Iino, H., Celik, P. & Lutz, B. (June, 2017). Applying Backward Design Principles to Online Continuing Education Course Design and Development for Working Professionals. Paper will be presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio.
This paper provides in-depth descriptions of the employment of Backward Design Principles in the design and development of professional development courses. Backward design means first identifying desired outcomes and the acceptable evidence for those outcomes before designing the learning experience. Detailed steps of the framework can be applied to any online continuing education course to achieve course outcomes outcomes, to ensure efficacy through design and development, and to maximize the impact of the online courses in engineering education.Paper describes the framework to design and develop of an online continuing education course on Cost Engineering. First, it outlines the analysis of the learners’ needs in the field of Cost Engineering. Second, the paper provides details on the steps taken to design the course. It specifically describes (1) how the course outcomes and objectives were written based on the analysis of learners’ needs; (2) how course learning activities and assessments were determined to achieve the intended learning outcomes and objectives; and (3) how the course content was constructed to successfully complete the learning activities and assessments in the course. Third, the paper describes the development and implementation of the course in the learning management system. Particularly, it explains (1) how the course activities and assessments were created and implemented; (2) how the course materials were prepared with stakeholders; and (3) how the visual identity of the course was designed with Universal Design Principles.The paper concludes by providing lessons learned from user feedback and directions for future development of the online continuing education courses using Backward Design Principles.
Jenner, A., Helwig, M., Rufer, A. (2017). Lecture Capture and Learner Engagement Strategies for Industrial Engineering Education: Results of a Pilot Program. International Joint Conference ‘New Global Perspectives on Industrial Engineering and Management’.
This paper details the results and ongoing efforts of a pilot grant program developed and implemented at a large Midwestern land grant university in the United States. The program was oriented toward improving the quality of online courses taught using lecture capture technologies. Instructor and student perspective are provided as to the efficacy of various aspects of the course. The results of this pilot are being used to enhance subsequent online offerings in preparation for potential roll-out of a larger scale version of the program.
Chatterjee, R., & Kamal, A. E., & Wang, Z. (2016, June), Alternate Assessments to Support Formative Evaluations in an Asynchronous Online Computer Engineering Graduate Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26549
This paper describes the design and implementation of alternate assessments in an asynchronous online computer engineering graduate course on cognitive radio networks. The course is designed based on the premise of formative evaluations in online learning. Formative evaluations provide means for both the instructors and learners to engage with the content and with each other in a meaningful way to create an enriching learning experience (Gikandi, Morrow and Davis, 2011). Moreover, designing assessments that challenges students’ thought-process and creativity is the need of the hour in engineering pedagogy. This is implemented in the course as structured threaded discussion forums, governed by instructors, that provide thought-provoking guiding questions followed by peer discussion. This paper also explores the design and implementation of virtual laboratory sessions complementing the bi-weekly homework assignments and a final project. This essay describes briefly the assessment design decisions, based on the overall course learning outcomes, taken to suit the online learners. This includes a regular feedback mechanism from both the instructors and the learners and opportunities to learn from each other. Students partake in two voluntary and anonymous surveys, to voice their feedback on the assessments and their learning experience, in general. The results of the surveys will be shared. The aim of this paper is to inform, the community of asynchronous online computer engineering educators, of alternate assessment techniques based on this cognitive radio networks class, and the ways to implement those successfully in an online environment.
Chatterjee, R., Correia. A. P. 2016. Relationship Between Attitude Toward Collaborative Learning and Sense of Community in Online Learning Environments. Paper presented at the 2016 annual meeting of the American Educational Research Association. Retrieved March 29 2017, from the AERA Online Paper Repository.
As online courses become increasingly common, students in the online learning must experience a nurturing sense of community. In this study, as collaboration increased, students’ sense of community increased proportionally. Pearson’s product-moment correlational coefficient was, r(198)=0.672, p<0.01. The degree of correlation between sense of community and collaborative learning was higher among graduate students compared to undergraduate students. Furthermore, a higher degree of correlation existed between positive attitude towards collaborative learning and sense of community when compared to negative attitude towards the same. The findings of this study will aid educators and instructional designers to rethink the design of online courses to incorporate elements of collaborative learning and strategies to develop a sense of community, for a meaningful online learning experience.
Jin, Y., Chatterjee, R., Yildirim, C., Arpaci, P., Juvale, D., Elliott, M., O’Connell, R. & Karakaya, K. (2015). Behind the Scenes – The symbiotic workflow in creating a higher education online course. In D. Slykhuis & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 351-356). Chesapeake, VA: Association for Advancement of Computing in Education (AACE).
There is an increasing need for all concerned parties to work shoulder-to-shoulder with faculty members in designing online courses. In this presentation, we will focus on the behind the scenes of creating a quality online course focusing on the instructor as the instructional design protégé and the step-by-step workflow. To better illustrate this symbiotic relationship among stakeholders, we will provide a workflow model as well as related documents and materials we use to assist faculty members create their online courses. We will also provide examples of different kinds of symbiotic relationships. Furthermore, we will point out the challenges we have faced when working with faculty members. We would also like to share the lessons we learned and some best practices we summarized through collaborative knowledge building. Last but not least, we will also talk about some practical strategies faculty members can use when working independently on designing online courses.
Chatterjee, R. & Juvale, D. (2015). A Mixed Method Study of the Relationship between Online Collaborative Learning Activities and Students’ Sense of Community in an Online Environment in Higher Education. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 223-228). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
As online education courses become increasingly common, we must ensure that the students in the virtual classroom experience a nurturing sense of community. Feelings of community increase information flow, cooperation, available support, and a sense of commitment towards group goals (Bruffee, 1993; Dede, 1996; Wellman, 1999). Studies have explored the significance of sense of community and collaborative learning activities in an online learning environment separately, but little is known regarding the relationship between them. The aim of our study is to find a relationship between student attitudes toward online collaborative activities and their sense of community in an online environment.
Using a mixed-method approach, we measured the relationship of the students sense of community and their attitudes toward online collaborative activities. Collaboration and Sense of Community were strongly correlated, r(72)=.80, p<.001. As collaboration increased, students’ sense of community incre
Karabulut, A., Chatterjee, R., Karakaya, K., Jin, Y. & Roberts, J. (2013). Designing Quality Online Learning Environments: Experiences of an Online Course Development Team. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 615-620). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
The purpose of this paper is to demonstrate how an online course development team at a large land-grant mid-western university designs and develops quality online learning environments. The course development team—a curriculum director, an instructional designer, a graphic designer and several graduate students—works collaboratively with the instructor to design and sustain the online courses. In this presentation, we will describe the design and development process through sample courses; discuss lessons learned throughout the process; and finally share our future plans to improve online courses to ensure students have vivid learning experiences.