This presentation discusses benefits of leveraging collaborative tools in online learning, the challenges of online group learning addressed by such tools, the importance of structured processing of course material, added challenges connected to COVID and the “new normal,” faculty support during COVID, and multi-campus and university-wide approaches and perspectives.
The panel session is structured as a discussion among a moderator three panelists. The discussion will cover the following:
- benefits of leveraging collaborative tools in online learning
- challenges of online group learning addressed by such tools
- importance of structured processing of course material
- added challenges connected to COVID and the “new normal”
- faculty support during COVID
- multi-campus and university-wide approaches and perspectives.
The roles of the moderator and panelists will provide a valuable opportunity to see the past year, as well as the future of higher education, from a university-wide perspective (the moderator is Vice President of Academic Affairs for Campus Services) and multiple campus perspectives [the three panelists serve as campus services (academic affairs and operations) leaders at campuses in Las Vegas, Hawaii, and San Diego]. By providing these broad perspectives, the presenters will offer information valuable to many institutions and a variety of roles.
First, the Director of Academic Affairs at the Las Vegas Campus will share the following. The Las Vegas Campus created an outreach plan like the other teaching campuses. Our Campus Academic Specialist sends an initial e-mail to faculty seven days prior to class starting with important Blackboard Collaborate resources to set up their class. The Director of Academic Affairs incorporated a best practice from the Southern California Campus to conduct Collaborate Room Audits. Faculty receive an e-mail with technology tips to create an engaging and effective class workshop. The Academic Affairs team conducts Collaborate room observations each night to assure that there are no technology issues and that everything is running smoothly.
Another best practice the Las Vegas Campus instituted is the Blackboard Collaborate Faculty Visitation Program led by our Lead Faculty Area Chairs (LFAC). They conduct visits at the beginning or middle of class to gain a better understanding of their facilitation techniques. This program allows the Lead Faculty Area Chairs to observe how the faculty member starts the class and presents the evening’s agenda, the instructor’s facilitative approach, and structure for the week’s topics. The LFAC reports back to the faculty and provides further insight into the quality efforts invested by the students as well as the faculty’s agility in contributing new content. The end goal is to provide strategic recommendations in delivering the material through more of a facilitative model and less as faculty directed.
Second, the Campus Director of the Hawaii Campus will share the following. The Hawaii Campus understood ensuring faculty feel supported is essential especially at the onset of the pandemic. Through the efforts or the Hawaii Campus, Director of Academic Affairs, and Operations team training and follow up of the Blackboard Ultra Collaborate platform was immediately implemented. Follow up was consistent with a member of the campus attending sessions each night for the first 15-30 minutes of class to ensure faculty were comfortable and to navigate any possible technical issues as the goal was to make the transition as smooth as possible for the faculty and the students. Outreach and follow up was made the next day, if the Operations team discovered any classroom issues that faculty or students may have experienced.
The Hawaii Campus Director of Academic Affairs created a forum for faculty, students, program chairs, and staff to attend, entitled “Aspire to Inspire” to collaborate, socialize, and discuss the pandemic environment. The sessions were specifically created in BBU Collaborate to gain more familiarity with the system as well as use the various tools within BBU Collaborate.
In addition, weekly messages are sent to faculty which incorporate best practices, quick facts, and updates. Messages are kept brief and have been well received from faculty who feel informed and better connected to the campus and any changes that may be occurring.
The Hawaii Campus Program Chairs and the Director of Academic Affairs work together and communicate weekly to discuss challenges and how to address any issues. Lines of communication are clear for faculty and support is abundant through all administrators within the campus (Director of Academic Affairs, Program Chairs, Campus Director, and Operations team).
Third, the Director of Academic Affairs of the San Diego Campus will share the following. The San Diego Campus support of faculty and a robust learning environment focuses on pre-class reviews; class visits with pre- and post-visit communication; just-in-time faculty support emails with specific Campus and College leaders available the week of teaching; shared data (weekly class schedules, daily attendance reports, and end-of-course surveys) with Program Chairs (faculty supervisors) and Lead Faculty Area Chairs; and combined faculty feedback and recognition on social media by requesting reflections on teaching in a live virtual setting. This multi-pronged approach is ensured by ongoing synchronous and asynchronous, scheduled and as-needed communication among the Director of Academic Affairs, College leadership, and Operations.
In addition, the presenters will utilize the timely topics and varied perspectives to engage the audience in a dynamic “action research” discussion, capturing the knowledge in the room for reflection and further research.
Regarding the structure of the panel discussion, the moderator will begin with an overview of the presentation and an introduction to her unique perspective. Each of the three panelists will briefly present the main points of their content and perspectives. The moderator will create connections, incorporating audience questions and comments. The moderator will also have targeted questions for each of the panel members. In addition to a robust content discussion, the audience will be asked to share relevant experience in light of the past year and the new normal going forward. The moderator and panelists will incorporate the groups’ perspectives into research questions posed for further research.
A PowerPoint Presentation will provide a backdrop to reinforce structure, flow, and main points of the discussion. Handouts (hardcopies and ecopies) with key points will be distributed to attendees as needed. Polls may be utilized to efficiently garner audience perspectives.
The goal of the presentation is to share strategies, practices, and lessons learned, especially relating to the academic changes and challenges that have been presented by the logistics of the pandemic. In addition, the panel will be providing an opportunity for participants to share their experiences, observations, and lessons learned. Through collaboration and brainstorming, the anticipated new normal can be a whole-group synthesis of knowledge.
Participants and presenters will learn from each other, and both groups will be better prepared to move forward separately but because of each other.