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Publication venue: University of Maryland University College (UMUC)
Publication date: 2010
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Bridging Multigenerational Gaps in the Online Classroom - DE Oracle

Author: Smucny Darlene
Publication venue: University of Maryland University College
Publication date: 2010
Field of study

DE Oracle @ UMUC An Online Learning Magazine for UMUC Faculty Center for Support of Instruction Bridging Multigenerational Gaps in the Online Classroom Darlene Smucny Academic Director for Social Sciences, SCIP School of Undergraduate Studies Published: September-October 2010 Category: » Online-pedagogy » Teaching-strategies Introduction As American society becomes increasingly specialized and industrialized, age cohorts tend to operate separately in the spheres of work, leisure, and education. Intergenerational learning and shared labor, such as what existed in rural farming or urban immigrant communities at the beginning of the 20th century, are increasingly rare. Of the generations currently in the workplace, only those born prior to 1945 have experienced a mutually beneficial multigenerational environment. Although technology has driven this change, it has also created a new paradigm of multigenerational interaction in the online classroom. This article reviews current research on the multigenerational online classroom, identifies the defining characteristics of the different generations that may be present in a classroom, describes the challenges of a multigenerational online classroom, and suggests adapting a conceptual framework for the multigenerational workplace (called MEET) to enhance the multigenerational online classroom. Background and Literature Review The online and blended (hybrid) classroom is increasingly becoming a site of multigenerational learning. A recent report from the U.S. Department of Education indicates that 38 percent of all college students are age 25 and older (Snyder & Dillow, 2010). Advisors of online learners (http://blog.edvisors.com/online-education/the-average-age-of-students-is-on-the-upswing/) have noted that the average age of students has been increasing over the years for several reasons: The high cost of tertiary education, which forces some people to delay their education until they can pay for it The presence of the Baby Boomer generation in the workplace Enhanced life expectancy The availability of online education Higher numbers of graduate students Unemployment The need for retraining and career change The uncertain economic climate At UMUC, where the number of all students age 25 and older is 86 percent (University of Maryland University College, 2009), the multigenerational online classroom is already a reality. UMUC has always served working adults, but we continue to matriculate recent high school graduates and young adults; this aspect may be due to a consistently increasing number of individuals in that age group in the last decade (Snyder & Dillow, 2010) and/or because UMUC provides a financially sound path for higher education compared to the expenses of attending a traditional bricks-and-mortar institution for those who want to go to college right after (or shortly after) high school. The anecdotal experiences of faculty indicate that best practices for adapting the e-classroom to different age cohorts do exist, although indicators for a conceptual framework have not been Bridging Multigenerational Gaps in the Online Classroom - DE Oracle developed. In fact, one must extrapolate from the research in related and complementary areas such as adult education, online education, gerontology, management, anthropology, social theory, and English as a second language (ESL) to build a suitable framework for teaching and learning in an online classroom with learners spanning multiple generations. The typical adult student is aptly described by Brookfield (1986) as problem-centered, results-oriented, and self-directed. According to Brookfield, these learners lead complex lives, juggle competing responsibilities, and seek education that meets current needs. Coffman (2009) builds on Brookfield’s principles of andragogy with an interesting perspective on the different learning styles of multigenerational community band members, suggesting indicators for constructing a conceptual framework for multigenerational instruction. Wlodkowski (2008) offers suggestions for motivating adults by creating a culturally responsive classroom that embraces multiple cohorts. Recent studies of online ESL instruction by Parker (2008) and Tan (2009) concur with Wlodkowski that a climate of cultural inclusion is essential to online learning and should be modeled by the instructor. Profiles of the Different Generations According to Strauss and Howe (1997)—pioneers in the field of generational studies—a generation shares a time and space in history, leading to similar life experiences and a collective personality. According to their definition, a generation lasts the length of time of one phase of life.There are at least four generations in the modern American workforce. These generations are usually described as: Traditionalists (born before 1945) Baby Boomers (1945–1964) Generation X (1965–1979) Millennials or Generation Y (1980 and later) To better understand today’s multigenerational workforce, human resource managers have summarized the profiles, seminal events, technology, and approach to learning of each generation.The collective personalities of each generation in the workplace have been described, defined, and summarized by diverse organizations from private consulting firms (Human Resource Solutions, 2009) to large lobbying groups (AARP, 2007). The table below provides an at-a-glance view of this information, defining the characteristics of the different generations: Traditionalists (born before 1945) Baby Boomers (1945–1964) Generation X (1965–1979) Millennials or Generation Y (1980 and later) Profile Hard work Loyal employee Sacrifices for the company Thrify Conforms Workaholic Optimistic Crusades causes Success=materialism Works efficiently Work-life balance Indepdendent Lives for today Distrusts companies Bends rules if needed What's next? On my terms Civic minded Earns to spend Questions the status quo Seminal Events 1937 Hindenburg tragedy 1937 Disney’s first animated feature (Snow White) 1941 Hitler 1954 First transistor radio 1960 Birth control pills introduced 1962 John Glenn circles the earth 1963 Martin Luther King, Jr. leads march 1973 Global energy crisis 1976 Tandy and Apple market PCs 1978 Mass suicide in Jonestown 1979 Margaret 1990 Nelson Mandela released 1993 Apartheid ends 1995 Bombing of Bridging Multigenerational Gaps in the Online Classroom - DE Oracle invades Russia 1941 Pearl Harbor; U.S. enters World War II 1945 World War II ends in Europe and Japan 1947 Jackie Robinson joins major league baseball 1947 HUAC investigates film industry 1950 Korean War begins on Washington 1963 President Kennedy assassinated 1965 U.S. sends troops to Vietnam 1966 Cultural Revolution in China begins 1967 World’s first heart transplant 1969 U.S. moon landing 1969 Woodstock 1970 Women’s liberation demonstrations Thatcher becomes first female British Prime Minister 1979 Massive corporate layoffs 1980 John Lennon killed 1981 AIDS identified 1986 Chernobyl disaster 1986 Challenger disaster 1987 Stock market plummets 1989 Exxon Valdez oil spill 1989 Berlin Wall falls 1989 Tiananmen Square uprisings Federal building in Oklahoma City 1997 Princess Diana dies 1999 Columbine High School shootings 2001 World Trade Center attacks 2002 Enron, WorldCom and corporate scandal 2003 War begins in Iraq 2004 Tsunami in the Asian Ocean 2005 Hurricane Katrina Technology of the Era Radio Television Personal computer The Internet Approach to Learning Tell Me What to Do Show Me What to Do Why Do I Need to Learn This? Connect Me to What I Need While one cannot generalize, members of the Traditionalist and Baby Boomer generations may be skeptical of new information yet seek education that applies directly to their professional or vocational needs. While they may be proficient in technology, they may also require reassurance that they will succeed in new educational endeavors. Generation Xers and the Millennials, on the other hand, are future-oriented and highly proficient in social networking and technology. They take education more for granted and are confident about professional success but may accept information uncritically as fact. Although we can identify different prevailing traits of generations, instructors should never stereotype their students based on age or generation or make assumptions about their students’ backgrounds. Regardless of age, students who are heavy technology users have similar characteristics in terms of teaching and learning. In addition, students’ online learning may be affected by many variables —including individual learning style, study skills, language skills, exposure to technology, socio-cultural differences, geography, and socio-economic status. As instructors, it is important to be aware of our own biases. Challenges of the Multigenerational Online Classroom The instructor who engages with multigenerational students needs to find ways to bridge “generational gaps” that may be present. The learning environment requires attention to a wider variety of student Bridging Multigenerational Gaps in the Online Classroom - DE Oracle needs. Some of the challenges associated with teaching multigenerational learners online are as follows: Students have different levels of familiarity with technology and netiquette as well as different assumptions and interpersonal communication skills which could lead to fragmentation, cliques, inappropriate language, and disagreements. A multigenerational class usually presents different levels of preparedness, and a leveling of the technology playing field may require extra effort on the part of the instructor. Instructor flexibility and resourcefulness are important in finding work-arounds and alternate methods so that students with different language skills, learning styles, confidence levels, and attitudes toward education can all succeed. Because generational differences can impact learning, it is important that instructors try to find out “who” is in their classrooms so that they are better prepared to help meet their needs.Participants at a session on the multigenerational classroom at the 2010 Maryland Distance Learning Association (MDLA) conference provided some tips and suggestions for learning about learners so that instructors can work with them successfully: Engage with students early using an introduction conference—elicit important information by structuring response criteria. Look for content that may suggest age group; older learners will often self-identify. Note differences in writing styles: Older learners tend to write more carefully, more formally, and in full sentences. Look for abbreviations (“u” instead of “you”) and so-called “LEET speak” that is common in texting, although this is less of a reliable indicator of age as older adults become more adept at using these abbreviations. Observe students’ comfort level with chat (IM) and technology resources (e.g. Wimba, document conversion). A Conceptual Framework for Multigenerational E-Learning Workplace training programs for inclusion, diversity, and respect provide some useful models to apply to multigenerational e-learning. The MEET approach (VisionPoint, 2006) uses the following framework to help overcome the complexities of working together effectively in a multigenerational workforce: M: Make time to discuss E: Explore differences E: Encourage respect T: Take responsibility When used in the workplace, MEET can assist business leaders with minimizing generational conflict and strengthening collaboration among all employees. Because these same goals are also important in academia, it makes sense to adapt this framework to fit the needs of those in the classroom. Because classroom communication between instructors and students is two-way, the MEET model needs to be adapted for both parties. The adapted frameworks listed below highlight the responsibilities and good practices that both instructors and students should emulate to help create a welcoming, collaborative learning environment: Instructors M: Make time to provide feedback and discuss students’ ideas and perspectives E: Explore differences in students’ learning styles and technology skills E: Encourage respect of students’ experiences Students M: Make time to listen to others in the online classroom E: Explore new approaches and solutions, including the use of technology E: Encourage respect of others’ life Bridging Multigenerational Gaps in the Online Classroom - DE Oracle T: Take responsibility for teaching and learning experiences (including the instructor) T: Take responsibility for teaching and learning As UMUC instructors and practitioners, we can implement frameworks such as MEET by seeking to discover and celebrate students as individuals. We also can reduce the anonymity of online learning and create a “culturally sensitive classroom” (Tan, 2009). Specific strategies for carrying out MEET in the classroom include: Identifying/accepting students’ stage of readiness Identifying the thinking/learning styles of students Using a variety of teaching strategies to engage all students Connecting students to helpful resources Assessing facility with the online environment and technology Using mentoring across all ages; having older and younger class members mentor each other in the online classroom Conclusion In thinking about the multigenerational online classroom, one must avoid any sort of stereotyping based on chronological or generational age. Age can be looked at from several different perspectives, including chronological or physical age, generational/historical age, and life course or experiential age. In the multigenerational classroom, instructors should foster a welcoming atmosphere, respecting the life experiences of adult learners. The welcoming multigenerational classroom is really another way to ensure that all students are encouraged to reach their lifelong learning potential. References American Association for Retired Persons (AARP) (2007). Leading a Multigenerational Workforce. Retrieved from http://assets.aarp.org/www.aarp.org_/articles/money/employers /leading_multigenerational_workforce.pdf (http://assets.aarp.org/www.aarp.org_/articles/money/employers /leading_multigenerational_workforce.pdf) Brookfield, S.D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass. Clarey, J. (2009). Multi-generational learning in the workplace. Retrieved from http://janetclarey.com/2009/02/26/multi-generational-learning-in-the-workplace/ (http://janetclarey.com/2009/02/26/multi-generational-learning-in-the-workplace/) Coffman, D. (2009). Learning from our elders: Survey of New Horizons International Music Association band and orchestra directors. International Journal of Community Music, 2(2&3), 227–240. Human Resource Solutions (2009). Intergenerational Workforce Services. Retrieved from http://www.yourhrexperts.com/generation/ (URL Defunct) Parker, M. (2008). Impact of asynchronous and text-based communication modalities on non-native speakers of English in fully online U.S. university courses. (Doctoral dissertation, University of Maryland, Baltimore County, 2009). Dissertation Abstracts International, 69 (12), 4604. (UMI No. 3339076) Snyder, T.D., & Dillow, S.A. (2010). Digest of Education Statistics 2009 (NCES 2010-013). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010013 (http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010013) Strauss, W., & Howe, N. (1997). The fourth turning: An American prophecy. New York, NY: Broadway Bridging Multigenerational Gaps in the Online Classroom - DE Oracle Contact Site Manager Books. Tan, F. (2009, Summer/Fall). Tri-fold transformation: An international adult student’s reflections on online learning. Adult Learning, 20(3/4), 38–40. Retrieved from Academic Search Complete database. University of Maryland University College. (2009). University of Maryland University College fall 2009 fact book. Adelphi, MD: Author, Office of Institutional Planning, Research and Accountability. Retrieved from http://www.umuc.edu/visitors/about/ipra/upload/UMUCFall09FactBook.pdf (http://www.umuc.edu/visitors/about/ipra/upload/UMUCFall09FactBook.pdf) (http://www.umuc.edu/ip/PDFs /UMUCFall09FactBook.pdf) VisionPoint. (2006). Generations: M.E.E.T. for Respect in the Workplace. Retrieved from http://www.visionpoint.com/training-solutions/inclusion-respect/generations-diversity-training (http://www.visionpoint.com/training-solutions/inclusion-respect/generations-diversity-training) Wlodkowski, R. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd ed.). San Francisco, CA: Jossey-Bass. About the Author(s) Darlene Smucny is the Academic Director for Social Sciences in the School of Undergraduate Studies at UMUC, where she manages the curriculum and faculty for the ANTH, GEOG, SOCY, and WMST disciplines. Darlene previously served as Assistant Academic Director for Sciences, Math, and then Biology from 2004 to 2006. Prior to her administrator positions, she taught as an adjunct faculty member (in BIOL, NSCI, ANTH, and BEHS) for UMUC-Stateside from 2001 to 2004, and in 2004 she received a Teaching Recognition Award (TRA) from UMUC. Darlene has a PhD in Anthropology from UCLA and is member of the American Society of Primatologists, the American Anthropological Association, the American Sociological Association, the Animal Behavior Society, and the Maryland Distance Learning Association. Cindy Davis-Sbaschnig began teaching for UMUC in 1983 in Naples, Italy. She later taught and trained UMUC faculty to teach on the ITV system in the College of Engineering at University of Maryland, College Park. After completing her doctorate in Educational Policy & Planning from University of Maryland, College Park in 1994, she worked at Barry University in Miami, Florida, as a Professor of English and in various administrative capacities. She returned to UMUC in 2008 to serve as the Assistant Academic Director of English/Literary Arts for two years and is currently with Barry University in another full-time position while continuing to serve UMUC as an adjunct faculty member in English. Kathy Humber is the Academic Director of Gerontology and Behavioral Sciences in the School of Undergraduate Studies at UMUC. Her interests include psychosocial and sociocultural issues in aging, diversity awareness, and strategies for promoting student success. Rating: Not yet rated Comments No comments posted. You must be logged in and be a member of the UMUC community in order to comment. If you are a member of the UMUC community and do not have an account, please register for a FREE one. If you have a guest account but are Faculty/Staff of UMUC please send an email to the DE Oracle Site Manager (mailto:[email protected]?subject=Please Update my DE Oracle Guest Account) so that your guest account can be updated. Bridging Multigenerational Gaps in the Online Classroom - DE Oracle Created and Maintained by the Center for Support of Instruction © University of Maryland University College Powered by ArticleMS from ArticleTrader.com Bridging Multigenerational Gaps in the Online Classroom - DE Oracl

