Dedication -- Acknowledgments -- About the manual -- Getting started -- A world on curriculum audit and redesign -- Curriculum audit : the process -- Assessment -- What is needs analysis -- How it aids design and planning -- Addressing stakeholders needs -- Involving students -- What should be considered -- Using model and templates -- SWOT -- Profiling -- Curriculum redesign -- Matching learning methods to needs -- Program and course redesign checklist -- References and other resources -- Appendices 1 -- Appendices 2 -- About the author -- About the E-Learning Solutions Center -- About our services -- About our products -- Thank you. This training manual serves as a valuable tool to enhance curriculum audit, instructional redesign, and the development of face-to-face (F2F) courses and materials into e-learning and mobile learning for colleges and universities. It is designed for aspiring e-learning and mobile learning course developers who are desirous of developing, implementing and sustaining e-learning and m-learning platforms to promote teaching, learning, service and community. / https://dc.etsu.edu/etsu_books/1090/thumbnail.jpg

Embry-Riddle Aeronautical University (ERAU) is an institution with 2 residential campuses: 1 in Daytona Beach, Florida and one in Prescott, Arizona. ERAU also has a Worldwide presence through 125 campuses located on military bases and within the private business sector. The ERAU Worldwide Campus doesn’t stop with physical locations, however. It encompasses an online campus with virtual learning opportunities. The degrees offered through all of our campuses range from certificate programs through doctoral studies. The Scholarly Communication Team is located on the Daytona Beach campus. One of our challenges is to bring the intellectual output of all of our talented faculty from around the world into the ERAU institutional repository, called Scholarly Commons. In order to do this, we need an outreach plan which will capture the attention of our faculty members on our distance learning campuses and explain the benefits of participating in Scholarly Commons. To this end, we’ve begun to promote Scholarly Commons using a multi-format outreach strategy. We seek partners from within the distance learning faculty communities to help us show why faculty should participate in Scholarly Commons. This presentation will describe the processes we have tried and others we will be putting into place to educate our faculty on how they can use Scholarly Commons to organize and pursue research, tenure, and promotional activities.

Classroom Management: Even though our classrooms are “out there”, we still have classroom management issues, just like we do in face to face classes. Some of these issues are similar but some are different enough that we may not think about them. Come find out what those are and ways to address them! New to Online: Teaching class in your pajamas may sound like a great idea, but when you’re into the semester and pulling your hair out over the various and sundry “stuff” that happens in your online classes, you may think you’re alone. You’re not! Come join other online instructors for some problem solving and idea sharing specifically aimed at instructors new to online teaching. Share and Tell: Teaching online is constantly changing and evolving. Come hear other instructor’s tips and tricks for teaching online and bring your own experiences to share in this informal discussion hosted by Dr. Susan Epps, Assistant Professor in Allied Health. Assignments and Discussions, Tests…Oh My!: Tired of reading the same thing over and over? Discussions falling flat? Tests – Ugh! How about some ideas for keeping assignments fresh, discussions going and tests – well, maybe there is another alternative!

There is abundant literature on best practices for instruction. But what can our own students tell us about their experience with online instruction and how can those experiences inform our decisions about how we operate as online instructors? Why should we listen to them? In this session you'll be introduced to a study (albeit informal!) in which the instructor actually ASKED her students for information and as a group, we'll discuss how we can apply what we learn from our students. Objectives: To discuss ways we can improve our teaching by listening to our students; to view our teaching through our students' eyes

As faculty we probably have strong feelings about online teaching and we certainly have pet peeves about our students. What if we were to ask our students what their pet peeves about us or our online classes are? (The student assessment of instruction at my own institution doesn’t include a question this direct). And yikes! once we ask, what do we do with that information? Whether you are new to online or an experienced online instruction, come join the conversation and together we will discuss ways to ‘tame the online beast.’

