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| Thursday, 21 July 2005: 3:45 PM-5:00 PM | |||
| Pacific I (San Francisco Marriott) | |||
| J-9: Online Learning’s Effect on the Total Learning Environment | |||
| Detailed Description: | You’ve worked hard to build an online course that sets the bar for e-learning. Can you say the same about your face-to-face course? Panelists from three University System of Georgia schools will discuss how using a system-wide approach to share time, expertise, and ideas empowers instructors to improve their total learning environment. Each will briefly share their experiences with various rubrics to assess online learning and how that has started to influence the traditional classroom. | ||
| Presentation Format: | Panel | ||
| Topic: | Empowering educators: Professional development models and methods | ||
| Target Audience: | Academic Technology Directors, Course Designers, Faculty and Other Instructors, Institutional Research and Assessment Staff | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | In 1999 at the first WebCT Conference one of the major concerns was whether online learning was as valuable as face-to-face learning. That attitude still exists but in minor pockets. A primary reason has been the growing research over the last six years that prove online learning is as effective as face-to-face. It also has shown that hybrid learning tends to be preferred over both with better outcomes. Now that the race to go online has slowed to a moderately insane pace at most institutions, faculty are beginning to ask,”How do we ensure that our online courses are of a consistent quality?” The instructional design departments have taken that question as a directive and with assistance from such programs as WebCT's Exemplary Course, the works of Gamson & Chickering, Bloom, Gagne, and even Dewey, many institutions have begun to develop their own rubric for measuring, reviewing, and improving online education that can stand up to rigorous examinations by content experts, learning theorists, and skeptical faculty. Many schools in the Georgia system have been working independently addressing the needs of administrators, Deans and Department Chairs to help them ensure the quality of their programs online. The interesting turn-around has been that these same people who wanted to ensure the quality of online programs now see that applying the same stringent rubrics to the face-to-face environment might accomplish something that they have not been able to broach before the advent of online learning – assessing the quality of their traditionally delivered programs. While this turn-about is only in the beginning stages, our panelists are finding significant support not only from the administration but from the faculty representatives who serve on the committees charged with the online review. Our panelists will present various rubrics they have developed and explain how they are being applied. | ||
| Session Leader: | Judy McHan North Georgia College & State University | ||
| Co-presenters: | Melody A. Little Gainesville College Stephen Douglas Rehberg Southern Polytechnic State University | ||
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