Skype Experiences and Options - DE Oracle

Author: Siffert Heloisa
Publication venue: University of Maryland University College
Publication date: 2010
Field of study

DE Oracle @ UMUC An Online Learning Magazine for UMUC Faculty Center for Support of Instruction Skype Experiences and Options Heloisa Siffert Senior Instructional Support Specialist Center for Support of Instruction Published: March-April 2010 Category: » Tech-skills-software » Skype I have to confess that I am a Skype fan and have been a user for a long time—since it was in its beta version in 2003. Skype is a Web tool that allows you to make free video or voice calls over the Internet, and it offers many ways to communicate with other people. Users can call each other via their computers connected to the Internet, from a computer to a landline phone and vice-versa, or to and from landline phones using the Internet to connect. I had been waiting for a tool like this for a long time, and when free long-distance communication became available, it seemed like a dream come true. Using Skype Skype provided a way for me to bridge the gap between my friends and family in Brazil and me in Maryland. While Skype can help on personal level, it can also be a solution for business as well as the educational environment. It provides a free or low-cost communication service that can help facilitate interaction in an online course. I have held conference calls using Skype with people in Japan, Italy, the Netherlands, Africa, and Brazil a few times. Skype holds audio very well—but video quality depends on the users' Internet connections. I recommend turning the video off and keeping it simple with just audio. If you need to see someone's face or a place, turn the video on for a few minutes and then carry on with the audio. Your experience this way will be much more comfortable and less stressful than trying to get everyone's video to work clearly throughout the call. In distance education, the use of Voice over Internet Protocol (VoIP) can play an important role because it is free. It can be great for study group work or instructor's conference with a group of students. My group experiences with Skype were always with a maximum of five participants. Calling/Communication Options Skype offers numerous communication services; the following four options are just a few that faculty may find useful: 1. Skype-to-Skype Calls (free) Skype-to-Skype calls can be conducted when both users are on their computers, and the communication is transferred entirely through the computers via the Internet. If both parties also have webcams, they can conduct free video calls. Several other useful features are also available when both users are on their computers, such as instant messaging, file transfer, and voice mail. Skype Experiences and Options - DE Oracle 2. Skype-to-Phone Calls (low fee) Skype provides some low-cost alternatives if the person you are trying to reach is not on the computer. From your own computer, you can use Skype to call phone numbers around the world. The phone number you call can be for a cell phone or a landline phone. What I do frequently is call a person's regular phone number and ask him/her to go online so that we can use the free VoIP service from Skype, computer to computer. 3. SkypeIn Number (low fee) Skype also allow you to buy a phone number in another country with its SkypeIn number (http://www.skype.com/intl/en-gb/allfeatures/onlinenumber/) feature. I used this feature to by a phone number in Rio, Brazil. With my SkypeIn number, my family or friends can call this number anytime (no need to be online) from a their phone and it charges them as a local call. On my Skype account, I set up my calls to be forwarded to my cell phone. In other words, I get a call from Brazil in my cell phone from someone using a landline or cell phone (paying local charges) via the Internet, and I pay an inexpensive fee to keep my SkypeIn number in Rio. There are currently 25 countries from which you can buy SkypeIn numbers. The list is growing, so it is worth checking to see if the country where you are interested in buying a SkypeIn number is available. Skype Experiences and Options - DE Oracle 4. Skype To Go Number (low fee) I also have a Skype phone number here in Maryland (Skype To Go number (http://www.skype.com/intl/en-gb/ allfeatures/togo/#checkCallRatesTab) ) that I can dial, and I reach my contact list (pre-loaded in my Skype account) from which I can choose to call people all over the world for a very low fee. If the person/number is not listed in my contact list, I can still dial the number after entering my Skype local (Maryland) number and following the options available. New Features and More Information Skype has continually added new services to its arsenal. Screen sharing is the latest new feature from Skype, available in beta version for now only for Macs. With this new feature, you can show a PowerPoint or discuss a document visible to all on the Skype call if they are all using their computers. You can share part or all of your screen with the other call attendees. You can visit the Skype Web site (http://skype.com) for more information on this feature and the other services provided by Skype—as well as a free download of the Skype utility. About the Author(s) Heloisa Siffert is a Senior Instructional Support Specialist in the Center for Support of Instruction, where she develops and delivers faculty training programs and collaborates with the academic units on online classroom setup, course design, learning object development, and implementation of new technologies. Her areas of expertise include graphic design and Web/multimedia development. Rating: Not yet rated Comments Skype Experiences and Options - DE Oracle Contact Site Manager Created and Maintained by the Center for Support of Instruction © University of Maryland University College Powered by ArticleMS from ArticleTrader.com Laurence Gillis -- Apr 6th 2010 Thanks for a great article. I agree with the social utility of Skype, for sure. However, sometimes my Call quality varies. Right now, I am dealing with a "Wa-Wa" effect, similar to that used to great effect by Duke Ellington. Do a good article on controlling call quality, and I will name my first grandchild after you. Larry Gillis, Associate Professor (UMUC, Legal Studies) You must be logged in and be a member of the UMUC community in order to comment. If you are a member of the UMUC community and do not have an account, please register for a FREE one. If you have a guest account but are Faculty/Staff of UMUC please send an email to the DE Oracle Site Manager (mailto:[email protected]?subject=Please Update my DE Oracle Guest Account) so that your guest account can be updated. Skype Experiences and Options - DE Oracl

