SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference Presenter: Kelly Hinson and Angie Rudd, Gaston College Strengthening Academic Internet Learning (SAIL) is Gaston College's online quality enhancement project (QEP). This initiative has been in place for 4 years, and places an increased effort on online course quality and a comprehensive online student support system to improve student learning in online courses. The SAIL initiative is an ongoing adaptive environment. In this session, Angie and Kelly will share the changes that have been made in the past year and why, along with the student feedback that promoted the direction of this initiative, and the reasoning behind the project and the standards put in place. Further goals for this session include: presenting a student perspective of the online environment, demonstrating the layout of our online courses in the Blackboard environment, and showing the current statistics of how these standards have improved student learning outcomes. Presenters Angie Rudd and Kelly Hinson have worked with the SAIL initiative since it was opened to instructors. Kelly has spent the summer redoing three courses using the updated SAIL standards. She and Angie work closely with the SAIL team to keep their courses at the highest standards. Both instructors are involved in online standards committees. In a lecture-based co-presentation, these two Gaston College instructors will show attendees how these SAIL standards are used to improve their online course quality. Examples will be presented from Introduction to Computers, Emerging Technologies and Management Information Systems courses. The main emphasis will be in the Introduction to Computers course. Statistics will be used to show the increase in student learning outcomes from the SAIL initiative. Attendees will take away the updated online course requirements for the QEP along with an understanding of what makes a great online course for students.

1. SAILing – To Where Your Course Ought To Be!
Kelly Hinson and Angie Rudd, Gaston College

2. • serves Gaston and Lincoln County
• enrolls over 5,000 students each term in curriculum
programs and about 16,000 students in continuing
education programs.
• part of the statewide North Carolina Community
College System
• made up of 58 schools
• is the 3rd largest in the nation based on number
of colleges
• is accredited by the Southern Association of Colleges
and Schools (SACS) to award Associate Degrees.
http://www.gaston.edu
Gaston College Statistics

4. Why is SAIL
part of QEP?
• Promotes student learning
• Responds to the increased
demand in distance education
• Expands the College‘s
commitment to online course
excellence and to distance
education as a viable method of
course delivery

5. http://www.gaston.edu/qep/

6. SAIL Standard Course
Our SAIL program has been approved by SACS as part of QEP.
We have a QEP/SAIL director who keeps us “in line”.
She provides training and support.
She also provides the Blackboard Shell with all the required
information and with “blanks” where the course information goes.
She checks behind us, makes recommendations, and approves our
course as SAIL certified for payment.

7. So, why are we here?
Because we are
the instructors
who have to
implement what
she comes up
with!

8. 1. Course Introduction
2. Learning Outcomes
3. Assessment Strategies
4. Instructional Materials
5. Interaction
6. Course Navigation and Technology
7. Student Support
8. Accessibility
SAIL Objectives

9. The overall design of the course is
made clear to the student at the
beginning of the course.
Course Introduction

10. 1.1 Instructions make clear to the student how to get started and
where to find various course components, including a welcome
message on the front page.
1.2 A statement introduces the student to the purpose of the
course and to its components, and how best to approach the
online learning environment.
1.3 Etiquette expectations (sometimes called “netiquette”) for
online discussions, email, and other forms of communication are
stated clearly.

11. 1.4 A self-introduction by the instructor is appropriate and
available online. This includes an instructor “bio” with a photo,
along with multiple forms of communication (for example, email,
phone, chat, etc.), office hours and clear instructions on how best
to contact the instructor.
1.5 Minimum technical skills of the student are clearly stated.
1.6 An approved syllabus as determined by the divisional dean is
present.
1.7 A course calendar/timeline detailing all due dates for
assignments is present.

12. Learning outcomes are
clearly stated and
explained. They assist
students in focusing
their efforts in the
course.
Learning
Outcomes

13. Learning
Outcomes
2.1 The course learning outcomes are clearly
stated and measurable.
2.2 The module/unit learning outcomes are
clearly stated and measurable, and are
consistent with the course level outcomes.

