XplanaZine

How many colleges and universities have invested in the most robust course management system they can afford, just to watch student satisfaction and course completion rates crumble? How many times do the strapped-for-cash universities sit back in horror as faculty demonstrate their inability to manage any new software as well as a complete lack of awareness of what it means to be an effective online instructor?

The classic knee-jerk reaction is usually to blame the victim (the instructor), who is often floating out in a netherworld of long obsolete versions of Blackboard and WebCT, and a deep sense of uncertainty about what is expected of him or her.

A more balanced approach is to take a look at instructor orientation materials and programs. What are you doing to help assure yourself that the faculty members are prepared for success? Do they understand the nature of online instruction?

Faculty orientation and guiding materials should be updated regularly - at least once per year. If the materials are new but no one uses them, they are fairly useless. Monitoring and vigilance is called for in this area.

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Have your instructor training and orientation programs been designed with maximum learning effectiveness in mind? Take the following diagnostic test and find out how you’re doing.

More than 10 “Sometimes” – You need to take a close look at your faculty orientation and your program goals. A “gap analysis” is called for. You may not be far from achieving your goals; however, it is a good idea for you to take a look at each “sometimes” response and relate it to the areas where you responded with a “yes.” How can you turn “sometimes” into a consistent “yes”? Be sure to include representatives from academics and students.

More than 10 “Yes” – This is good. Now, take a look at the “no” and “sometimes” answers. Relate them to the questions where you answered “yes.” Why is there a gap? What do you need to do to make the “no” and “sometimes” answers measure up to “yes”?

More than 10 “No” - Your instructor base is in desperate need of a tune-up. You may wish to ask yourself fundamental questions about your primary goals and objectives. How are you approaching your instructors? Do you have a philosophy or guiding set of beliefs or values that help you make policy decisions? How do they fit within an online program? Why do your learners want online programs and how do they benefit from having an online program. Then, review each of the questions and develop action steps for rebuilding your program and courses.

Instructor Effectiveness and Satisfaction
Y
N
Sometimes

1. Instructors can teach courses for which they feel both an interest and for which they demonstrate competence

2. Faculty performance expectations are clearly stated for each course, and each unit within each course.

3. Instructors are provided guidelines for developing effective interaction in the online courses, including the development of engaging discussion topics.

4. If courses are developed by the college and a SME, or are pre-packaged, the instructors are provided with course materials and background to prepare them.

5. Faculty members are provided orientation in how to effectively guide, coach, and assess their students.

6. Instructors have access to technical assistance

7. Payment amounts and schedules are set out before class begins.

8. Orientation and mentoring is provided to assure that instructors understand the course management system.

9. Instructors with special interests are encouraged to share their specialized knowledge, either in a particular course, or in an independent study or directed reading course.

10. Instructors can contact technology support in more than one way.

11. A faculty forum exists for sharing experiences and ideas.

12. Literature on best practices is made available for instructors.

13. Step-by-step guides to policies and procedures are made available.

14. Instructors are provided with clear timelines, performance deadlines, and a description of a successfully completed teaching task.

15. Instructors receive the results from student evaluations.