Student Response Systems (Part II) - DE Oracle

Author: Smelser Linda
Publication venue: University of Maryland University College
Publication date: 2010
Field of study

DE Oracle @ UMUC An Online Learning Magazine for UMUC Faculty Center for Support of Instruction Student Response Systems (Part II) Linda Smelser Instructional Support Specialist Non UMUC Published: January-February 2010 Category: » Online-pedagogy » Teaching-tools The first article in this two-part series, entitled Student Response Systems Part I, explained the types of Student Response Systems (SRS), their purpose, and how they are used in the face-to-face classroom. Online options were also briefly described. Part II below discusses an SRS pilot conducted at the Universities at Shady Grove (USG) during the spring 2009 semester, including general feedback and reactions from two UMUC faculty who participated in the pilot. USG Clicker Pilot Program According to USG's Center for Academic Success (CAS) Director Marsha Youngblood, the idea for a clicker pilot was expressed by faculty at the USG Issues and Innovations for Effective Teaching roundtable discussion in October 2008. In April 2009, the CAS and IT departments collaborated to facilitate their first pilot program in which faculty could borrow (via a check-in/check-out procedure) SRS devices and software purchased from Turning Technologies. Twenty-three faculty from five University System of Maryland (USM) institutions attended online, text-based, or face-to-face training on using the system, offered and supported by USG's IT staff. Clicker Pilot General Feedback According to Dr. Youngblood, the mid-term pilot assessment results submitted by seven faculty indicated that the SRS pilot was overall a positive experience for them and their students. All seven faculty reported that student engagement had increased and "made the class more fun and light-hearted, gave students instant feedback, and enabled them to better evaluate for themselves what they knew and what they didn't know." As far as instruction, faculty said that "using clickers improved their teaching because it improved students' enjoyment and retention of information, allowed them to slow down and ask questions, and kept them engaged." Negative responses related mainly to difficulties with technology. For example, the SRS system uses Microsoft Office 2007 products, but not all classrooms at USG had been updated with this software during the pilot. One faculty said that using clickers was too time consuming, but did not provide further explanation. The majority of faculty said they have plans to use clickers again in future classes. Comments from UMUC Faculty in the Clicker Pilot Two UMUC faculty members, Dr. Joyce Henderson (HRMN, EDCP) and Dr. Constance Woolcock-Henry (IFSM, CMST), were involved in the USG SRS pilot and plan to continue using clickers based on their positive experiences. Their answers to the questions below about their own and their students' experiences show that using SRS in the classroom can assist faculty with instruction and encourage student engagement. Did you find using SRS a positive experience? BOTH: Yes CWH: I find that whenever I used the SRS, students were more engaged Student Response Systems (Part II) - DE Oracle and class participation increased. Students were eager to know if their answers made a difference in the scores and tended to prepare the assigned readings more. What differences did you find in your classroom? CWH: The most observed differences I found in my classroom were higher attendance, more class participation, maintained concentration, and more completion of reading assignments. JH: The SRS allowed the students to be a little more engaged—you can't hide when the responses are shown on the screen! The students were able to answer questions on their own without knowing what the other students were going to answer and then see if their answer differed from the others —without letting on how they answered. I still used my basic teaching methodology of posing questions with PowerPoint but occasionally added the SRS for variety, review, or emphasis. Did using SRS change your methodology for teaching, facilitating, etc.? If so, how? CWH: Using the SRS, I changed my methodology of teaching from purely lecture and discussion to lecture, interjected by review questions and discussion questions to reflect on students' understanding of the material. JH: It enhanced my methodology and allowed more in-depth discussion. Did using SRS change the way you deliver content? If so, in what way did it change? CWH: Using the SRS did change the way I delivered content. On occasion, the materials were presented in a question format so students were forced to think and problem-solve. Questions and answers were prepared as part of the lecture notes. JH: The only change was that I added some questions for the SRS use and also used the SRS to review for the final exam. I think that's the piece that the students liked the most and found helpful. Did you find that the SRS experience added educational value? If so, in what way? CWH: The SRS helped to achieve active communication and is a quick form of feedback between the students and myself. It also increases comprehension, which is an essential added educational value. JH: The fact that the students could freely answer the questions and know if they answered in the same way as the other students was helpful. There were times when the minority answer was the correct one. Without the SRS the student may not have spoken up if it appeared they were the only one with a different answer. Would you recommend SRS to your colleagues? If so, do you have any recommendations on usage? CWH: I would strongly recommend its use especially in classes where instructors tend to do a lot of lecture—it reinforces key topics by posting questions during or after a lecture. SRS is a good method to collect students' immediate feedback and test their understanding about what they were taught. JH: Definitely would recommend it. The only suggestion is to allow the time to design the questions; it takes time to load everything and set it up the first time around. Did your students find the SRS experience positive? BOTH: Yes JH: Since the class was an evening class with most students arriving after working all day, they liked the entertainment value of the SRS. It helped them stay alert. Were students more engaged? Or, did student active learning / participation in their learning increase? How? (Critical thinking, participation, understanding, etc.) CWH: Students loved the engagement and interaction the SRS provides. In most cases, the students thought the system was helpful especially with participation and comprehension. They liked the fact that their answers could be kept anonymous and the possibility of comparing their answers with other students. Students also liked the fact that they could immediately obtain the correct answers to questions. JH: I believe that critical thinking was enhanced since they had the ability to question each other after seeing the answers—and I questioned them also. Student Response Systems (Part II) - DE Oracle Did student attendance change as a result of SRS usage? CWH: Although there was no marked increase or decrease in attendance during the time SRS was used, students enjoyed coming to class and actively participating, The SRS system provided timely breaks in the lecture and also a quick review of materials learned. CAS Response to Increasing Interest Director and faculty interest continued to grow during 2009 with requests for more clickers and advanced training. In response, CAS purchased 50 more clicker sets and IT provided further training in the fall on SRS technology, instruction, and best practices. Since the fall training session, Dr. Youngblood noted that 18 faculty from six USM institutions are currently using clickers in their classrooms and said that recent feedback from faculty currently using SRS continues to be positive. Dr. Youngblood noted that one instructor recently reported an increase in scores on reading comprehension quizzes using clickers, and several faculty commented that interactive clicker questions promote effective critical thinking. The extended USG SRS pilot continues at the Shady Grove campus. UMUC faculty who would like to use the clickers in classes at the Shady Grove campus can contact Dr. Marsha Youngblood at [email protected] (mailto:[email protected]) and request to participate in the program. Resources EDUCASE has a list of excellent resources that provides information on best practices, how to develop questions for clicker use, case studies, and evaluation results. (http://www.educause.edu/node/171239) Can a Piece of Plastic Improve Learning? An Evaluation of Personal Responses Systems in Large Classroom Settings (http://www.educause.edu/node/171239) Clicker U. (http://www.educause.edu/node/163459) Clickers in the Classroom: An Active Learning Approach (http://www.educause.edu/node/157458) Student Response Systems: A University of Wisconsin System Study of Clickers (http://www.educause.edu/node/157592) Recommended Reading (http://www.educause.edu/node/162882) For a more comprehensive list of resources on clickers, check out EDUCAUSE's complete list (http://www.educause.edu/Resources/Browse/ClassroomResponseSystems/28524) . About the Author(s) Linda is an instructional designer in the Center for Support of Instruction and an adjunct faculty for SUS. She also teaches faculty development workshops for the Center for Teaching and Learning. Linda understands the needs of adult learners from both first-hand experience and in her previous role as a UMUC academic advisor. She started her college career as a working single mother and eleven years later received her Masters in instructional systems development from UMBC. Along with her academic advising experience, Linda brings her expertise in the areas of quality customer support, corporate training, technical writing and instructional design to CSI. Linda appreciates working in a true learning community and developing solutions that meet the needs of a diverse clientele. In her spare time, Linda enjoys reading, yoga, mountain biking, dancing, and traveling to California and Philadelphia to visit her children and grandchildren. Rating: Not yet rated Comments No comments posted. Student Response Systems (Part II) - DE Oracle Contact Site Manager Created and Maintained by the Center for Support of Instruction © University of Maryland University College Powered by ArticleMS from ArticleTrader.com You must be logged in and be a member of the UMUC community in order to comment. If you are a member of the UMUC community and do not have an account, please register for a FREE one. If you have a guest account but are Faculty/Staff of UMUC please send an email to the DE Oracle Site Manager (mailto:[email protected]?subject=Please Update my DE Oracle Guest Account) so that your guest account can be updated. Student Response Systems (Part II) - DE Oracl

Online Writing Coaches Program Enhances Student Learning - July 9, 2010_combined - DE Oracle

Author: CSI Staff
Publication venue: University of Maryland University College
Publication date: 2010
Field of study

DE Oracle @ UMUC An Online Learning Magazine for UMUC Faculty Center for Support of Instruction Online Writing Coaches Program Enhances Student Learning - July 9, 2010 CSI Staff Staff Writer Center for Support of Instruction Published: July-August 2010 Category: » De-oracle-live » Archived-webinars Effective written communication is fundamental to professional and academic success, especially for adult learners. At UMUC there is wide variance in the writing skills of students. To facilitate student success, the Graduate School recently embedded Writing Coaches into several of its foundation courses. In this entirely online coaching program, writing coaches review student assignment drafts, engage students through general writing and specific assignment tips - in both traditional and multimedia (YouTube videos and podcasts) formats, and provide students with resources for use in other environments. This presentation will provide an overview of the program and an assessment of the program's effectiveness. Archived Recording: Launcher Link: http://umuc.wimba.com/launcher.cgi?room=deoracle_2010_0709_1010_46 (http://umuc.wimba.com/launcher.cgi?room=deoracle_2010_0709_1010_46) Wizard Link: http://67.202.210.31/wizard/launcher.cgi?wc=wms (http://67.202.210.31/wizard/launcher.cgi?wc=wms) Slide Presentation: Printable Version: PDF Online Writing Coaches Program Enhances Student Learning - July 9, 2010 - DE Oracle Contact Site Manager Created and Maintained by the Center for Support of Instruction © University of Maryland University College Powered by ArticleMS from ArticleTrader.com Rating: Not yet rated Comments No comments posted. You must be logged in and be a member of the UMUC community in order to comment. If you are a member of the UMUC community and do not have an account, please register for a FREE one. If you have a guest account but are Faculty/Staff of UMUC please send an email to the DE Oracle Site Manager (mailto:[email protected]?subject=Please Update my DE Oracle Guest Account) so that your guest account can be updated. Online Writing Coaches Program Enhances Student Learning - July 9, 2010 - DE Oracle The Graduate School of Management & Technology A Graduate Level Tutoring/Writng Coach Program Alexis Hill White Presentation Outline • Writing Coach Program Overview • Feedback/Perceived Effectiveness • Best Practices and Next Steps The Writing Coach Program • Need for program • Program Goals and Mission • The Writing Coaches • Coaching Format and Approach Perceptions and Feedback • Zoomerang Surveys • Faculty Perceptions Best Practices and Next Steps • Multimedia to complement text-based information • Training for writing coaches • Faculty role in encouraging use of coaching services Questions • Questions