14. Established methods are used to
measure effective learning, evaluate
student progress by reference to
stated learning outcomes, and are
designed to be integral to the learning
process.
Assessment Strategies

15. 3.1 Varied assessments measure all of the
stated learning outcomes and are consistent with
course activities and resources.
3.2 A variety of types of assignments are used
to assess student learning (i.e., quizzes,
discussion forums, projects, papers, exams,
surveys, etc.) and to accommodate different
learning styles; activities occur frequently
throughout the duration of the course.
.
Assessment Strategies

16. .
Assessment Strategies
3.3 The course grading policy is stated clearly,
detailing the method by which assignments will
be graded and including how the grades will be
made available.
3.4 Grades are made available to students online
in a secure environment and posted within 1
week of due date (some assignments may require more
grading time; details of extended times must be clarified by
instructor.)
3.5 “Self-check” or practice assignments are
provided, with timely feedback to students.

17. Instructional Design
Instructional materials are sufficiently
comprehensive to achieve stated
course learning outcomes and are
prepared by qualified persons
competent in their fields.

18. Instructional Design
4.1 The relationship between the instructional
materials and the assignments is clearly
explained to the student.
4.2 The instructional materials have sufficient
depth for the student to master the required
outcomes.
4.3 The instructional materials provide activities
that help students develop critical thinking,
analysis and problem-solving skills and are
explained with examples or models;
individualized instruction, remedial activities, or
resources for advanced learning activities are
provided.

19. Instructional Design
4.4 Clear instructions are provided for
completing and submitting course assignments,
activities, and assessments.
4.5 Course content has been evaluated by a
content expert and adequately reflects potential
mastery of the course student learning
outcomes.

20. Interaction
Meaningful interaction between the
instructor and students, among
students, and between students and
course materials is employed to
motivate students and foster intellectual
commitment and personal
development.

21. Interaction5.1 Learning activities require instructor-
student, content-student, and if
appropriate to the course, student-student
interaction.
5.2 Clear standards are set for instructor
responsiveness or availability.
Instructor’s methods of collecting and
returning work are clearly explained.
Turn-around time for response is one (1)
business day and grades should be posted
within one (1) week.

22. Interaction5.3 The requirements for student
interaction are clearly articulated.
5.4 Learning activities use a variety of
technology tools/teaching methods to
facilitate communication, enhance
learning, and interactively engage
students.
5.5 The instructor must provide five (5)
opportunities for synchronous and/or
asynchronous communication events
throughout the semester

23. Course Navigation and Technology
Course navigation and the
technology employed in the
course foster student
engagement and ensure
access to instructional
materials and resources.

24. Course
Navigation
and
Technology
6.1 Navigation follows the college standard and is
logical, consistent, and efficient.
Content is made available or “chunked” in manageable
segments (i.e., presented in distinct learning units or
modules).
Courses are to be structured per the SAIL template with
the first three items being; Announcements, Course
Information, then Faculty Information, with the use of sub
headers and dividers.
6.2 Students have ready access to the technologies
required in the course.
6.3 Course materials use standard formats to
ensure accessibility.

25. Student Support Services
The course facilitates student access
to institutional services essential to
student success.

26. Student
Support
Services
7.1 The course instructions articulate or link to a
clear description of the technical support offered.
7.2 Course instructions articulate or link to an
explanation of how the Institution’s academic
support system can assist the student in effectively
using the resources provided.
7.3 Course instructions articulate or link to an
explanation of how the Institution’s student support
services can help students reach their educational
goals.
7.4 Course instructions answer basic questions
related to research, writing, technology, etc., or link
to tutorials or other resources that provide the
information.

27. Accessibility
The face-to-face and online
course components are
accessible to all students.

28. 8.1 The course incorporates ADA standards and
reflects conformance with Institutional policy
regarding accessibility in all courses.
8.2 Course pages and course materials provide
equivalent alternatives to auditory and visual
content.
8.3 Course pages have links that are self-describing
and meaningful.
8.4 The course ensures screen readability. (Fonts are
easy to read and consistent throughout the course.)