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Distance education has the potential to offer a meaningful alternative for students with disabilities. Colleges and universities have opportunities to provide quality online courses to students with disabilities; yet data show these students may often choose to discontinue higher education pursuits. Little is currently known about how students with disabilities experience the distance learning environment or how institutions of higher education. This phenomenological study focuses on the quality of the learning experiences and learner satisfaction of students with disabilities in distance education courses. The purpose of this study is to investigate 1) how online learning is experienced by students with disabilities, 2) what factors facilitate or inhibit their online learning, and 3) how what instructors do to facilitate online learning is perceived by students with various disabilities. This study examines how students with various disabilities assess the quality of distance education coursework in terms of three constructs: course interaction, structure, and support. Data was gathered via interviews with consenting participants who had affirmatively responded to a study participation solicitation email and completed a brief survey. Sadly, discussions of topics related to students with disabilities experiences are still rare in the distance education literature. These interview data suggest that, despite having many tasks to which they must attend, more training for instructors is needed on how to work with students with disabilities. The Offices of Students with Disabilities Services and instructors should develop a way to work together, rather than separately, in a proactive rather than reactive fashion, to better serve the needs of students with disabilities. Further research in this area may allow students with disabilities with online courses in higher education to become more vocal about their needs from their individual perspectives and in their own words, and pave the way for improving the quality of the online learning environment for them.

Computer-based instruction including distance learning is fast becoming an integral part of higher education. Much of the current research has found that computer-based instruction is as effective as lecture-based instruction. Despite the wealth of studies that purport that students enrolled in computer-based instruction perform equally well as compared to their lecture-based counterparts, there is a high dropout rate associated with computer-based instruction including distance learning. The purpose of this study was to examine the differences in students' withdrawal and completion rates in classes delivered via different instructional formats (distance learning, hybrid, or traditional) to determine if student learning style and/or student reasons for choosing an instructional format have an effect on the dropout rate in a remedial mathematics course. This non-experimental quantitative study employed logistic regression to estimate the probability of withdrawal from a Basic Algebra (MAT 0024) course based on student learning style, student reasons for selecting the instructional format, and CPT scores. Learning styles and their relationship to completion status within the three instructional delivery formats were examined. It was determined that those students who were enrolled in a hybrid or distance learning course had greater odds of withdrawing as compared to students enrolled in a lecture-based course. It was also determined that learning style did not impact the completion or withdrawal of students regardless of the delivery format. Student reasons for enrolling in a particular delivery method and the relationship to completion or withdrawal within the three instructional delivery formats was also examined. It was determined that those students who enrolled in the course based upon personal factors had greater odds of completing the course without distinction to a particular instructional delivery method. Those students who enrolled in the course because of their perceived learning needs had greater odds of withdrawing from the course without distinction to a particular instructional delivery method. CPT scores and their relationship to completion or withdrawal within the three learning styles were examined. Based on the data, there is no relationship between students' CPT scores and their withdrawal or completion in a particular delivery format.

At least one third of college students enrolled in a given year take at least one course that is 80%+ online delivery (Allen & Seaman, 2015). This number has increased from 10% of students just within the last decade. Given this increase, the need for instructional communication research in this context has also grown. One construct that has had little attention in online settings is that of perceived instructor caring. Caring instructors are perceived as concerned, sensitive, not self-centered, and having students’ best interests at heart (McCroskey & Teven, 1999). Caring has the potential to impact various aspects of student success, but has seen limited application in online learning research. Self-determination theory (Deci & Ryan, 1985) uses the term relatedness, and assess the impact on motivation; however, this has also been applied very little in online settings. Guided by self-determination theory, the purpose of this dissertation is to explore perceptions of instructor caring in online education environments, to compare student and faculty views of instructor caring, explore the measurement of mediated instructor caring, and to test a mediation model proposing that perceived instructor caring, autonomy, and competence impacts perceived cognitive learning with motivation and affect as mediators. To do this, the author conducted two mixed-methods studies to compare instructor and student perceptions of caring, validate the measurement of caring, and test the model. Findings seek to improve understanding of how these constructs operate in online learning contexts and to assess self-determination theory for use in online settings, as well as to guide future research in various contexts of instructional communication.