Organizational commitment in higher education: A study of career patterns of midlevel student servicesprofessionals

Author: Baker-Tate Ixchel M.
Publication venue: University of Maryland University College (UMUC)
Publication date: 09/07/2010
Field of study

Organizational commitment of student services professionals is positively influenced by age and tenure and negatively affected by lack of advancement opportunities, compensation and burnout.Organizational Commitment in Higher Education: A study of career patterns of midlevel student servicesprofessionals July 9, 2010 Ixchel M. Baker-Tate Doctor of Management University of Maryland University College Contact: [email protected] Keywords: Organizational commitment; Higher Education; Midlevel managersWhy this Topic? ��Attrition is a problem for the profession with rates as high as 50-60%. •It is important to understand what factors influence midlevel professionals intent to stay in or leave the profession. •Little research has been done in the area of student services, as it relates to the factors that influence their commitment to and retention in the profession. •Understanding the factors that contribute to organizational commitment is an important step in addressing the issue of attrition among student services professionalsResearch Questions •What factors affect organizational commitment of student services professionals? •Are there specific factors that affect organizational commitment more than others, among student services professionals?Significance to Management •The need to attract and retain desired student enrollments in order to meet institutional revenue targets and to accomplish specific goals and objectives. •Increased competition for share of the higher education market. •Lack of commitment to the goals and objectives of the institution’s mission creates ripple effect and trickles down to customers (i.e. students)Literature Review The literature review consisted of searches of scholarly books, journal articles, government documents, dissertations, and research documents and was organized in the following themes: •Constructs of organizational commitment •Organizational commitment and job satisfaction •Motivation as a factor of organizational commitment; and •Midlevel managers in student services. Key Literature Sources A scan of the literature environment resulted in the use of many books, texts & the frequent use of the following industry journals •Herzberg, F., Mausner, B., & Snyderman, B. (1959). The motivation to work. New York: Wiley. •Johnsrud, L. K., & Rosser, V. J. (2000). Editor’s notes. New Directions for Higher Education, 111, 1-2. •Meyer, J.P., & Allen, N.J. (1997). Commitment to the workplace: Theory, research, and application. Thousand Oaks, CA: Sage. •Mowday, R., Steers, R., & Porter, L. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14, 224-247. •Porter, L. W., Bigley, G. A., & Steers, R. M. (2004). Motivation and work behavior (7thed.). Boston: •McGraw-Hill. •Rosser, V. J., & Javinar, J. M. (2003). Midlevel student affairs leaders’ intentions to leave: Examining the quality of their professional and institutional work life. Journal of College Student Development, 44(6), 813-830. Key Propositions 8 propositions for investigation were derived from a review of the literature, including the four integral to the study [P1] Organizational commitment is affected by the age of the professional, as well as, how long they have been in the profession (tenure) and their current position. [P2] The lack of advancement opportunities, as perceived by the professional, affects their commitment to and retention in the profession, as well as, their commitment to the institution for which they work. [P3] Compensation, in terms of pay and rewards, to include recognition, affects a professional’s intent to stay or leave the profession. [P8] Burnout from continuing stress, brought on by task overload and role stress, is affected by the level of supervisor support and decision-making input. Conceptual Model Organizational Commitment Tenure AgeAdvancement Opportunities Compensation (pay and recognition)Burnout (task overload & role stress)PerceptionPerceptionPositive NegativeThesis Statement Organizational commitment of student services professionals is positively influenced by age and tenure and negatively affected by lack of advancement opportunities, compensation and burnout.Research Approach •Non-experimental qualitative phenomenological research •Explore phenomena of factors that affect organizational commitment in student services professionals •Semi-structured in-depth interviews •Sample size of 20 student services professionalsFindings (expected) 1.Several thematic categories will emerge that identify the factors that affect organizational commitment among student services professionals 2.Factors that affect their intent to leave or stay within the profession will also be identified. 3.Meaning and essence of the data collected will be formed from the descriptions of the experiences of those professionals who participated in the interviews. Implications for management (expected) 1.This study will support the notion that student services professionals are an integral part of higher education and need to be retained in their positions to further the mission and goals of the university for the betterment of students. 2.Encourage university leaders to develop programs that enhance the student services professional work experience in an effort to strengthen their commitment.Future Research Agendas 1.More comprehensive study (quantitative) of the factors that affect organizational commitment that is more generalizable. 2.Exploring in depth the themes that emerge from this study to further understand the factors that affect commitment among this group of professionals

Bricolage culture: Creating a resilient and thriving organization

Author: Coldwell Travis
Publication venue: University of Maryland University College (UMUC)
Publication date: 09/07/2010
Field of study

Purpose and Scope: - Determine the Resiliency of Organizations with Cultures that Exhibit Bricolage and/or Organizational Ideal Characteristics. Develop a Framework for Predicting the Future Success of an Organization by Analyzing its Culture, Resiliency, and Crisis Frequency. Review Existing Case Studies on Organizational Culture within Private Sector Firms.BRICOLAGE CULTURE: Creating a Resilient and Thriving Organization Travis ColdwellKeywords: bricolage, organizational ideal, resilience, organizational culturePurpose and Scope Determine the Resiliency of Organizations with Cultures that Exhibit Bricolage and/or Organizational Ideal Characteristics. Develop a Framework for Predicting the Future Success of an Organization by Analyzing its Culture, Resiliency, and Crisis Frequency. Review Existing Case Studies on Organizational Culture within Private Sector Firms. Research Questions What influence does the Organizational Ideal and Bricolage have on the success of an Organization? Are organizational cultures that encourage Bricolage more likely to thrive while those that promote Organizational Ideal characteristics are more likely to succumb? What happens when an organizations culture has characteristics of Bricolage and an Organizational Ideal? Do Bricolage cultures allow organizations to recover more rapidly when confronted with crisis? Do organizations with a Bricolage culture experience fewer critical events? Do Bricolage behaviors mitigate crisis? Are organizations with a culture that promotes an Organizational Ideal likely to experience more critical events? Do Organizational Ideal characteristics facilitate crisis?Significance for Management The ability of an organization to rapidly recover from crisis has a tremendous influence on the firm’s growth, profitability, and ultimate success. Promoting a Bricolage Culture leads to Greater Resiliency, Mitigates Crisis, and Fosters a Thriving Organization. Organizational Ideal Cultures Decrease Resiliency, Facilitate Crisis, and Contribute to Firm Failure. Literature Themes & Authors Resilience Mallak (1998) -a resilient organization increases the probability of its own survival by implementing positive adaptive behaviors that advance the organizational goals. Hind, Frost, and Rowley (1996) -the ability to maintain “adaptive functioning” during times of risk or stress Coutu (2002) –3 building blocks of resilience: •Accept and “face down” reality •Find meaning in crisis situations •Make do with whatever resources are available. O’Leary & Ickovics(1995) –developed 4 potential outcomes: •succumb = fail; survive = continue with impairment; resilient = continue unaffected; and thrive = grow and prosperLiterature Themes & Authors Organizational Ideal Schwartz (1987) –committed participants are driven to believe in an organizational ideal, but given the inability of the organization to achieve perceived expectations, devoted members deny reality and adopt fantasy as the motivational basis of organizational life. Bricolage Gabriel & Lang (1995) –Enables individuals to improvise, re-appropriate, recycle and recreate. Mallak(1998) –Creating order from chaos. Weick (1993) -“us[ing] whatever resources and repertoire one has to perform the task one faces.” •Identified individuals who utilize bricolage as “bricoleurs”; those who “remain creative under pressure, precisely because they routinely act in chaotic conditions” Key Propositions Organizations with cultures that encourage Bricolage behaviors will exhibit rapid resiliency when confronted with critical events. Organizations with cultures that encourage Bricolage behaviors are more likely to thrive. Organizations with cultures that encourage Organizational Ideal behaviors are more likely to succumb. Organizations with cultures that encourage a mixture of Bricolage and Organizational Ideal behaviors are more likely to survive or remain resilient. Over time, organizational cultures that exhibit bricolage behaviors will experience fewer critical events than cultures with Organizational Ideal characteristics.Conceptual Framework Bricolage Organizational Ideal Flexibility Pathological Narcissism Adaptability Self-Aggrandizement Hardiness Narcissistic Entitlement Motivation Manipulative Optimism Exaggerated Self-Sufficiency Creativity Grandiosity Imaginative Insincere Coping Skills Self-seeking Attitude Survival mentality Egotistical Dilemma management Conceited Improvisational ability Extroverted Analyze Case Studies to: •Identify Cultures with Bricolage and/or Organizational Ideal Behaviors •Assess Resiliency & Crisis Frequency Map Organizations to O’Leary & Ickovics(1995) Potential OutcomesThesis Statement Organizations with Bricolage Cultures are resilient, experience less crisis, and thrive while cultures with Organizational Ideal characteristics are less resilient, encounter frequent crisis, and are more likely to succumb. Organizational cultures with both Bricolage and Organizational Ideal characteristics are somewhat resilient, prone to crisis, and are likely to survive or display limited resilience.Research Approach Holistic Multiple Case Study Research •Analysis of Existing Case Studies on Organizational Culture Organizations are Identified as having Bricolage or Organizational Ideal Cultures based on Behavioral Attributes O’Leary & Ickovics(1995) Potential Outcomes are Mapped to Organizations: •succumb = fail; survive = continue with impairment; resilient = continue unaffected; and thrive = grow and prosper Assessment of Resiliency and Crisis Frequency Derived from Case Study AnalysisPreliminary Findings Bricolage Behaviors have a Positive affect on Organizational Resilience. Organizations with a Bricolage Culture experience fewer Crises. Organizational Ideal Characteristics have a Negative affect on Resilience. Crisis occurs more frequently when an Organizational Ideal Culture is present. Organizations with a strong Bricolage Culture are more likely to Thrive while firms with Organizational Ideal Cultures are more likely to Succumb. When Cultures exhibits both Bricolage and Organizational Ideal Behaviors, firms are more likely to Survive or display some Resilience depending on the Intensity of the Attributes.Implications for Management Practice Organizational Leaders can create a Resilient and Thriving Organization by Adopting a Bricolage Culture. Change is needed when a Strong Organizational Ideal Culture exists. A Framework is provided that Predicts Organizational Success based on Culture, Resiliency, and Crisis Frequency. Future Research Identify additional Bricolage and Organizational Ideal characteristics Refine and Expand the concepts of “Bricolage Culture”, “Organizational Ideal Culture” and “Rapid Resilience” Conduct a Quantitative Study measuring the effectiveness of a Bricolage Training Program. Create a Bricolage Survey Instrument. Analyze Bricolage effectiveness in Public versus Private Organizations

