Running head: BEST PRACTICES FOR ONLINE LEARNING IN CSD PROGRAMS
Review of the Literature: Best Practices for Using Distance Learning in Communication Sciences and Disorders (CSD) Graduate Programs
Katie Millican SLPA 6784 - Fall 2011 Dr. Haarbauer-Krupa December, 2011
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Introduction As more universities incorporate distance learning into graduate programs, such as Communication Sciences and Disorders (CSD), there remains a need to provide best practice guidelines for the online educator. As defined by the University of South Florida’s Center for Instructional Technology, distance learning (or education) is “(1) a teacher and student being separated by distance, (2) instruction is delivered via print, voice, video, or other technology, and (3) communication is interactive since the student receives support and feedback from the teacher immediately or on delay”(Barron, 2009). The convenience and increased access of distance learning increases its use; LaPointe and Reisetter (2008) discuss a 33% increase in enrollment of graduate classes using distance learning. Currently, the American SpeechLanguage Hearing Association’s (ASHA) EdFind shows eight ASHA certified programs in the country who offer a total distance education degree in CSD; additionally, many university based CSD programs incorporate distance education within their coursework. While the literature surrounding general online learning is extensive, CSD distance learning courses are unique in content and application; understanding what instructional factors are instrumental in online learning needs to be explored further. CSD graduate program instructors are required to have a doctoral degree and clinical application experience; many professors do not have a teaching background where they learn instructional methods. While continuing education courses are available in the area of CSD instructional design, it is merely optional and to the instructor’s discretion to attend. ASHA provides academic information related to content of graduate courses, curriculum resources, and teaching tools (American, 2011). ASHA also provides resources for using distance learning, and how to implement educational technology such as chat rooms, discussion boards, e-mail,
BEST PRACTICES FOR ONLINE LEARNING IN CSD PROGRAMS portfolios, and platforms such as Blackboard and WebCT. Currently, when clicking on the links, individuals are sent to outside websites, where some no longer work while others are strictly informational rather than implementation techniques for CSD professors. While ASHA attempts to provide CSD instructors with distance education resources, there remains a gap in the literature for distance learning guidelines in CSD programs. Best Practice Guidelines One best practice guideline in distance learning pertains to online learning communities with peers; many instructors use discussion boards, public opinion sharing, and online group work as effective means to build online communities. LaPointe and Reisetter (2008) note effective learners are more cognizant to seeking out and engage with their peer community to expand their learning experience; therefore, examining if online communities are important to the distance education student helps educators design online courses. Reisetter, LaPointe and Korcuska (2007) discuss how online learners learn content equally compared to campus-based learners; the researchers compare a traditional, face-to-face class to a distance learning course with the same content to discover the effectiveness of an online learning community. As students complete online courses, do they need or expect to create online community of peers, which is usually developed in face-to-face courses? Reisetter et.al. use a “Importance of Belonging – online” survey where researchers ask participants to rate the importance of items based on a scale of one to five: five being very important and one being not important. The survey reveals participant’s value for online peer interactions measures 3.61 of 5. The quantitative findings expose conflicts to previous emphasis on online communities; the study indicates students show little value for peer interaction online, but see more value in instructor
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interaction as key to their success. Considering the limited evidence for online communities, CSD programs should be critical when deciding to implement online communities. Reisetter et.al also looks at the elements of online learning which impact success for students. Structure for distance learning is different than campus based classroom design. Structure should include “good organization, clear procedures and expectations, clear timelines, understandable texts, helpful supplementary materials, and quickly accessible technical support” (as cited in Reisetter et.al, 2007, p. 56). Successful learners in CSD graduate programs should be able to apply the content learned in distance education courses and implement into clinical practice; structure and ease of access to resources is essential to a competent CSD graduate student. In addition to structure, another important practice for distance learning is course design. Reisetter and Boris (2004) look at what students perceive as necessary to be successful online. 95% of participants believe structure and coherence are very important; professors using clear, explicit expectations are essential to coherence. 96% of students also noted how additional online resources related to content are helpful (Reisetter & Borris, 2004). Most students credit some of the success in the course to their own initiative seeking and time management qualities; CSD professors using distance learning should be aware that not every student will possess these qualities. Reisetter & Borris also list time management as a barrier to success; in fact, 25% of participants note difficulty in completing tasks on time due to the amount of time required for each assignment. Still, emphasizing the importance of both keeping up with course work and personal time management skills can help students enjoy the course; 88% of students found the online medium an enjoyable way to learn. Considering Reisetter and Borris’ findings, CSD programs can benefit from well organized, explicitly stated course design and instructions.
