Transcending Paradigms Regarding Online Education: Transforming Reluctant Faculty from Adversaries to Advocates With the steadily growing increase in online learning, university faculty are experiencing a cultural shift as the teaching paradigm, so firmly embedded in traditional university life, changes to include technology, not as an exception, but as the norm. Seasoned faculty are often reluctant, and perhaps even fearful of learning new teaching methodologies that require technology. Given this reluctance, it is often a difficult task for colleges and universities to create new online programs to address growing demand. We have developed five successful online programs, overcoming a great deal of initial resistance to go on to develop a technologically astute culture and general acceptance of online learning among our faculty. We have created a replicable model for assisting faculty in making the paradigm shift from traditional classroom teaching to online course delivery, and will share methods, strategies, and experiences that have proven successful with ours and other programs. Presenter: Yvonne Bogard, Instructional Designer, College for Professional Studies, Regis University (CO)

1. Yvonne Bogard, ybogard@regis.edu
Instructional Designer
Regis University, College for Professional Studies
WCET Poster Session October 23, 2009

2. Classroom Teaching
Constraints and
Content and Pedagogy
Opportunities
Online Teaching Yvonne Bogard, ybogard@regis.edu
Instructional Designer
Regis University
College for Professional Studies
WCET Poster Session, October 23, 2009 23,
2009

3. Resource:
 Lowes, S. 2008. Online teaching and classroom change: The trans-classroom teacher in
the age of the internet. Innovate 4 (3). Retrieved on October 21, 2009 from
http://www.innovateonline.info/index.php?view=article&id=446.

4.  Research conducted to gather information
from pre-service teachers and faculty
regarding skills needed and current
classroom practices
 Discusses next steps for infusing
technology more purposefully and
efficiently into teacher training

5.  What technological skills should students
have at the beginning of their programs?
 What technological skills should students
have at the completion of their programs?

6.  Surveyed students in the College of Education
and professors in the College of Education
(used Survey Monkey for electronic survey)
 Responses gathered using a Likert scale.
Essential…
Important…
Helpful, but Not Critical…
Unimportant…
N/A

7. Survey responses gathered from
 33 Teacher Education Program students
 21 faculty

8. Skills at Beginning of programs
100
90
80
70
60
50
40
30
20 students
10
0 faculty

9.  Students  Faculty
◦ Spreadsheet ◦ Spreadsheet
◦ Graphics ◦ Database creation
◦ Database creation

10.  Ability to:
 Exhibit positive attitude toward technology (97%*)
 Create and apply knowledge (97%)
 Advocate safe, legal, responsible use of technology
(91%)
 Transfer current knowledge to learning of new
technology (91%)
 Locate, organize, analyze, evaluate, synthesize info
(91%)
 Develop cultural and global understanding (91%)
 Communicate information effectively(91%)
*percents reported represent responses of ‘important’ or ‘very
important

11. 100
90
80
70
60
50
40
30
20 students
10
0 faculty

12.  Determine if faculty and students have technology
skills they need to begin the program
 Work with faculty to infuse technology training into
classes
 Add technology workshops or seminars if more
training is needed
 Follow up in real life teaching situations to validate
conclusions and curricular changes
Formal Assessment?
Technology Class?
Other ideas?