Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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24 Evaluating and Improving Your Online Teaching Effectiveness Kevin Kelly Indeed, my argument is that every course is inherently an investigation, an experiment, a journey motivated by purpose and beset by uncertainty. A course, therefore, in its design, enactment, and analysis, is as much an act of inquiry and invention as any other activity more traditionally called “research” or the scholarship of discovery. – Schulman (1998) Education for a Digital World 365
24 – Evaluating and Improving Your Online Teaching Effectiveness Learning outcomes After completing this chapter, you will be able to: • Collect direct and indirect feedback from peers and students about online teaching effectiveness before, during, and after the course. • Use this feedback to make changes to your online course or course environment, both during the course and for future iterations. Introduction Teaching effectiveness describes instructors’ ability to affect student success. It is usually defined according to several factors, such as how well instructors organize courses, how well they know the course material, how clearly they communicate with students, how frequently they provide timely feedback, and other criteria. In the classroom, effectiveness sometimes depends on the instructor’s enthusiasm or disposition. During fully online and blended learning courses, students often need more structure and support to succeed because their course activities usually require them to take greater responsibility for their own learning success. Therefore, many of the criteria take on even more importance when evaluating online teaching effectiveness. Online teaching is often held to higher standards than classroom teaching, and sometimes these standards have nothing to do with the teacher’s ability. For example, a technological breakdown can have a negative impact on students’ evaluation of an instructor’s work, though the instructor is rarely responsible for the technical failure. To succeed, you should find some allies to help. If you are new to online teaching and learning, let your students know. They will usually give you a lot of leeway. Some of the students may offer to help you set up or facilitate technology-based activities or at least respond positively to your requests for technological help. Overall, you will find it well worth the effort to evaluate and improve your online teaching effectiveness. There are many ways to evaluate teaching effectiveness in either the physical or virtual environments. Getting pointers and advice before the term begins can save you from making revisions later. Formative feedback, collected during an ongoing course, improves that specific course. Summative feedback, collected after a course ends, improves the next iterations. Feedback that applies to the instructor’s process can also improve other courses. In this chapter, I discuss seeking feedback from peer instructors, distance education practitioners, students, and even yourself. If you teach fully online, you should be able to convert any face-to-face feedback strategy to the online environment, even if I do not specifically point out how to do it. Collect feedback before the course begins Few people are born with an innate ability to teach effectively online. If you have not taught online before, it is a good idea to take a workshop, or to work with someone to plan or create the online environment. If you have just begun the process, you can also explore free online workshops, such as: • Penn State’s “Faculty Development 101,” designed for beginning distance education faculty (https://courses .worldcampus.psu.edu/facdev101/student/index.shtml). • Arizona State University’s “Crash Course in Online Teaching: Online Instructors as Online Students,” which includes hands-on workshops and self-paced tutorials (http://www.ipfw.edu/as/tohe/2003/papers /VanHorne.htm). Ask a peer to let you review an online course to see what you like or do not like about how it is constructed, how the instructor(s) provide feedback, how students are assessed, and so on. If you are inheriting an online course from someone else, try to get feedback about what has already been done. Before your course begins, you should ask a peer to tell you about how appropriate the learning objectives are for the topics, as you might do for a face-to-face course. Depending on your school district or campus, seek additional people who might provide comprehensive feedback in a faculty development centre or an academic technology unit. You might also try to find a fellow teacher who has supplemented face-to-face instruction, taught a hybrid course, or taught a fully online course. Even if this person works in a different department or unit, it is helpful to share your online teaching experiences with someone who has gone through the process. If this is your first time teaching an online course, or using online components for your face-to-face or hybrid course, you do not have to use every online tool or strategy. Instead, choose one or two strategies based on your learning objectives 366 Education for a Digital World
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Education for a Digital World ADVIC
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Contents Chapter Abstracts / v Intr
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Chapter Abstracts Part 1: The Impac
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Chapter Abstracts BUILDING COMMUNIT
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Introduction phasizes the building
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1 Emerging Technologies in E-learni
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3 Challenges Confronted and Lessons
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12 Articulation and Transfer of Onl
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Part 3: Implementing Technology Edu
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17 E-learning Standards Randy LaBon
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20 Instructional Strategies Peter F
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Contributors Dr. Mohamed Ally, Prof
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Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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