BEST PRACTICES FOR ONLINE LEARNING IN CSD PROGRAMS A more comprehensive understanding of best practices for general distance learning is evaluated by Suzanne Levy (2003). She lists several factors to consider with distance education, but two specifically relevant to CSD programs - vision and plans for implementation and staff training and support. The vision and plan for distance learning cannot be based off the same visions and plans for campus based programs; Levy points out the importance of instructor facilitated organization so students have a clear understanding of expectations and guidelines for assignments. Even as program administrators make different types of technology available to instructors, some still feel lectures and group activities are the only way a student can be taught. While certified clinicians assume instructor roles in CSD graduate programs, staff training and support is even more important; universities should develop guidelines to develop instructors’ roles as “planner, designers, guides, mentors, and facilitators” instead of strictly instructor (Levy, 2003, p. 3). The nature of distance education lends itself to four factors regarding transactional distance identified by Chen (2001): learner-learner, learner-content, learner-interface, and learner instructor. Transactional distance is “the physical distance that leads to a communications gap, a psychological space of potential misunderstandings between the behaviors of instructors and those of the learners” (as cited in Chen, 2001, p. 460). The four factors can impact CSD programs and should be evaluated in each course. Learner-learner transactional distance evaluates the access to peers within the online course, how they communicate, whether others agree with comments, understanding perspectives of peer ideas, and quality of interaction. Learner-content deals with how well material is understood, use of discussion questions, requirements of assignments, additional resources, addition of instructor opinions and comments, and how needs are met during the course. Learner-interface accounts
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for how user friendly the course is, ease of viewing materials, searching resources, taking an online exam, use of chat rooms and discussion boards, and communicating with instructor using the interface. Learner-instructor includes how accessible the instructor is, communicating with the instructor, and overall quality of interaction with instructor. Transactional distance can interfere with how well a CSD course is delivered; acknowledging the degree to which each factor is accounted for can increase the success of CSD students’ overall learning experience and instructor effectiveness. While there is much evidence on how online learning can be effective, there is no specific application suggestions for CSD graduate program instructors. Due to the hands-on nature of the field, learning content is important, but learning how to apply knowledge using distance learning creates new barriers to learning. Using the above criterion for enhancing distance learning, future study should look at how CSD programs can make application of content more effective for distance education students. Best practices for using distance learning in CSD graduate programs should include:
Organized course structure Clear procedures and expectations, Clear timelines Understandable texts Helpful supplementary materials Quickly accessible technical support Limited use of online communities (instructor discretion) Emphasize time management and turning in assignments on-time Differentiating content instructional methods – video, electronic presentation (i.e. PowerPoint), supplemental material, audio enhanced presentations, and web-links) Evaluating effectiveness of learner-learner, learner-content, learner-interface, and learner instructor factors in course design.
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Methods Participants and Training The group comparison study includes 56 university professors from ASHA accredited universities across the Southeast and 175 students recruited from each of the professors’ online courses. Professors were recruited via e-mail and flyers for implementation during the 20112012 school year; table 1.1 shows a comprehensive list of the universities, number of professors participating, and semester year where the Millican Model was incorporated. Professors who Table 1.1 University Alabama A&M University Appalachian State University Armstrong Atlantic State University Auburn University East Carolina University East Tennessee State University Eastern Kentucky University Florida Atlantic University Florida International University Florida State University Georgia State University Nova Southeastern University University of Alabama University of Georgia University of West Georgia Valdosta State University
Semester Spring 2012 Spring 2012 Spring 2012 Spring 2012 Spring 2012 Spring 2012 Spring 2012 Spring 2012 Spring 2012 Spring 2012 Spring 2012 Spring 2012 Spring 2012 Spring 2012 Spring 2012 Spring 2012
# of participating professors 2 2 5 3 2 1 2 4 5 4 4 10 3 2 3 4
would be teaching a course which was 95 – 100% online were included in the study. Once professors agreed to participate in the study, they received an “Explanation of Guidelines” via email with further instructions for implementation and training (see APPENDIX I). Ten instructional videos were used to train professors in each of the guidelines; each tutorial video included strategies, implementation suggestions, and exemplar courses correlating with the Millican Model. Professors were asked to view each tutorial before implementing the guidelines
BEST PRACTICES FOR ONLINE LEARNING IN CSD PROGRAMS within their semester course. Professors who participated in the study were asked to blind their students to their implementation of the Millican Model. Group Comparison Two weeks prior to the end of the current semester, professors were asked to send their students an e-mail with a survey, separate from the university end-of-course evaluations (see APPENDIX II). Participation from students was voluntary and completely anonymous. Professors who participated in the study were also asked to fill out a survey regarding their implementation of the Millican Model (see APPENDIX III). Both surveys used a Likert scale to collect information regarding the Millican Model guidelines. An additional qualitative analysis survey critiquing the Millican Model for future implementation was collected from professors (see APPENDIX IV). Professors were asked to mail their quantitative and qualitative survey, and student response surveys to the researchers conducting the study once the semester concluded. All data was collected in an SPSS data database. Comparisons were made between the professors’ analysis on how well the guidelines were implemented, if at all, and the students’ blinded perception of the online course. Researchers want to find students, who were blinded to the Millican Model, still recognized a more organized, easier to navigate course if the professor self-rated successful implementation of guidelines.