Lost in translation: Work motivation, strategy, and employee alignment within the organization’s operating core

Author: Orebaugh Randy H.
Publication venue: University of Maryland University College (UMUC)
Publication date: 05/03/2010
Field of study

Abstract: -Examine the extent to which work motivation influences frontline employee alignment with the organization’s strategic objectives and the extent to which employee alignment influences business performance outcomes. -Five sources of internal and external‐based motivation measured. -Employee alignment operationalized as line of sight. -Customer satisfaction, operating profit, and growth used to assess business performance.Lost in Translation: Work Motivation, Strategy, and Employee Alignment within the Organization’s Operating Core Randy H. Orebaugh University of Maryland University College Doctor of Management Program 1 Student Opportunities to Advance Research and Scholarship (SOARS) 5 March 2010 Abstract Examine the extent to which work motivation influences frontline employee alignment with the organization’s strategic objectives and the extent to which employee alignment influences business performance outcomes. Five sources of internal and external‐based motivation measured. Employee alignment operationalized as line of sight. Customer satisfaction, operating profit, and growth used to assess business performance. Findings? 1. Employees motivated by internal sources of motivation (e.g. internal self‐concept and goal internalization) more likely to align with organization’s strategic objectives than those who are motivated by external‐based sources (e.g. instrumental‐extrinsic and external self‐concept. 2. The greater an employee was aligned to the organization’s strategic objectives, the more likely that employee’s actions and behaviors are consistent with achieving those objectives. 3. No significant relationship between employee alignment and business performance outcomes. 2 Purpose of the Research • Further the development of a work motivation construct by examining its relationship to employee alignment. • Further the notion that employee actions and behaviors are driven by both motivation and an awareness of the organization’s strategic objectives. • Understand how five work motivation sources must be addressed in order to achieve employee alignment. • Examine the extent to which employee alignment affects the organization’s bottom line. 3 Conceptual Framework 4 Research Questions and Hypotheses • Research question 1 To what extent do intrinsic/internal and extrinsic/external sources of work motivation influence frontline employee line of sight to the firm’s most important strategic objectives? – Hypothesis 1. Intrinsic/internal motivation (intrinsic process + internal self‐concept + goal internalization sources) among frontline employees will positively influence employee alignment to the organization’s strategic objectives, while extrinsic/external motivation (instrumental + external self‐concept sources) will negatively affect employee alignment. • Research Question 2 To what extent does employee alignment the organization’s strategic objectives influence the degree to which an employee is aligned to the actions congruent with achieving those objectives? – Hypothesis 2. Among frontline employees, line of sight to the organization’s most important strategic objectives will positively correlate with line of sight to the actions congruent with achieving those objectives. • Research Question 3 To what extent does the strategic alignment of employees affect business performance outcomes as measured by customer satisfaction, operating profit, and growth? – Hypothesis 3. Greater line of sight among front line employees will positively influence business performance outcomes as measured by customer service, operating profit, and growth. 5 Population Sample Group Region Area Branch Permission obtained to perform study one Region 6 of 8 Areas participate. Area managers involved with focus group to determine firm’s strategic objectives and congruent actions. 107 frontline employees surveyed. 58 completed surveys returned. Return rate: 54.2% • Large, U.S. owned rental car firm. • Single Region near Washington DC. • 6,000 car fleet spread across 45 Branches. “Operating Core” 6 Line of Sight . . . Here’s how it works A focus group of senior mangers identifies the organization’s most important strategic objectives and the actions congruent with achieving those objectives. A survey asks the senior managers to rate the importance of each objective and action. Mean ratings for each objective and action serve as baseline LoS‐O and LoS‐A scores. A survey asks frontline employees to rate the importance of the strategic objectives and actions. Average scores are calculated for both objective ratings and actions ratings 1. 2. Differential elevation is used to assess the accuracy of the frontline employee ratings. Employee’s overall rating tendency across (a) all objectives and (b) all actions are subtracted from (a) baseline LoS‐O and (b) LoS‐A scores. Score is then multiplied by ‐1. The result: Two scores for LoS. LoS‐O and LoS‐A. A score of “0” indicates “perfect” accuracy. 3. 4. 5. 7 Boswell, W. (2006). Aligning employees with the organization's strategic objectives: out of "line of sight," out of mind. International Journal of Human Resource Management, 17(9), 1489‐1511. Differential Elevation in 4 easy steps Customer service Employee development Profitability Growth Brand recognition 7 6.86 6.79 6.79 6.64 Management Mean scores: Importance of Strategic Objectives Customer service Employee development Profitability Growth Brand recognition 6 3 5 7 6 Employee individual ratings (1 = DNI; 7 = Definitely important) Overall rating tendency 5.4 Absolute differences between Mgm’t Mean scores and employee ORT 1.6 1.46 1.39 1.39 1.24 Sum of absolute differences Multiply sum of absolute 7.08(‐1) = ‐7.08 LoS‐O = ‐7.08 differences by ‐1 1. 2. 3. 4. + + + + = 7.08 8 Boswell, W. (2006). Aligning employees with the organization's strategic objectives: out of "line of sight," out of mind. International Journal of Human Resource Management, 17(9), 1489‐1511. = Cardy, R., & Dobbins, G. (1994). Performance appraisal: Alternative perspectives. Cincinnati, OH: South‐Western Publishing Co. Why Line of Sight? Question. Why line of sight? Why not just measure perceived clarity of strategic objectives and congruent actions? Because line of sight is a measure of accuracy, not perception. Line of sight measures the accuracy with which employees rate the importance of strategic objectives and actions, using their senior leadership’s ratings as a baseline! 9 Work Motivation • Not just about intrinsic and extrinsic motivation anymore. • Human beings are complex; they are motivated through a variety of sources. Situation and perceived outcomes are key factors. 10 Motivation Sources Inventory • This study utilized five measures to examine the sources of work motivation among frontline employees. • Sources grouped into two categories: intrinsic/internal and extrinsic/external motivation. • Ratio analysis used to assess the proportion of motivation sources exhibited within individuals. 11 Barbuto Jr, J. E., & Scholl, R. W. (1998). Motivation sources inventory: Development and validation of new scales to measure an integrative taxonomy of motivation. Psychological Reports, 82(3), 1011‐1022. Extrinsic/External Motivation Instrumental motivation Extrinsic awards, e.g. pay, bonuses, promotion. External self‐concept motivation Public recognition, high status among reference groups Sources Sources Two MSI measures: 1. Instrumental (extrinsic) 2. External self‐concept motivation 12 Barbuto Jr, J. E., & Scholl, R. W. (1998). Motivation sources inventory: Development and validation of new scales to measure an integrative taxonomy of motivation. Psychological Reports, 82(3), 1011‐1022. Intrinsic/Internal Motivation Three MSI measures: 1. Intrinsic process motivation 2. External self‐concept motivation 3. Goal internalization Intrinsic process motivation Work is fun, enjoyable, or self‐fulfilling. Internal self‐concept motivation Personal standards, values, and beliefs. Task engagement influenced by the reinforcement of these self‐directed standards Goal internalization Personal values are congruent with individual or group goals. Sources Sources 13 Barbuto Jr, J. E., & Scholl, R. W. (1998). Motivation sources inventory: Development and validation of new scales to measure an integrative taxonomy of motivation. Psychological Reports, 82(3), 1011‐1022. MSI: Sample Questions • Intrinsic process motivation – “If I didn’t enjoy doing my job at work, I would leave.” • Internal self‐concept motivation – “Decisions I make will reflect high standards that I’ve set for myself.” • Goal internalization – “I have to believe in a cause before I will work hard at achieving its ends.” • Instrumental (extrinsic) motivation – “I would work harder if I knew that my effort would lead to higher pay.” • External self‐concept motivation – “It is important to me that others approve of my behavior.” Methodology: 1. Six questions per category. 2. Sum of six questions is divided by total summated score across all categories. 3. MSI score = Ratio for each of the 5 motivation sources. 