Best practice in online teaching standards and guidelines for faculty development.

1. Mount Saint Mary’s
Best Practice in Online Teaching

2. About Me
Teacher
Mentor
Partner
Collaborator
Learner
Kerry Rice, Ed. D.
Professor
Department of Educational Technology
Boise State University
krice@boisestate.edu

3. What do we know?
No Significant Difference in student outcomes
Phipps, R., & Merisotis, J. (1999). What's the difference? A review of contemporary research on the effectiveness of
distance learning in higher education. Washington, D.C: Institute for Higher Education Policy.
http://eric.ed.gov/?id=ED429524
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004).
How does distance education compare with classroom instruction? A metaanalysis of the empirical literature. Review of
educational research, 74(3), 379-439.
Cavanaugh, C. S., Gillan, K. J., Kromrey, J., Hess, M., & Blomeyer, R. (2004). The effects of distance education on k-12
student outcomes: A meta-analysis. Naperville, IL: Learning Point Associates.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online
learning: A meta-analysis and review of online learning studies. US Department of Education.
http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

4. What do we know?
Faculty development has a demonstrable effect on student
learning, and….
The benefits are cumulative
Greater improvements are found with
More extensive history of development
Self motivated development
Greater self-efficacy
Institutional cultures that value experimentation
Condon, W., Iverson, E. R., Manduca, C. A., Rutz, C., & Willett, G. (2016). Faculty development and student learning: Assessing the
connections. Bloomington, IN: Indiana University Press.

5. Short-Term
Measuring Learning
Blended Learning
Mid-Term
Rethinking Learning Spaces
Deeper Learning Approaches
Long-Term
Cultures of Innovation
Rethinking How Institutions Work
Where are we headed?
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016
higher education edition. Austin, Texas: The New Media Consortium. Retrieved from http://www.nmc.org/publication-type/horizon-report/

6. When Faculty Compared F-2-F with
OnlineF-2-F
• Teacher-Centered
• Teacher-Led Discussions – focus on
breadth
• Teacher as leader
• Less frequent one-on-one interaction
• Spontaneous/Flexible
• Immediate
• Took less time to plan
Online
• Learner-Centered
• Student-controlled and generated discussions –
focus on depth but less control
• Facilitative
• Responded to students more quickly, more
frequently and more individually
• Less spontaneous
• More efficient and intentional
• Innovative
• Democratic
• Limited by text communications
Stacey, E. & Wiesenberg, F. (2007). A study of face-to-face and online teaching philosophies in Canada and Australia. Journal of Distance
Education, 22(1), 19-40. Retrieved from http://files.eric.ed.gov/fulltext/EJ805067.pdf

7. Impact on Teaching Practice
• Used peer feedback more often
• Increased importance on developing a
sense of community
• Equalized discussions
• Guided learning
• More organized
• Prepared more structured support
resources (better prepared students)
• More creative teaching strategies
• Improved written communications
• More critical and reflective

8. Targeted
Instruction Time Learning
Constant Constant Variable
Targeted
Instruction Time Learning
Variable Variable Constant
From this…
To this…
Fullan, 2009
Technology Allows us to Change our
Practice

9. This is not about the technology. This is about how technology enables you to
engage in new teaching practices….
But…

10. Learner Focused
Learner
Personal
• Situational (what)
• Operational
(how)
• Goal Driven
Customized
• Digital content
• Multi-modal
Community-
Centered
• Interactive
• Transparent Reflective
• Feedback loop
Responsive
• Just in time
• Shared
Resources

11. Standards/Best Practice Guidelines
Usage
WCET Managing Online Education: Practices in Ensuring Quality 2013

12. Online Course Design vs Online
Teaching
Course
Content
Organization
of Content
Navigation
Structure
Instructional
Media
Online Teaching
Tech
Tools to
Support
Learning
Interaction and
Communicatio
n
Instructional
Strategies
Course Design

13. OLC (Online Learning Consortium)
• Institutional Support
• Technology Support
• Course Development and Instructional Design
• Course Structure
• Teaching and Learning
• Social and Student Engagement
• Faculty Support
• Student Support
• Evaluation and Assessment
Feedback
Presence
Interaction

14. iNACOL Standards for Quality Online
Teaching Knowledge
of…
The field of online teaching and learning
Technology for learner engagement
Student-centered instructional strategies
Communication and interaction techniques
Legal, ethical, and safe behavior
Diverse needs
Assessment integrity
Standards-based assignments and assessments
Data driven instructional methods
Professional community building
“…ensure all students have
access to a world-class education
and quality online learning
opportunities that prepare them
for a lifetime of success. National
Standards for Quality Online
Teaching is designed to provide
states, districts, online programs,
and other organizations with a set
of quality guidelines for online
teaching.”

15. Model: Seven Principles of Good Practice
Seven
Principles
of Good
Practice
Student-
Faculty
Contact
Cooperation
Active
Learning
Prompt
Feedback
Time on
Task
High
Expectations
Diverse
Needs
• Setting expectations for learners
• Accommodate a variety of learning styles
• Communication at a distance
• Establish a sense of community
Online Learning Model

16. Model: Community of Inquiry
• Critical thinking
• Student reflection
• Faculty presence
• Learning community
• Stimulating learning experiences
• Assessment
• Web design
Standards for Online Teaching

17. Model: Competency-based
Competencies for Online Teaching Success (COTS)
30 Competencies
• Pedagogical
• Administrative
• Technological
Ragan, L. C., Bigatel, P. M., Kennan, S. S. & Dillon, J. M. (2012). From research to practice: Towards the development of an integrated and comprehensive
faculty development program. Journal of Asynchronous Learning Networks, 16(5), 71-86.
Faculty Competencies for Online Teaching

18. Other Best Practice Standards/Guidelines
Interregional Guidelines for the Evaluation of Distance Education (2011)
*adopted by all regional US higher ed accrediting agencies in 2011
• eCampus Alberta Quality eToolkit
• California State, Chico Rubric for Online Instruction
• University of Wisconsin Online Course Evaluation Guidelines

19. What are your Pillars of Best Practice in Online
Teaching?
Community-based Personal Customized Reflective Responsive
MSMU Faculty Development, Best Practices in Online Teaching Resource Links
http://bit.ly/msmu100

20. MSMU Five Pillars of Distinction
• Innovative teaching and learning
• Global awareness and understanding
• Women
• Community
• Spirit of the founders
“Our unwavering commitment to
excellence calls us to be forward
thinking. We must be innovators in
our work with students across all of
our populations.”

21. Kerry Rice, Ed. D.
Professor
Department of Educational Technology
Boise State University
krice@boisestate.edu