Strategies for Success with Very Large Online Courses

1
Strategies for Success with Very Large Online
Courses

• Start with
• the
• Balance. Adapt. Structure. Information.
  Consistency. Sense of Humor (Sanity).

2
Introduction

• Review Current Literature
• Demonstrate how to manage very large-scale
  courses.
• Demonstrate the importance of the instructors
  management structure in conjunction with the
  technological environment on the perception of
  social presence among the students.
• Learning Outcomes
• Effectively plan for and deliver very large
  classes using ALNs.
• Effectively structure the course and its
  discussions to create a feeling of social
  presence among the students

3
Few Research Studies have addressed this issue

• Briner et al. (1997)
• Group size 1-33
• Student satisfaction was higher in small groups
• Small group performance exceeded previous
  academic performance
• Chen and Willits (1998)
• Larger the learning group, gt Transactional
  distance between instructor and learner.
• Twigg (2001)
• High Interactive Distance Ed programs ranged from
  12-20
• Caspi, Gorsky and Chajut (2003)
• As Group size increases learner-learner
  interaction increases
• As Group size increases instructor-learner
  interaction decreases
• As Group size increases, instructor posting
  interval decreased

4
So what do we know?

• Small class size is seemingly better
• More satisfied
• More interactions
• What if you teach large sections online?
• Start with the B.A.S.I.C.S.

5
About the Course

• ISM3011
• Introductory MIS course
• Taken by all Business Students
• Enrollment per semester 1100
• Delivered 100 on-line
• Using WebCT

6
B.A.S.I.C.S.

• Balance
• Adapt
• Structure
• Information
• Consistency
• Sense of Humor

7
Balance

• First and Foremost Balance your personal time
  and your course time
• The course can overwhelm you and take over your
  life
• Get support
• TAs
• Other Faculty
• Even students can lend support
• See Protocols

8
Adapt

• Feedback
• Allow for student input (Surveys)
• Listen to student input (Read the surveys)
• We know where were going because weve been
• Are others finding their way there?
• Maintain Protocols (See Structure)
• Make adjustments as necessary
• Bend, but dont break your own rules
• Eg. Test resets

9
Structure

• With so many students, structure is critical
• Cant have 1100 students doing things 1100
  different ways
• Virtually reduce class size (if possible)
• Create Protocols
• For
• Communication
• Email, Discussions, Netiquette
• Assignments/Testing
• Deadlines
• Paced vs. Self-paced, Combination
• Support (Technical and otherwise)
• Consider a syllabus quiz (Practice Quiz) to
  ensure communication of Protocols and to learn
  how to use quiz tools
• Keep it simple
• Dont overwhelm students with tools, and bells
  and whistles

10
Information

• Answer questions before they can be asked
• Orientation
• In person or Online
• FAQ Page
• Keep it short and simple
• Explicit Instructions/Information
• Grading, Schedule (Course Calendar), Assignments,
  Exams, etc.
• Follow Protocols
• Require students to assist one another
• 3-B4-Me Rule
• Continued Communication
• Post messages to students
• Read all messages (if possible)
• Let them know you are there

11
Consistency

• Follow your own rules
• Dont break Protocols
• The Floodgate Theory
• Fairness in consistency
• No exceptions
• The only way to remain fair to all is to remain
  consistent.
• Can anyone ask any more of you than that?

12
Sense of Humor

• Maintain Sanity!
• Frustration is inevitable
• Take a break, take a breath, take an aspirin o)
• Hard to maintain composure
• Respond in timely, but personable manner
• Hard to be personable with 1100 students
• Create Diversions/Sense of Humor
• Current event topics
• Topics of interest
• Offer personal information
• You are also a person, not just a number!

13
Will these techniques effect student perceptions

• Do the students feel a part of a learning
  community?
• Is this Social Presence related to perceptions
  of
• Learning
• Satisfaction

14
Results