14 Barbuto Jr, J. E., & Scholl, R. W. (1998). Motivation sources inventory: Development and validation of new scales to measure an integrative taxonomy of motivation. Psychological Reports, 82(3), 1011‐1022. Key Descriptive Statistics N Range Minimum Maximum Mean Std. Deviation LoS‐Objective 66 10.360 ‐10.800 ‐0.440 ‐2.289 2.520 LoS‐Actions 61 44.590 ‐50.040 ‐5.450 ‐16.901 11.679 Intrinsic/Internal motivation 58 0.382 0.393 0.775 0.627 0.059 Extrinsic/External motivation 58 0.382 0.225 0.607 0.373 0.059 MSI Intrinsic processes 58 0.211 0.067 0.278 0.169 0.036 MSI Internal self‐concept 58 0.298 0.097 0.395 0.260 0.053 MSI Goal internalization 58 0.232 0.075 0.306 0.198 0.036 MSI Instrumental 58 0.282 0.093 0.375 0.187 0.045 MSI External self‐concept 58 0.161 0.117 0.278 0.186 0.031 Valid N (listwise) 58 Ratio of extrinsic/external motivation Line of sight, where 0.00 = perfect accuracy between employee and senior management Ratio of intrinsic/internal motivation15 Findings • Intrinsic/internal motivation exhibited positive relationship with employee alignment, while extrinsic/external motivation exhibited a negative relationship. • Goal internalization positively related to LoS‐A. • External self‐concept motivation negatively related to LoS‐A. • Employee alignment to the organization’s strategic objectives positively influenced alignment to actions congruent with achieving those objectives. • No significant correlation between employee alignment and business performance outcomes. 16 The study also found . . . • A slight correlation between employee LoS‐A and Branch operating profit (r = .221, p = .086) • No significant relationship between Branch level LoS and business performance outcomes. • A moderate (yet statistically non‐significant) correlation between LoS‐A and growth at the Area level. • Intrinsic process motivation sources yielded negative relationship to employee alignment. 17 Conclusions • Goal internalization is a primary lever of employee alignment to the organization’s strategy. • Frontline employees motivated through internal‐based motivation sources are more likely to align with the organization’s strategic objectives. • Employees motivated through high status and public recognition are less likely to exhibit actions/behaviors consistent with achieving the organization’s strategic objectives. • More employee alignment research needed to determine business performance outcome relationship (e.g. larger sample). 18 An interesting note . . . • Frontline employees were asked to rate the overall most important strategic objective for the company. • The overwhelming choice: “Exceed customer expectations for service, quality, and value through providing exceptional, personalized customer service.” • Yet employee alignment (line of sight) exhibited no correlation to customer service scores at the employee, Branch, and Area levels. • Though not statistically significant LoS‐O negatively related to customer satisfaction (r = ‐.514, p = .297) and LoS‐A was statistically independent (r = .025, p = .963) at the Area level of business performance analysis. • Two possible explanations, but requires additional research: – While employees may be aligned to the organization’s strategy, unexpected or uncontrolled factors throughout the business environment may deem employee alignment insignificant in terms of business performance. – The firm has not adjusted its strategic focus to meet new business demands. Frontline employees are aligned to the wrong objectives and/or actions. 19 Backup slides 20 Key Work Motivation References Barbuto Jr, J. E., & Scholl, R. W. (1998). Motivation sources inventory: Development and validation of new scales to measure an integrative taxonomy of motivation. Psychological Reports, 82(3), 1011‐ 1022. Barbuto Jr, J. E. (2001). An alternative scoring method for the motivation sources inventory: A case for ratio analysis. Psychological Reports, 88(2), 385‐386. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self‐determination in human behavior. New York: Plenum Press. Herzberg, F. (2003). One more time: How do you motivate employees? Harvard Business Review, 81(1), 86‐86. Kanfer, R., Chen, G., & Pritchard, R. D. (2008). Work motivation: Past, present, and future. New York: Routledge. Leonard, N. H., Beauvais, L. L., & Scholl, R. W. (1999). Work motivation: The incorporation of self‐concept‐ based processes. Human Relations, 52(8), 969‐999. Locke, E. A., & Latham, G. P. (2004). What should we do about motivation theory? Six recommendations for the twenty‐first century. Academy of Management Review, 29(3), 388‐403. Nohria, N., Groysberg, B., & Lee, L.‐E. (2008). Employee Motivation. Harvard Business Review, 86(7/8), 78‐84. Sansone, C., & Harackiewicz, J. M. (Eds.). (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. San Diego, CA: Academic Press. 21 Key Line of Sight References Boswell, W. (2006). Aligning employees with the organization's strategic objectives: out of "line of sight," out of mind. International Journal of Human Resource Management, 17(9), 1489‐1511. Bower, J. L., & Gilbert, C. G. (2007). How managers' everyday decisions create or destroy your company's strategy. Harvard Business Review, 85(2), 72‐79. Cardy, R., & Dobbins, G. (1994). Performance appraisal: Alternative perspectives. Cincinnati, OH: South‐Western Publishing Co. Gagnon, M. A., Jansen, K. J., & Michael, J. H. (2008). Employee Alignment with Strategic Change: A Study of Strategy‐supportive Behavior among Blue‐collar Employees. Journal of Managerial Issues, 20(4), 425‐443. Schneider, B., Godfrey, E. G., Hayes, S. C., Huang, M., Lim, B.‐C., Nishii, L. H., et al. (2003). The human side of strategy: Employee experiences of strategic alignment in a service organization. Organizational Dynamics, 32(2), 122‐ 141. 22 LoS-Object ive LoS-Act ions Internal-based mot ivat ion External-based mot ivat ion MSI IP MSI ISC MSI GI MSI I MSI ESC Pearson Correlat ion 1 .828 .213 -.213 -.064 .171 .165 -.183 -.139 Sig. (2- tailed) .000 .109 .109 .631 .200 .216 .170 .297 N 66 61 58 58 58 58 58 58 58 Pearson Correlat ion .828 1 .269 -.269 -.015 .121 .280 -.188 -.240 Sig. (2- tailed) .000 .041 .041 .911 .365 .034 .158 .070 N 61 61 58 58 58 58 58 58 58 Pearson Correlat ion .213 .269 1 -1.000 -.086 .690 .721 -.856 -.660 Sig. (2- tailed) .109 .041 .000 .520 .000 .000 .000 .000 N 58 58 58 58 58 58 58 58 58 Pearson Correlat ion -.213 -.269 -1.000 1 .086 -.690 -.721 .856 .660 Sig. (2- tailed) .109 .041 .000 .520 .000 .000 .000 .000 N 58 58 58 58 58 58 58 58 58 Pearson Correlat ion -.064 -.015 -.086 .086 1 -.617 -.253 .128 -.021 Sig. (2- tailed) .631 .911 .520 .520 .000 .055 .340 .873 N 58 58 58 58 58 58 58 58 58 Pearson Correlat ion .171 .121 .690 -.690 -.617 1 .299 -.635 -.391 Sig. (2- tailed) .200 .365 .000 .000 .000 .022 .000 .002 N 58 58 58 58 58 58 58 58 58 Pearson Correlat ion .165 .280 .721 -.721 -.253 .299 1 -.607 -.491 Sig. (2- tailed) .216 .034 .000 .000 .055 .022 .000 .000 N 58 58 58 58 58 58 58 58 58 Pearson Correlat ion -.183 -.188 -.856 .856 .128 -.635 -.607 1 .177 Sig. (2- tailed) .170 .158 .000 .000 .340 .000 .000 .184 N 58 58 58 58 58 58 58 58 58 Pearson Correlat ion -.139 -.240 -.660 .660 -.021 -.391 -.491 .177 1 Sig. (2- tailed) .297 .070 .000 .000 .873 .002 .000 .184 N 58 58 58 58 58 58 58 58 58 MSI Goal internalizat i on MSI Inst rumental MSI External self-concept LoS-Object ive LoS-Act ions Internal-based mot ivat ion External-based mot ivat ion MSI Int rinsic processes MSI Internal self-concept Correlation Analysis: Work Motivation and Los 23 24 LoS-Objective LoS-Actions Branch customer service Branch operating profit Branch growth Pearson Correlation 1 .828 .114 .186 -.111 Sig. (2- tailed) .000 .362 .134 .373 N 66 61 66 66 66 Pearson Correlation .828 1 .009 .221 -.161 Sig. (2- tailed) .000 .947 .086 .214 N 61 61 61 61 61 Pearson Correlation .114 .009 1 .030 .137 Sig. (2- tailed) .362 .947 .811 .273 N 66 61 66 66 66 Pearson Correlation .186 .221 .030 1 -.472 Sig. (2- tailed) .134 .086 .811 .000 N 66 61 66 66 66 Pearson Correlation -.111 -.161 .137 -.472 1 Sig. (2- tailed) .373 .214 .273 .000 N 66 61 66 66 66 LoS-Objective LoS-Actions Branch customer service Branch operating profit Branch growth Correlation Analysis: Employee LoS and Business Performance Outcomes 25 Correlation Analysis: Branch LoS and Business Performance Outcomes Branch LoS-O Branch LoS-A Branch customer service Branch operating profit Branch growth Pearson Correlation 1 .886 .046 .028 -.066 Sig. (2- tailed) .000 .829 .894 .753 N 25 25 25 25 25 Pearson Correlation .886 1 -.112 .075 -.118 Sig. (2- tailed) .000 .593 .721 .575 N 25 25 25 25 25 Pearson Correlation .046 -.112 1 .037 .023 Sig. (2- tailed) .829 .593 .862 .915 N 25 25 25 25 25 Pearson Correlation .028 .075 .037 1 -.500 Sig. (2- tailed) .894 .721 .862 .011 N 25 25 25 25 25 Pearson Correlation -.066 -.118 .023 -.500 1 Sig. (2- tailed) .753 .575 .915 .011 N 25 25 25 25 25 Branch LoS-O Branch LoS-A Branch customer service Branch operating profit Branch growth Correlation Analysis: Area LoS and Business Performance Outcomes 26 Area LoS-O Area LoS-A Area customer service Area operating profit Area growth Pearson Correlation 1 .502 -.514 .465 .099 Sig. (2-tailed) .310 .297 .352 .851 N 6 6 6 6 6 Pearson Correlation .502 1 .025 .596 .679 Sig. (2-tailed) .310 .963 .212 .138 N 6 6 6 6 6 Pearson Correlation -.514 .025 1 .402 .443 Sig. (2-tailed) .297 .963 .429 .379 N 6 6 6 6 6 Pearson Correlation .465 .596 .402 1 .440 Sig. (2-tailed) .352 .212 .429 .382 N 6 6 6 6 6 Pearson Correlation .099 .679 .443 .440 1 Sig. (2-tailed) .851 .138 .379 .382 N 6 6 6 6 6 Area LoS-O Area LoS-A Area customer service Area operating profit Area growt

Transplants, homegrowns leveraging social capital in the manufacturing & boomerangs: For entrepreneurial startups belt

Author: Lechton Theresa M.
Publication venue: University of Maryland University College (UMUC)
Publication date: 05/03/2010
Field of study

