SUNY Impact: Designing and Validating a Research-Based Model for Online SUNY Teaching (MOST)
- Christine Kroll, University at Buffalo
- Ming Chiu, University at Buffalo
- Peter Shea, University of Albany
- Robert Bangert Drowns, University of Albany
- Suzanne Miller, University at Buffalo
- Yik Ting Choi, University of Hong Kong
University at Buffalo
Using advanced statistical analyses of existing online learning data from the SUNY Learning Network, UA/UB will draw insights to develop a new introductory course for Teaching Online in three research-based online modules. We will collect and analyze data evaluating their learning and following enrollees into their first online teaching, supporting them and measuring course effectiveness. This longitudinal study of SUNY online learning will create evidence-based feedback for improving module quality, leading to signature Models of Online SUNY Teaching (MOST!). This evaluation process will be used in additional 1-cr-hr research-based modules created and offered by UA/UB, targeting emerging needs of SUNY online teaching faculty. SUNY faculty taking the initial module will receive a 3-cr-hr head start for UA/UB online certificates in online education. The required capstone inquiry project would direct research on the impact of SUNY MOST on subsequent students, creating sustainable inquiry to generate ongoing improvements.
Curriculum design, teacher education pedagogy and cognitive science reviewed for modules development, along with instructor guides and course materials. Beta release of 2 week, 1 credit courses targeted for spring 2016.