INTERACTIVE LEARNING ONLINE CHALLENGES AND OPPORTUNITIES Amber Settle
INTERACTIVE LEARNING ONLINE: CHALLENGES AND OPPORTUNITIES Amber Settle De. Paul University 13 t h Annual Conference on Information Technology Education October 12, 2012
BACKGROUND College of Computing and Digital Media (CDM) § Two schools: § School of Computing (So. C) § School of Cinema and Interactive Media (CIM) § 1800 undergraduates, 1800 Masters students § 14 bachelors degrees, 16 graduate degrees § 43. 6% of graduate enrollment from online students Course Online (COL) § Several hundred classes every quarter § All School of Computing (So. C) graduate classes § Logistics § Asynchronous viewing of class sessions § Classroom view § Computer projection § Whiteboard capture § In-house course management system (until the near future) § Assessments in lock step with students in traditional class
BACKGROUND Personal experience § Fulltime faculty member since 1996 § 17 sections of online courses § § § Java Web development Discrete math Algorithms Automata theory § Two courses for online-only students § Java § Discrete math
PRINCIPLES FOR INTERACTIVITY Context: Online-only introductory Java course Principles for creating interactivity § Create short recordings (10 – 30 minutes) § Written notes available § Focus on problem solving § No “lecture” § Exercises with immediate feedback § Code. Lab (www. turingscraft. com) § Other equivalent systems § Required posting in online discussion forums § Tips on exercises § Frustration with exercises § Short assignment grading turnaround § Weekly homework feedback recordings
CONSEQUENCES Recordings became a pull resource § Accessed multiple times/repeatedly by some § Never accessed by others Students self tailored the course § One resource vs. multiple resources § No contact vs. daily e-mail § Focus on assessments vs. extensive review More student satisfaction § Better course evaluations § Requests for Java II course in online-only format
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