This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.

1. Successful Online Courses
SLATE 2012
Jeffrey L. Hunt, Ed.D.
Twitter: @jeff_hunt
© Jeffrey L. Hunt, 2012

2. • Curriculum
• Technology
• Instruction

3. http://www.sloanconsortium.org/

4. Content
Student
•Essential Understandings
•Course Goals
•Student insights
Student
Teacher

5. Credit
Recovery
Accelerated
Students Traditional
Public/Private
Medically Fragile
Need to work and/or
support family
Rural Students
Aspiring athletes
Home and performers
Schoolers Special Education
and ELL
credit: www.inacol.org

7.  Achievement and Self-Esteem
 Beliefs & Responsibility/Risk Taking
 Technology Skills and Access
 Organization and Self-Regulation
Roblyer, M.D. and Marshall, J. (2002). Prediction success of virtual high school
students: Preliminary results from an educational success prediction
instrument.

8. Excellent Students, “A”, “B”
Average Students, “C”
Struggling Students
Credit Recovery

9. • Probability of Passing (ESPRI Survey)
• Robyler's survey of attitudes combined with
student's GPA
• Claims reliability over 90% to predict
whether student will pass online course.

10. Tech-rich = blended

11. Emerging models of blended learning
Rotation Flex Self-Blend Remote

12. Emerging models of blended learning
Rotation Flex Self-Blend Remote

13. The Station-Rotation Model
Case Study: KIPP LA, Empower Academy
Individualized
Teacher-led
Online
Instruction
Instruction T
Collaborative
activities &
stations
Source: Education Elements

14. Emerging models of blended learning
Rotation Flex Self-Blend Remote

15. The Flex Model
Case study: Carpe Diem Collegiate High School and Middle School
Central Learning Lab
T
Intervention
5:1 T
T T Direct Instruction
15:1
T 12:1
T
Seminar Learning Lab Group Projects
273 students
6 teachers (T)
Source: Alex Hernandez, Charter
School Growth Fund

16. Emerging models of blended learning
Rotation Flex Self-Blend Remote

17. Mobile devices are igniting remote models

18. • Borrow (steal) it
• Buy it
• Build it yourself

19. • Common Core/local
curriculum
• NCAA approval for core
courses.
• Technical know how

20. • Instructional design -- instruction and
technical
• Curriculum practices
• Course alignment
• The more content the district
develop, this feature needs to be
stronger.

21. Credit: Dr. Phil Lacey

23. Commercial Courses
• Align Course to local
curriculum
requirements.
• Not all courses from
provider of equal
quality.
• Determine any gaps
to be closed by OER
or local materials.
image source

24. Provides multiple
pathways
• Audio
• Video
• Text
Mix Modalities
Share other resources in Course Wiki

25. • Text
• Graphics
• Audio

26. • Copy
and
paste
text
• Choose
Voice
• Set
Speed

27. • Video content
with equivalent
content and
different voice.

28. Rigor is not an academic flogging.
Image source:
http://www.tocal.com/homestead/vandv/vv25b.jpg

29. Rigor is not U.S. Navy SEAL training
Image source: http://abdominalworkoutsformen.org/wp-
content/uploads/2011/05/navy-seal-11.jpg

33.  The online teacher
knows the primar y
concepts and
structures of
ef fective online
instruction and is
able to create
learning experiences
to enable student
success.

34.  The online teacher understands
and is able to use a range of
technologies, both existing and
emerging, that ef fectively suppor t
student learning and engagement
in the online environment .

35.  Theonline teacher plans,
designs, and incorporates
strategies to encourage active
learning, application, interaction,
participation, and collaboration in
the online environment.

36.  Theonline teacher
promotes student
success through clear
expectations, prompt
responses, and
regular feedback.

37.  Theonline teacher
models, guides, and
encourages legal,
ethical, and safe
behavior related to
technology use.

38.  The online teacher is cognizant of the
diversity of student academic needs and
incorporates accommodations into the
online environment.

39.  The online teacher
demonstrates
competencies in creating
and implementing
assessments in online
learning environments in
ways that ensure validity
and reliability of the
instruments and
procedures.

40.  The online teacher develops and
delivers assessments, projects,
and assignments that meet
standards-based learning goals
and assesses learning progress by
measuring student achievement of
the learning goals.

41.  Theonline teacher
demonstrates
competency in using
data from
assessments and
other data sources to
modify content and to
guide student
learning.

42.  The online teacher
interacts in a
professional, effective
manner with
colleagues, parents,
and other members
of the community to
support students’
success.

43.  The online teacher arranges
media and content to help
students and teachers transfer
knowledge most effectively in the
online environment.

44. Content
Student
•Essential Understandings
•Course Goals
•Student insights
Student
Teacher

45. • Delivering an Engaging and
Challenging Course.
Image Credit

46. • Using the same course outlines,
major assessments and courses
examinations as face-to-face
courses.
Image Credit

47. • Proctoring major assessments and
final exams.
Image Credit

48. • Using live virtual sessions with
software like Blackboard Collaborate
or Abobe Connect.
Image Credit

49.  Requiring students have interactivity
with the teacher and other students.
Image Credit

50. • Requiring weekly, purposeful
communication between the teacher
and individual students.
Image Credit

51. • Adding oral exams at milestone
points in the course to check for
understanding.
Image Credit

52. • Challenging problems for accelerated
(gifted) students.
Image Credit

53. • Regular formative assessments,
followed by periodic formal
evaluations by outside reviewers.

54. Slide Credit: Nick Sproull, NCAA
Eligibility Center

55. 
Slide Credit: Nick Sproull, NCAA
Eligibility Center

56. Slide Credit: Nick Sproull, NCAA
 “Typical” core courses:
Eligibility Center
o AP Calculus BC, Biology, Advanced Composition,
French V
 “Typical” non core:
o Consumer Math, Personal Finance, Resume Writing,
Fundamentals of Algebra
 Not so easy:
o Film Literature, Transition to College Math, English 9

CP2, Conceptual Physics etc.

57. Slide Credit: Nick Sproull, NCAA
 Requires teacher/student access and
interaction
 Must be required
 Must be for the duration of the course
 Teaching, evaluating and providing feedback
 Defined time period for completion
 Allows staff to compare/contrast with what was
actually completed
 Student work must be made available
 Suggests learning management system


58. • Core-course time limitation
• Students must complete required
coursework in eight semesters
• NCAA Non-traditional coursework
legislation
• Student instructor interaction
• Defined time period for completion

• Repeated coursework
Slide Credit: Nick Sproull, NCAA
Eligibility Center

59. • Some athletes are short of qualifying and need quick
fixes.
• Athletes may be enrolled in multiple courses from
multiple providers simultaneously.
• Athletes may overload courses in May/June,
November/December or late July
• Non-scholastic athletic programs
• Most fraud cases involve an adult behind the scene
• Don’t assume you are communicating with a parent or the
student.

• Be aware and communicate.
Slide Credit: Nick Sproull, NCAA

60. Content
Student
•Essential Understandings
•Course Goals
•Student insights
Student
Teacher