Online teaching is causing instructors to seek support to address their concerns of implementing instructional design to their courses. Technology allows customized services to allow online support (Turel, Connelly, & Fisk, 2013). Motivation is a necessary component of utilizing the learning management system. The goal is to identify the motivational elements in using the online course tools (Gautreau, 2011). With teaching online, instructors need to realize that different models of teaching are required (Chang, 2008). Web-based support has an added value of reinforcement. This methodology has been demonstrated through the online ticketing system implemented by supporting the faculty members. This promotes the advantages web-based customer support has over traditional support (Negash, Ryan, & Igbaria, 2003).
Project Description
Literature Review
A redesign in the support provided by faculty members has been implemented at the institution. In order to address these concerns, all instructional designers are using an online ticketing system when working with faculty members. Faculty members receive support on a case-by-case process. The instructor receiving assistance will be provided with a screencast and PDF handout emailed in order to reference the task complete. This addresses media used for learning and enable in depth learning using multimedia (Mayer, 2003).
According to Chang (2008), the interaction between instructors and students improves with the usage of interactive tools including chat rooms, discussion boards, and email. By providing instructors guidance on enabling online tools in the learning management system, it creates a more interactive online experience. It is important for the faculty members to receive the appropriate support. “Inadequate technical support and funding for support are primary reasons for failed adoption of elearning technologies” (Black, Beck, Dawson, Jinks, & DiPietro, p. 38). By delivering support to faculty members, it improves their likelihood of using the instructional technology tools.
With the setup of the screencasts and PDF files, the goal is to create a website incorporating frequently requested tasks from the faculty. These items will be demonstrated thought a development course shell with simulated assignments and students. This will provide public access without violating FERPA policies. The ticketing system currently used internally will be available to faculty members to log in their own support issues. This provides the faculty with access to the support and self-service of educating themselves (Negash, Ryan, & Igbari, 2003).
Research Questions
- Question 1: Is the faculty member able to improve his or her course with the assistance of the instructional designers?
- Question 2: Are the course reviews able to improve the faculty’s ability to incorporate instructional designing methodology in the online course?
- Question 3: What method of communication is the most preferred by faculty members to the instructional designers?
Data Source
An online survey through Survey Monkey will be used with approximately 200 instructors in the online teaching program.
Methodology
There will be a set of ten questions asked of the faculty. These questions pertain to the level of support provided by the instructional designers. The first set of questions will focus on the support received by the instructors. These include, “Was your concern addressed in a timely manner? Did you receive your course review back in a timely manner?” The second set of questions focuses on instructors having the option to create their courses in a development shell that is open all year long allowing a sixteen week development time for new courses. There are live course shells that the students are placed in during the semester for the course. The institution enables this six weeks before the beginning of the semester. These are the questions concerning the development and live course shells, “Were you able to access your development shell? Did you receive a confirmation email about your development shell being open? Were you able to copy from your development shell to your live shell?” The third set of questions apply to course planning, feedback, and resources presented to the instructors, “Was the PDF file and Screencast sent by the instructional designer helpful for your understanding of the Blackboard feature? Were you able to have your course planned out with the instructional designer? Were you satisfied with the Quality Online Course Review Rubric?” The fourth set of questions provide feedback from instructor meeting in person and any improvements the instructional designers can provide for the faculty members, “Were you satisfied when you came into the AOS Faculty Support Center to meet with an instructional designer? Are there any suggestions for the AOS Faculty Support Center to improve support?” Faculty completing these survey questions enables the AOS Faculty Support to focus on where improvements are required when providing instructional designing support.
References
Black, E. W., Beck, D., Dawson, K., Jinks, S., and DiPietro, M. (2007). The other side of
the lms: considering implementation and use in the adoption of an lms in
online and blended learning environments. TechTrends 51(2), 35-53. Retrieved from http://link.springer.com/article/10.1007%2Fs11528-007-0024-x?LI=true
Chang, C. L. (2008). Faculty perceptions and utilization of a learning management
system in higher education. (Doctoral dissertation). Retrieved from
https://books.google.com/books?hl=en&lr=&id=sdGCKv6U_38C&oi=fnd&pg=PA4&dq=faculty+learning+management+system&ots=YI916lI135&sig=BIMy0EhgaOjh0kmAfOzUhfEFYI4#v=onepage&q=faculty%20learning%20management%20system&f=false
Gautreau, C. (2011). Motivation factors affecting the integration of a learning
management system by faculty. The Journal of Educators Online, 8(1), 1-25.
Retrieved from http://eric.ed.gov/?id=EJ917870
Mayer, R. E. (2003). The promise of multimedia learning: using the same
instructional design methods across different media. Learning and
Instruction 13(2), 125–139. http://www.sciencedirect.com/science/
article/pii/S0959475202000166
Negash, S. Ryan, T., & Igbaria, M. (2003). Quality and effectiveness in web-based
customer support systems. Information & Management 40, 757-768. Retrieved from http://www.sciencedirect.com/science/article/
pii/S0378720602001015
Truel, O. Connelly, C. & Fisk, G. (2013). Service with an e-smile: employee
authenticity and customer use of web-based support services. Information &
Management, 50, 98-104 Retrieved from http://www.sciencedirect.
com/science/article/pii/S037872061300013X