Abstract: • Examines the differences between three profiles of entrepreneurs, Homegrowns, Boomerangs and Transplants, and their ability to leverage social capital resources during start‐up in a manufacturing belt environment. • Few studies have examined social network access and social capital leverage by those returning or transplanYng to an area to start new entrepreneurial ventures. • The manufacturing belt is an understudied environment that can be uYlized to study the acYons of entrepreneurs in a relaYvely closed social network, noninnova Yon oriented environment. • Examines the depth and variety of social network penetraYon by each group and their ability to leverage social capital in terms of informaYon, physical resources, funding and collaboraYon/referrals for start‐up and iniYal growth.Transplants, Homegrowns Leveraging Social Capital in the Manufacturing Theresa M. Lechton, Doctoral Candidate & Boomerangs: for Entrepreneurial Startups Belt Doctor of Management Program Contact Informa,on Theresa M. Lechton Franklin University 201 S. Grant Ave. Columbus, OH 43215 [email protected] 614‐947‐6015 Abstract • Examines the differences between three profiles of entrepreneurs, Homegrowns, Boomerangs and Transplants, and their ability to leverage social capital resources during start‐up in a manufacturing belt environment. • Few studies have examined social network access and social capital leverage by those returning or transplanYng to an area to start new entrepreneurial ventures. • The manufacturing belt is an understudied environment that can be uYlized to study the acYons of entrepreneurs in a relaYvely closed social network, non‐innova Yon oriented environment. • Examines the depth and variety of social network penetraYon by each group and their ability to leverage social capital in terms of informaYon, physical resources, funding and collaboraYon/referrals for start‐up and iniYal growth. Abstract • Examines the differences between three profiles of entrepreneurs, Homegrowns, Boomerangs and Transplants, and their ability to leverage social capital resources during start‐up in a manufacturing belt environment. • Few studies have examined social network access and social capital leverage by those returning or transplanYng to an area to start new entrepreneurial ventures. • The manufacturing belt is an understudied environment that can be uYlized to study the acYons of entrepreneurs in a relaYvely closed social network, non‐innovaYon oriented environment. • Examines the depth and variety of social network penetraYon by each group and their ability to leverage social capital in terms of informaYon, physical resources, funding and collaboraYon/referrals for start‐up and iniYal growth. Theory Bandura Social Cogni,ve Theory Lin’s Social Capital Model Conceptual Model Methodology Phase 1: QualitaYve • Semi‐structured interviews. • Part 1 – Name Generator Format – assesses social network Yes and level of accessibility generally among strong Yes. • Part 2‐ Resources Obtained during Startup – connecYon to social network and instances of social leveraging. • Part 3 – Resources Not Obtained but desired. Phase 1: QualitaYve Themes • Transplants (not anYcipated) were easiest to find and over represented in incubators. • Transplants and boomerangs used more mentoring resources (informal boards) and seminars with naYonal presence. • Transplants were more engaged in community and professional organizaYons. Homegrowns were least. • Boomerangs generated funding through referrals from social network. Others developed own financing. • Homegrowns had Yes to other family businesses. • Homegrowns acquired resources through people closely known to them. Others developed new contacts to gain resources. Phase 2: QuanYtaYve Survey • Online survey and paper versions. • Part 1‐ VerificaYon of Sample Criteria • Part 2 ‐ PosiYon Generator – assesses breadth of social network access and network access via bridging. • Part 3 – Social Capital Leveraging‐ assesses types of social capital employed and level of social capital leveraging. Phase 2 Survey Underpinnings Posi,on Generator Social Network U,liza,on Phase 2 Survey PopulaYon • Random Survey of businesses that have been in business for 2‐6 years with between 5‐99 employees via mail and phone pulled from over 5100 that meet criteria in Columbus, OH MSA. • Email service survey of 1000 businesses with same characterisYcs from available list as random survey. • Event / organizaYonal survey of adendees with same characterisYcs. • Collect data as two different data sets for internal comparison. • Goal is sample size of 300‐400. Future Study Plans • Expand post‐dissertaYon to include other ciYes in manufacturing belt and beyond. • UYlize ciYes that exhibit different cultural profiles within manufacturing belt. • Add ciYes with similar characterisYcs outside belt. • Expand comparison to ciYes outside belt that have different cultural characterisYcs. • Apply for grant to fund addiYonal studies

Community of inquiry framework: New research on the future of online learning

Author: Shea Peter
Publication venue: University of Maryland University College (UMUC)
Publication date: 23/03/2010
Field of study

