance valued by students in optimizing their experiences are described. Finally, a comparison will be made of the classroom setting in a traditional model of education and in a ôblendedö learning approach. The differences between these will be stressed since although faculty and students have found themselves ôbackö in the classroom, what occurs there now is very different from the traditional model. As the term implies, ôblendedö learning combines the best of both online and on-campus education and this paper describes how one graduate program arrived at this approach.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleFollowing the Evidence: How Faculty Teaching Online Courses Found Ourselves Back in the Classroom Offering a Blended Learning Approachen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155462-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Following the Evidence: How Faculty Teaching Online Courses Found Ourselves Back in the Classroom Offering a Blended Learning Approach</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Haymaker, Sharon R., PhD, CRNP</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Bloomsburg University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Graduate Program Coordinator and Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">haymaker@bloomu.edu</td></tr><tr><td colspan="2" class="item-abstract">This presentation describes how one graduate program which has offered all its core courses online for the past three years used outcome data to modify its online course offerings; this modification led to a &ocirc;blended&ouml; approach in which on-campus activities are again extensively included in the courses. Faculty initially identified characteristics of the faculty, students, setting, and courses that would improve the probability of success for both students and faculty. A substantial amount of time was devoted to preparation of both the course materials and the evaluation tools we would use to evaluate our experiences. This thorough evaluation approach included evaluation of each course and also an evaluation of the total experience at the end of the three years. To assure that all views were included, all students who registered for an online course were surveyed whether or not they actually completed the course. A description of the online courses, including format, will be given. Verbal comments from faculty and students will be briefly discussed along with the formal outcome data that was collected. Conclusions from the evaluation data will be presented and discussed regarding how they were used to modify course structure leading faculty back into the classroom. The approaches to offering an online course while providing the support and guidance valued by students in optimizing their experiences are described. Finally, a comparison will be made of the classroom setting in a traditional model of education and in a &ocirc;blended&ouml; learning approach. The differences between these will be stressed since although faculty and students have found themselves &ocirc;back&ouml; in the classroom, what occurs there now is very different from the traditional model. As the term implies, &ocirc;blended&ouml; learning combines the best of both online and on-campus education and this paper describes how one graduate program arrived at this approach.</td></tr></table>en_GB
dc.date.available2011-10-26T13:51:54Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:51:54Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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