Online Web-based training for NJ Community College Faculty

1
(No Transcript)
2
Online Web-based Training for NJ Community
College Faculty
Online Education

• By John Sullivan
• November 1999

3
Overview

• The purpose of my dissertation was to describe
  the perceptions of faculty in New Jersey
  community colleges regarding their Web-based
  training needs and the preferred methods of
  meeting those needs.

4
This led to the development of a proposed
statewide Web-based training program for New
Jersey community college faculty. This study was
a needs-driven systematic instructional design
model.
5
Population
Atlantic Cape
Brookdale
Burlington
Cumberland

• The population for the questionnaire survey
  consisted of full-time teaching faculty with full
  e-mail and Internet access. Thirteen out of 19
  New Jersey community colleges meet this
  requirement.
• Of the 300 questionnaires delivered 222 were
  returned for a response rate of 74.4

Essex
Gloucester
Morris
Passaic
RVCC
Salem
Sussex
Union
Warren
6
Faculty with Home Internet Access
Yes
24
No
76
7
Faculty Willingness to Teach Web-based Distance
Education Courses

8
Faculty Use of Internet for Class or Class
Preparation
9
Scale Ranking of Faculty Opinion of Web-based
Learning Issues
Personal Opinions
Mean
Std.
Dev
N
Missing
1. I will need to know more about Web-based
4.01
0.97
218
4
instruction in the future for my classes
2. Web-based distance education methods can
2.92
0.98
218
4
be at least as effective as traditional education
3. Potential for cheating on Web-based testing
3.80
1.06
217
5
in distance education concerns me.
4. Face to face student/instructor interaction is
3.51
1.14
215
7
imperative for effective instruction.
5. I am concerned about losing the intellectual
3.23
1.23
218
4
property rights to my material.
Likert Scale used is displayed below
Strongly Disagree Undecided Agree Strongly Disa
gree Disagree 1 2
3 4 5
10
Competencies Ranked by Importance
Click to resort
11
Competencies Ranked by Importance Continued
Best faculty site in state is a math site
12
Summary of One-way Analysis of Variance (ANOVA)
Comparisons
13
Scale Ranking of Learning Accommodations
Likert Scale used
Very Unwilling Neutral Willing Very Unwilling
Willing 1 2 3 4
5
14
Learning Accommodation Best Location for
Computer Training
50
45
40
35
30
Percent
25
20
15
10
5
0
College
Department
Do Not Care
On the Web
Off-campus
15
Learning Accommodation Preferred Provider of
Instruction
35
30
25
20
Percent
15
10
5
0
Faculty
Outside
No Opinion
Technical
Vendors
Students
Professional
Staff
16
Learning Accommodation Most Convenient Time
30
25
20
Percent
15
10
5
0
Summer
Between
No Strong
Fall
Spring
Semesters
Opinion
17
Learning Accommodation Preferred Learning
Sessions
60
50
40
Percent
30
20
10
0
Weekdays
No Strong Opinion
Weekends
Evenings
18
Incentives Needed for those Willing to Teach
Web-Based Instruction at a Distance
Incentives
Score
Percent
Release time
55.0
25
Interesting or a challenge
40.0
18
Compensation (Stipend)
32.5
15
Training
25.0
11
Support
23.5
11
Easy access to hardware and software
16.0
7
Promotion Tenure
14.5
7
a
Other
12.0
5
Total
100
a
Faculty written responses for
please specify other incentives
, were a) Web-based
distance education was inevitable (2), b) WBI is
pedagogically successful, c) WBI allows
better student access, and d) WBI allows faculty
to work from home.
19
Impediments for Faculty Unwilling to Teach
Web-based Distance Education
Impediment
Score
Percent
Not appropriate for my courses
25.5
22
Lack of training
22.0
19
Lack of time
15.5
13
Lack of interest in Web
14.0
12
Lack of incentives
10.0
9
Lack of equipment and access
9.5
8
Lack of support
7.5
6
Computer Anxiety
5.0
4
a
Other
8.5
7
Total
100
a
Write-in responses were their method of
teaching required face-to-face contact they
cannot verify who is actually doing work they
were not convinced of the pedagogy
access to software costly it is a fast paced and
daunting task faculty are not convinced
who benefits most the student, the college, or
the professor.
20
Training Programs
21
WBI Training Strategies for New Jersey Community
College Faculty

• Component One Faculty Workshops, Mentoring and
  Online Course
• I. Option 1 Hands-on Web Workshops
• A. Training by Discipline
• B. Training by Software Specialty
• II. Option 2 Faculty Mentoring Program (LINK)
• A. Mentoring by Discipline
• B. Mentoring by Technical Specialty
• C. Use of Homegrown Mentors
• III. Option 3 Faculty Course of Interest

22
Component 2 An Online Internet for Support and
Training of New Jersey Community College Faculty

• 1. Discussion Forums
• A) Discipline Specific Forums (e.g., how to use
  the case method in WBI, how to deliver a Music
  Appreciation course via the Web, etc.).
• B) Technical Forums (e.g., how to embed sound on
  a Web page, or how to access work from home,
  etc.).
• C) Faculty Forums of Concern (e.g., Web-based
  testing, Fair Use Laws, etc.).
• 2. Training, Instructions, and Reference Paths -
  for the Delivery of Online WBI
• 3. Clearinghouse of all Workshops
• 4. Online Faculty Mentors by Discipline and
  Software Specialty (
• 5. Teaching Resources
• 6. Evaluation

23
Credits

• Background Graphics -- Derwin Sierra
• Sound -- Lori Smith

24
The End
25
Competencies Ranked by Training Need
26
Competencies Ranked by Training Need Cont