Dr. Peter Shea, Assistant Professor of Educational Theory and Practice at SUNY-Albany, presented a workshop covering the following topics: * How do people learn? * What conditions lead to learning? * How do people learn online? * What conditions lead to online learning? * A model for quality online learning environments * Research on components of the model * Context -Why we need to be interested in these topics…Community of Inquiry Framework: New Research on the Future of Online Learning Peter Shea Educational Theory and Practice & College of Computing and Information University at Albany State University of New YorkTopics How do people learn? What conditions lead to learning? How do people learn online? What conditions lead to online learning? A model for quality online learning environments Research on components of the model Context -Why we need to be interested in these topics… OverviewQuick Quiz: The processing power available in the original 30 ton, 18,000 tube ENIAC computer is now available in which common device?Is it a Laptop?Cellphone? Really small cellphone? Correct answer: It’s a musical greeting card… Some advances have been made in technology…and in Online Learning...UMUC In FY 2009, UMUC had over 196,000 online course enrollments. UMUC offers more than 100 bachelor and master degree programs and certificates fully online. In FY 2009 UMUC offered close to 760 distinct courses online. Summary Approximately 4.5 million students studying in online environments in higher education (Allen & Seaman, 2009). The Department of Education estimates these students generated 12 million online college course enrollments in 2007 (Parsad & Lewis, 2008). More than 1 in 4 US college students take at least one online course each year. Growth in online instruction is 6 times rate of growth in classroom instruction.OK – sure its growing, but is it any good? Is anyone learning anything?Learning Outcomes are Better: Three Recent Reviews Bernard, M., Abrami, P., Lou, Y. Borokhovski, E., Wade, A., Wozney, L., Wallet, P., Fiset, M. Euang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research Vol. 74, No. 3, pp. 379-439. Means, B., Toyama, Y., Murphy, R., Bakia, M. & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, D.C.: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. Zhao, Y., Lei, J., Yan, B., Lai, C., Tan, H.S., (2005). What Makes the Difference? A Practical Analysis of Research on the Effectiveness of Distance Education. Teachers College Record Volume 107, Number 8, pp. 1836–1884. * Learning outcomes are better – especially under certain conditions…get back to this later.Quality of Outcomes: Results of Meta Meta- Analyses of OL vs. CI Small but significant differences in favor of OLL…Lets unpack some of this... What does it mean to learn anyway?A task for you Now – with a partner, answer the following questions - How do people learn best? What conditions are necessary for learning to occur? Especially in higher education…Community Assessment Centered A Developing Conceptual Framework for Online Learning Knowledge Centered Learner Centered Bransford, et al (2002) “How People Learn”Knowledge Centered –Outcomes oriented - knowledge, skills, and attitudes needed for successful transfer. Learner Centered - connect to the strengths, interests, and preconceptions of learners and help them learn about themselves as learners. Community Centered –environment where students feel safe to ask questions, learn to work collaboratively, and are helped to develop lifelong learning skills. Assessment Centered - provide multiple opportunities to make students’ thinking visible so they can receive feedback and be given a chance to revise. “How People Learn” Framework (Bransford et al, 2002) People learn best in environments that are:Another task for you How do people learn best online? What conditions are necessary for learning to occur online. (especially in higher education)The question we want to address: What makes a good, higher education, online-learning environment?What makes a good, higher education, online-learning environment? To answer this you need to know: 1) What makes a good learning environment “offline”? 2) What are important, specific, best practices for adult learners in higher education? 3) What are important specific, best practices for adult online learners in higher education?What makes a good, higher education, online-learning environment? To answer this you need to know: 1) What makes a good learning environment generally? Again the Brandsford et. al model is a good start...Community Assessment Centered A Developing Conceptual Framework for Online Learning Knowledge Centered Learner Centered Bransford, et al (2002) “How People Learn”What makes a good, higher education, online-learning environment? To answer this you need to know: 2) What are important, specific, best practices for adult learners in higher education?Contact Between Students and Faculty Reciprocity and Cooperation Among Students Active Learning Techniques Communication of High Expectations Respect for Diverse Talents and Ways of Learning Prompt Feedback Time on Task The 7 principles of good practice in undergraduate education encourage: "Certain institutional practices are known to lead to high levels of student engagement. Perhaps the best known set of engagement indicators is the "Seven Principles of Good Practice in Undergraduate Education." (Kuh, 2007 – National Survey of Student Engagement) Chickering and Gamson, (1987)Community Assessment Centered Active Learning Techniques Prompt Feedback Contact Between Students and Faculty Student Reciprocity and Cooperation Time on Task The 7 principles of good practice encourage: Communication of High Expectations Respect for Diverse Talents and Ways of Learning A Developing Conceptual Framework for Online Learning Chickering and Gamson, (1987) Bransford, et al (2002) “How People Learn” Learner Centered Knowledge CenteredWhat makes a good, higher education, online-learning environment? To answer this you need to know: 3) What are important specific, best practices for adult online learners in higher education?Online Learning Community Social Presence Teaching Presence Setting Climate Supporting Discourse Community of Inquiry Model (CoI) Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Selecting Content Cognitive PresenceCommunity of Inquiry Framework Social Presence The ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities. Cognitive Presence The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry. Teaching Presence The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomesELEMENTS CATEGORIES INDICATORS (examples only) Social Presence Open Communication Learning climate/risk-free expression Group Cohesion Group identity/collaboration Personal/Affective Self projection/expressing emotions Cognitive Presence Triggering Event Sense of puzzlement Exploration Information exchange Integration Connecting ideas Resolution Applying new ideas Teaching Presence Design & Organization Setting curriculum & methods Facilitating Discourse Shaping constructive exchange Direct Instruction Clarifying, explaining, demonstrating Elements,Categories & IndicatorsOur Recent Research on CoI in the SUNY Learning Network Shea, P. & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education. Computers and Education, 52 (3), 543 – 553. Shea, P., & Bidjerano, T. (2008). Measures of quality in online education: An investigation of the community of inquiry model and the net generation. Journal of Educational Computing Research, 39 (4), 339-361. Shea, P., Li, C. S. & Pickett, A. (2006). A study of “teaching presence” and student sense of learning community in online and classroom environments. The Internet and Higher Education, 9(3), 175-191 Shea, P. (2006). A study of students’ sense of learning community in online environments. Journal of Asynchronous Learning Networks, 10(1), 35-44. Shea, P., Li, C., Swan, K., & Pickett, A. (2005). Developing learning community in online asynchronous learning networks. Journal of Asynchronous Learning Networks, 9(4), 59-82. Shea, P., Pickett, A., & Pelz, W. (2003). A follow-up investigation of teaching presence in the SUNY Learning Network. Journal of Asynchronous Learning Networks, 7(2), 61-80. .Online Learning Community Social Presence Teaching Presence (Assessment Centered) Setting Climate Supporting Discourse Prompt Feedback Contact Between Students and Faculty Reciprocity and Cooperation The 7 principles of good practice encourage: A Conceptual Framework for High Quality, Higher- Education, Online Learning Chickering and Gamson, (1987) Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Selecting Content Cognitive Presence (Knowledge Centered) Time on Task Active Learning Techniques Communication of High Expectations Respect for Diverse Talents and Ways of Learning Bransford, et al (2002) “How People Learn” (Learner Centered)Teaching Presence “The design, facilitation, and direction of cognitive and social process for the realization of personally meaningful and educationally worthwhile learning outcomes.” (Anderson et al 2001) In a learner-centered environment “teaching presence” is established by both instructors and students.Teaching Presence 1.Instructional Design and Organization 2.Facilitating Discourse 3.Direct InstructionInstructional Design and Organization Setting the Curriculum Designing Methods Establishing Time Parameters Utilizing the Medium Effectively Establishing Netiquette Teaching Presence Instructional Design and Organization Facilitating Discourse Direct InstructionFacilitating Discourse Identifying areas of agreement and disagreement Seeking to reach consensus/understanding Encouraging, acknowledging, and reinforcing student contributions Setting climate for learning Drawing in participants, prompting discussion Assessing the efficacy of the process Teaching Presence Instructional Design and Organization Facilitating Discourse Direct InstructionDirect Instruction Presenting content and questions Focusing the discussion Summarizing the discussion Confirming understanding Diagnosing misperceptions Injecting knowledge from diverse sources Responding to technical concerns More than 300 SUNY faculty engaged in day-long teaching presence workshops designed to revise and improve their online courses Also received follow-up support from an assigned instructional designer to assist with implementing ideas from the workshop in their online courses Faculty Training and Teaching PresenceQuestions that participants addressed included: 1) What is teaching presence, why is it important? 2) How do we measure or identify teaching presence in an online course? 3) What are some instructional design elements that can enhance teaching presence? 4) How can we improve teaching presence through online classroom management? 5) What tools does the SLN Course Management System (CMS) provide to facilitate teaching presence?Teaching Presence Study Faculty who participated in Teaching Presence workshops and received follow-up support. Both faculty and students completed surveys designed to measure teaching presence in their courses 40 questions 366 Faculty responded 101 Faculty respondents had taken the workshop 6063 Students responded in all 954 Students of faculty who had taken the workshop respondedResults Related to Teaching Presence Workshop AttendeesResults Related to the Workshop on Teaching Presence • Teaching Presence Survey (Spring 2008) • Results indicate that students (N= 954) in courses taught by faculty who attended the Teaching Presence workshop (N=101) rated their instructors and courses higher on all of the measure of teaching presence • Student rated courses significantly higher on the following measures of teaching presence relative to students whose instructors had not attended the training:Significantly Higher Ratings for Workshop Attendees • Drawing in participants, prompting discussion (instructor and other students) • Staying on Task (instructor and students) • Focus the discussion on specific issues (instructor and other students) • Confirming understanding (other students)Significantly Higher Ratings for Workshop Attendees • Injecting knowledge from diverse sources (instructor) • Utilizing the medium effectively • Establishing netiquette • Identifying areas of agreement/disagreement • Seeking to reach consensusResults: Workshop on Teaching Presence • Student Satisfaction Students whose instructors had attended the teaching presence workshop also reported significantly higher levels of satisfaction with their courses then their peers whose instructors had not attended. • Reported Learning Students of instructors who had participated in teaching presence workshop were significantly more likely to report that their learning was higher online than for similar classes they had taken in the classroom.Conclusions This and previous studies reveal teaching presence measures correlate highly with measures of student satisfaction and reported learning. Student satisfaction and reported learning are more closely associated with instructor’s teaching-presence behaviors than those of other students. Students look to faculty for lead role. IMPORTANT Faculty who engaged in workshops on Teaching Presence benefited in terms of improved student satisfaction and reported learning. These student rate their instructors as more effective and their online learning as superior to classroom instruction, per recent research on online learning (e.g. Means, et. al., 2009).Other Recent Research o Using factor analysis and SEM o Survey of 5000 online students in 40 colleges o Asked questions about quality of online learning based on CoI framework o Results: items cohere into “constructs” o Constructs can be used to predict variance in student ratings of their learning (CP)Teaching Presence Indicators o When the Instructor (examples): o clearly communicates important course topics o clearly communicates important course goals o provides clear instructions on how to participate in course learning activities o clearly communicates important due dates/time frames for learning activities o identifies areas of learner agreement and disagreement o Fosters resolutionSocial Presence Indicators o It facilitates: o Getting to know other course participants provides a sense of belonging o Ability to form distinct impressions of some course participants o Perception that online or web-based communication is good medium for social interaction o Comfort conversing through the online medium o Comfort participating in the course discussionsCognitive Presence Indicators o Online discussions were valuable in helping me appreciate different perspectives o Combining new information helps me answer questions raised in course activities o Learning activities help me construct explanations/solutions o Reflection on course content and discussions help me understand fundamental concepts o I can describe ways to test and apply the knowledge created in this course o I can develop solutions to course problems that can be applied in practice o I can apply the knowledge created in the course to work or other non-class related activitiesTeachingPresenceq12.38q11.28q10.24q9.27q8.18q7.23q6.19q5.24q4.53q3.43q2.40q1.37.891.851.871.851.901.881.901.871.6911.781.801q1346.741CognitivePresenceq34.44q33.39q32.40q31.27q30.27q29.29q28.49q27.44q26.47q25.34q24..36q23.48.751.781.781.851.861.841.721.751.721.811.801.721SocialPresenceq22.40q21.38q20.41q19.18q18.29q17.27q16.62q15.67q14.65.77.781.771.911.861.851.621.581.591.52(.49)**GenderAgeAcademicLevel.06(.04)*.02(.08)**.00(.01).06*.00.22**.75.52(.52)**.49(.47)**Community of Inquiry Model Significant Learning Instructional Role Collaborative Online Environment Accounts for 70% of varianceWhat seems to be missing? Inputs • Online Instructor role (TP) • Online Learning Environment (SP) • X? Outcomes • Significant Learning (CP) • Hmmm….Learner Presence Describes those behaviors that are specific to the learner and which online instructors do not and cannot demonstrate (i.e. not traditional TP) E.g. student-student collaborations in which (solely) learners, a) negotiate logistics, b) interpret instructor provided instructions, c) plan elements of L2L collaborative projects Also describes strategic self-regulatory learning behaviors in which successful online students engageWhat is LP? Learning to learn “online” Online learner self regulation Meta-cognition - reflection Self efficacy online Motivation for online learning Intentional control of effort online Intentional control of affect online Strategic learning in online environments Why?: It can be “taught” and “learned”Online Learner Presence o Strategic online students engage in monitoring and self-regulation of online behavior including effective control of temporal, spatial, technological, and human resources Includes regulation of learner time management, study environment (e.g., the place in which they participate in the online course), technologies used, and online interactions with peers and faculty members to seek help o Learner self-regulation of motivation and affect involves identifying and addressing motivational beliefs such as self-efficacy and goal orientation, to adapt to the demands of an online course. Successful online students monitor and regulate motivation, emotions and affect (such as anxiety) in ways that impact their learning. o Strategic learner self-regulation of cognition involves monitoring and intentional control of various cognitive strategies for learning, conscious and intentional use of self regulated strategies (e.g. self monitoring, self explanation, elaboration, rehearsal) that result in better learning and performance (adapted from Garcia & Pintrich, 1994; Pintrich, Smith, Garcia, & McKeache, 1993).Evidence for online “LP” Nine studies (Bixler 2008; Chang 2007; Chung, Chung and Severance 1999; Cook et al. 2005; Crippen and Earl 2007; Nelson 2007; Saito and Miwa 2007; Shen, Lee and Tsai 2007; Wang et al. 2006) examined the degree to which promoting aspects of learner self reflection in a Web-based environment improved learning outcomes. These studies found that a tool or feature prompting online students to reflect on their learning was effective in improving outcomes. Means, et. al. (2009) More recent research indicates online learner self regulation can be measured, profiled, and is a predictor of GPA (Barnard-Brak, Lan, Patton, 2010)Other evidence for “LP” Overall, the available research evidence suggests that promoting self-reflection, self-regulation and self- monitoring leads to more positive online learning outcomes. Features such as prompts for reflection, self-explanation and self-monitoring strategies have shown promise for improving online learning outcomes. Means, et. al. (2009)Other evidence for LP The clearest recommendation for practice (…)is to incorporate mechanisms that promote student reflection on their level of understanding. A dozen studies have investigated what effects manipulations that trigger learner reflection and self- monitoring of understanding have on individual students’ online learning outcomes. Ten studies found that experimental manipulations offered advantages over online learning that did not provide the trigger for reflection. (Means, et. al., 2009)Our current research Survey of over 3000 online learners Study of elements of self regulated learning Measures of self-efficacy and effort regulation as predictors of CoI constructs in blended and fully online courses Results: Self efficacy “predicts” CoI measures Support for self-efficacy is even more important in fully online courses than in blended/hybrid courses.New Hypothesized CoI Relational ModelWhat can you do? Think about a course you teach. How might you promote better learner presence (LP) in your own online course(s)? Think of the three dimensions – learner reflection and subsequent regulation of: • Cognition • Behaviors • Affect/MotivationCurrent research Can we use learning journals to promote online learner reflection and self regulation? Provide prompts to reflect on behavior, motivation, and cognition? Prompts to promote better • time management, tracking learning time (behavior) • reflections on what is confusing (cognition) • what do I know, what do I need to know (cognition) • how does this apply beyond my course, to my life? (motivation) • am I engaged in my course? Why? Why not? (motivation)Questions Thank you! Peter Shea [email protected] 518-442-4009Teaching Presence: A New View Total Instructor TP In Discussion‐4‐20246810121416M1M2M3M4M5Instructor AInstructor BLinear (InstructorA)Linear (InstructorB)Total Instructor TP Coursewide01020304050607080M1M2M3M4M5Instructor AInstructor BLinear (InstructorA)Linear (InstructorB

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