Beyond the standard model:

1. Beyond the standard model: Disciplinary differences in online design and delivery Dr. Martha Cleveland-Innes

2. The changing face of higher education (con’t)… Online enrollment projections have been realized, and there is no evidence that enrollments have reached a plateau. Online enrollments continue to grow at rates faster than for the overall student body, and schools expect the rate of growth to further increase. Allen & Seaman, 2005

3. The changing face of higher education (con’t) ..... growing chasm of attitudes, understanding, and funding which we witness ….. when it comes to the differences in the disciplines. E-learning, and the development and application of tools for use in teaching and learning, has highlighted this even further. Lee, 2005

4. The common character ….. Emerging from this is the practice of online education, characterized by the following: • the physical separation of teachers and learners, which distinguishes it from face-to-face education • the influence of an educational organization, which distinguishes it from self-study and private tutoring • the use of a computer network to present or distribute some educational content and • the provision of two-way communication via a computer network so that students may benefit from communication with each other, teachers, and staff Keegan, 1988

5. Community of Inquiry Framework Social Presence The ability of participants in a community of inquiry to project themselves socially and emotionally as ‘real’ people (i.e., their full personality), through the medium of communication being used. Cognitive Presence The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry. Teaching Presence The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes. Garrison, Anderson and Archer (2000)

6. How much attention to details …. To date, little research has been done that “investigates the ways in which academic practice varies in relation to digital resources,” (Jones, Zenios & Griffiths, 2004) in spite of much research that identifies differences in teaching practice across disciplines (Donald, 2000).

7. In the process of adjustment to online and blended learning ……. …… it is rare for anybody to take a comprehensive look at the whole picture. It is more common for separate consideration to be given to individual groups ….. with the result that no consolidated picture ever emerges. …. while different groups might well have different goals, some needs are common to all. Felix, 2003

8. The Study • Teaching and learning in their disciplinary contexts by Neumann, R., Parry, S., & Becher, T. (2002). • Interviews with faculty in traditional and single mode distance education institution about transition to online education • Extensive review of literature

9. Physics Chemistry Mathematics Botany Geology Biology History Anthropology Philosophy Sociology Psychology English Engineering Computer Technology Mechanical Engineering Agricultural Studies Civil Engineering Medicine Education Management Studies Accounting Economics Marketing Hard Soft Pure Applied

10. Online Examples - Hard Pure Cumulative; atomistic (crystalline/tree-like) concerned with universals, quantities, simplification; resulting in discovery and explanation • Create an online slide presentation • Multiple access points to material • Construct unique methods of reviewing materials using media

11. Online Examples - Soft Pure Reiterative; holistic (organic/river like); concerned with particulars, qualities, complication; resulting in understanding and interpretation. • Analyze and debate the variables impacting a theoretical model in an asynchronous environment • Publish an electronic article • Construct theoretical model and present using chosen media

12. Online Examples - Hard Applied Purposive, pragmatic, (know-how via hard knowledge); concerned with mastery of physical environment; resulting in products/techniques. • Invent or adapt an online game • Participate in an online simulation • Critique through postings the effectiveness and appropriateness of the application of the model to specific cases or situations • Emphasis on material, models, visuals

13. Online Examples – Soft Applied Functional; utilitarian (know-how via soft knowledge); concerned with enhancement of [semi] professional practice; resulting in protocols procedures. • Create an online slide presentation of procedures • Conduct interviews with others to share online • Heavy emphasis on dialogue about practice • Shared experience in text, graphics, discussion

14. Support for disciplinary differences • Clarify and make explicit underlying disciplinary teaching practices • Build consensus around and respect a model of sound online pedagogy • Identify technologies best suited to teaching and learning in disciplinary categories • Create transformation models such that discipline- or subject-specific materials can be adapted for different disciplines or subjects • Ensure the keystones of distance and distributed learning – access, choice and flexibility – is maintained across disciplines • Guard against learning technologies shaping the way subjects are taught

15. Resources • Allen, E. I., & Seaman, J. (2004). Entering the mainstream: The quality and extent of online education in the United States, 2003 and 2004. The Sloan Consortium. http://www.sloan-c.org/resources/entering_mainstream.pdf • Jones, Zenios & Griffiths, 2004 http://www.shef.ac.uk/nlc2004/Proceedings/Symposia/Symposium9/Jones_et_al.htm • Lee, S. (2004). Designing and developing for the disciplines. Journal of Interactive Media in Education, 11. http://www- jime. open. ac. uk/ 2004/11. • Neumann, R., Parry, S., & Becher, T. (2002). Teaching and learning in their disciplinary contexts: A conceptual analysis. Studies in Higher Education, 27, 405-417.

16. Sincere thanks to the Mission Critical Research fund committee at Athabasca University for support of this project. Beyond the standard model: Disciplinary differences in online design and delivery Dr. Martha Cleveland-Innes martic@athabascau.ca