29. • Attend SAIL training
• Discuss with the Department Chair
• Fill out the SAIL Request form
• Get the appropriate signatures
• Have the SAIL shell created in Blackboard
• Meet with the SAIL QEP administrators
• Begin work on the course
• Meet with the SAIL QEP administrators as needed
• Have course content verified by a content expert
• Submit the course for SAIL evaluation
• Fix anything suggested or work out differences
• Get paid!
• Maintain your course at the SAIL standard.
Instructor Process

30. Retention Rate
Fall 2011
Retention Rate
Fall 2012
Retention Rate Fall 2013
Failure
Rate
Fall 2011
Failure Rate
Fall 2012
Failure
Rate Fall 2013
Online WAVE Section 69.09% 79.25% 76.79% 7.89% 16.67% 25.58%
Seated, Traditional Sections 84.01% 82.53% 88.75% 14.93% 16.43% 14.12%
Difference -14.92% -3.28%
-11.96%
-7.03% 0.24%
11.46%
Indirect Assessments by Year

31. Student Learning Outcomes
1. Demonstrate proper use of terminology in relation to information technology.
2. Use critical thinking to identify legal, ethical, social, and security issues related the different areas of
information technology, including ways to safeguard against computer viruses, worms, and Trojan
horses.
3. Demonstrate knowledge of current application packages (including word processing, spreadsheet,
database, and presentation tools) and operating systems (including basic operating system functions)
and the relationship between them.

32. Student Learning Outcomes
4. Demonstrate understanding of the interrelationship between hardware, application packages, systems
software and servers by being able to:
• Describe the categories of computers
• Summarize how various input devices work
• Identify the various types of printers
• Describe the characteristics of various storage devices
• Describe commonly used communications devices
• Differentiate among the various types of programming languages.
5. Demonstrate knowledge of how the Internet and World Wide Web work, including explaining how to
view pages and search for information on the Web.

33. How do we assess student learning outcomes?
1. Use the learning outcomes as a guide
2. Pull the test questions in Exam View test creation
software (only the concepts are tested)
3. Group the test questions by learning outcome
4. Import the test into Blackboard
5. Don’t randomize the test
6. All instructors must give the same test with a 2-hr time
limit
7. Exam statistics are sent to a QEP person for evaluation
and comparison and feedback

34. Student Learning Outcome #1 Student Learning Outcome #2
Percentage of Points Earned
Fall 2011
Percentage of Points Earned
Fall 2012
Percentage of Points Earned
Fall 2013
Percentage of Points Earned
Fall 2011
Percentage of Points Earned
Fall 2012
Percentage of Points Earned
Fall 2013
Online WAVE Section 91.05% 87.06% 82.73% 92.93% 78.20% 91.72%
Seated, Traditional Sections 90.46% 81.60% 81.50% 88.31% 75.04% 86.19%
Difference 0.59% 5.46% 1.23% 4.62% 3.16% 5.53%
Student Learning Outcome #3 Student Learning Outcome #4
Percentage of Points Earned
Fall 2011
Percentage of Points Earned
Fall 2012
Percentage of Points Earned
Fall 2013
Percentage of Points Earned
Fall 2011
Percentage of Points Earned
Fall 2012
Percentage of Points Earned
Fall 2013
Online WAVE Section 89.35% 78.03% 78.94% 85.96% 88.04% 83.03%
Seated, Traditional Sections 84.07% 76.00% 72.87% 78.72% 86.56% 78.98%
Difference 5.28% 2.03% 6.07% 7.24% 1.48% 4.05%
Direct Assessment by Student Learning Outcomes

35. Student Learning Outcome #5
Percentage of Points Earned Fall 2011
Percentage of Points Earned Fall
2012
Percentage of Points Earned Fall 2013
Online WAVE Section 86.59% 72.76% 73.16%
Seated, Traditional Sections 81.47% 72.66% 77.59%
Difference 5.12% 0.10% -4.43%
Direct Assessment by Student Learning Outcomes

36. So how do we as instructors feel about these outcomes?

37. Some things that happened ………
• New textbook
• New exam maker
• Introducing SAM into the course

38. Some issues we see ………
• Too much information and clutter
• Online students just want to know
what to do
• Dividing between SAM and Blackboard
distracts students
• Trying to make online more like seated

39. COME SAILING WITH GASTON COLLEGE!
SAILing takes you to where your course ought to be!