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References American Speech-Language Hearing Association (2011).Information for academic programs and faculty. Retrieved October 31, 2011, from http://www.asha.org/academic/ Barron, A (2009) A teacher’s guide to distance learning. Retrieved October 27, 2011, from http://fcit.usf.edu/distance/chap1.htm. Boris, G. & Reisetter, M (2004). What works: Student perceptions of effective elements in online learning. Quarterly review of distance education 54(4); 277 – 291. Chen, Y. (2001). Dimensions of transactional distance in the world wide web learning environment: a factor analysis. British Journal of Educational Technology, 32(4), 459470. LaPointe, L., & Korcuska, J.& Reisetter, M. (2007). The impact of altered realities: implications of online delivery for learners’ interactions, expectations and learning skills. International Journal of Electronic Learning, 6(1) 55-77. LaPointe, L. & Reisetter, M. (2008). Belonging online: Students’ perceptions of the value and efficacy of an online learning community. International Journal on E-Learning, 7(4), 641-665. Levy, S. (2003). Six factors to consider when planning online distance learning programs in higher education. Journal of Distance Learning Administration. Pp 1-19.
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APPENDIX I – EXPLANATION OF GUIDELINES
Explanation of 10 Guidelines and Suggestions for Implementation 1. Visually organized course structure As a student logs on, the course Home Page should be organized into clearly marked folders. Within each folder are either single, clearly titled files or more folders for designated assignments and readings. Each week or assignment should have its own folder for supplemental materials, web links, videos, and instructions. Example of Home Page:
2. Clear Procedures and expectations A syllabus should give an overview of an assignment, not be the only explanation for what is desired. The syllabus should have a reference or link to supplemental materials where further instructions are given. A rubric should be given for each assignment, even if it is basic. Since grading is objective and online courses rely solely on what is produced either written, orally, or visually, students need clear objectives to meet. 3. Clear timelines Students always need to know when things are due throughout the course. Student’s success can be increased through clear knowledge and reminders of due dates. Use a calendar feature either through the medium such as WebCT, BlackBoard, or a personal website.
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A syllabus usually contains the due dates for the course; however, the Millican Model incorporates these by being more accessible using other modes to keep track of the dates. i. Google Calendar offers ways to create reminders for students ii. Edmodo (www.edmodo.com) is an educational social media tool that allows professors to remind students via text message when things are due. iii. E-mail and announcements are other tools to send a simple reminder 1 to 2 weeks before a due date. Understandable texts If there is to be a required textbook or book to be purchased, ensuring it is available via online stores and campus bookstores is essential. Choose an appropriate book based on the content of the course and learning objectives for students. If no textbook/book is used, making sure all relevant supplementary materials are relevant and add to the knowledge base is essential. Helpful supplementary materials Supplementary materials can be professor notes (via Word, PPT, or PDF), reliable websites, video links, journal articles, or other material that adds to the main content of the course. Accessible technical support Most universities have a student informational technology service. Ensure that the syllabus includes contact information, links, and available times for the services to ensure students can trouble shoot problems at their convenience. There should be a policy for if/when students encounter difficulties that interfere with submitting assignments or trouble with exams. Use of online communities An online community is created when students and instructors interact by sharing opinions, commenting on other’s opinions, networking, chatting, group projects, or conversation via chat room or discussion board. Evidence both for and against the use of online communities is relevant. The Millican Model does not encourage the use of instructor facilitated peer communities. However, students may want to converse regarding assignments or course work. Having a place, such as a discussion board, that is available voluntarily can help online learners interact if they choose. Instructor facilitated time-management Time management for online courses involves students setting aside time to work on their online assignments. Instructors can facilitate time management skills of students by using a calendar feature, reminder e-mails, or announcements to encourage consistent involvement in the course.
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Just as a teacher might take attendance to encourage coming to a face-to-face course, an online instructor should encourage weekly participation in readings, assignments, and/or research. 9. Varying instructional methods Instructional methods include the professor’s own idea on how best to present content to students. Online courses should include, but not be limited to the following methods: i. Podcasting lectures with audio and video ii. Case study with student reflection and evaluation iii. Project based learning 1. Example – creating a fictitious private practice and discussing types of clients, business related issues, and other relevant information iv. Weekly or bi-weekly reflection application and content questions from required and supplemental reading 10. Reducing transactional distance effects Transactional distance is “the physical distance that leads to a communications gap, a psychological space of potential misunderstandings between the behaviors of instructors and those of the learners”. 4 Transactional distance factors: learner-learner, learner-content, learner-interface, and learner instructor; the following are ways things to keep in mind when overcoming the barriers caused by online courses. Learner-learner transactional distance evaluates the access to peers within the online course, how they communicate, whether others agree with comments, understanding perspectives of peer ideas, and quality of interaction. Learner-content deals with how well material is understood, use of discussion questions, requirements of assignments, additional resources, addition of instructor opinions and comments, and how needs are met during the course. Learner-interface accounts for how user friendly the course is, ease of viewing materials, searching resources, taking an on-line exam, use of chat rooms and discussion boards, and communicating with instructor using the interface. Learner-instructor includes how accessible the instructor is, communicating with the instructor, and overall quality of interaction with instructor
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APPENDIX II – STUDENT SURVEY
Circle one response for each of the following items. Strongly Agree 1
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7. Supplementary materials were easy to access. 8. I used the supplementary materials that were offered. 9. Technical support was offered.
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11. I interacted with my online peers in chat rooms, e-mail, or other form. 12. My professor reminded me of assignments or other deadlines during the semester. 13. A variety of instructional methods such as video, audio, or websites were used. 14. I understood the content presented in the course. 15. The technology was a barrier to my success in the course. 16. The instructor was available for questions and comments. 17. The instructor gave timely feedback and responses to questions. 18. The overall design of my online course made my experience online experience better.
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1. The design of my online course was easy to navigate. 2. I noticed the course was visually designed for student ease of access. 3. Assignments had clear procedures and expectations. 4. The course timelines were visible and accessible. 5. The required texts were understandable and relevant. 6. Supplementary materials were offered.
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APPENDIX III – PROFESSOR SURVEY
Circle one response for each of the following items. Strongly Agree 1
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9. Online peer communities were used.
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10. I used e-mail or other reminders to facilitate time management. 11. I used a variety of instructional methods.
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12. My course design facilitated effective learner to content. 13. My course design facilitated effective learner to interface. 14. I was available for effective learner to instructor course design.
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1. I used the Millican Model for online learning. 2. My course structure was visually easy to navigate. 3. Assignments had clear procedures and expectations 4. The course timelines were visible and accessible to all. 5. The required texts were understandable and relevant. 6. Supplementary materials were offered to students. 7. Supplementary materials were easy to access. 8. Technical support was offered to students.
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APPENDIX IV– PROFESSOR QUALITATIVE SURVEY
To evaluate the effectiveness of the Millican Model, please answer the following as thoroughly as possible. 1. How easy was the Millican Model for Online learning to implement in your online course?
2. Please evaluate each of the guidelines:
Guideline 1. Organized visual course structure 2. Clear procedures and expectations 3. Clear timelines 4. Understandable texts 5. Supplementary Materials 6. Technical Support 7. Online communities 8. Emphasize time management and duedates 9. Varying Instructional Methods 10. Accounting for transactional distance factors (4)
Ease of implementation?
How it was achieved?