Teaching/Learning Center

Why eLearning Benefits Faculty + Students

Otis College embraces the potential learning-enhancing value of eLearning in various manifestations.

E-Learning courses are offered in support of student success. They afford students more flexible schedules, the opportunity to repeat or review online content as needed, and work on course content when most motivated. Such courses also provide faculty increased flexibility, in particular, saving commute time.

Myriad literature suggests that, when executed thoughtfully, eLearning can help students enhance overall learning in specific courses by:

• managing their schedules,
• reviewing class materials, and
• organizing their efforts productively.

While the college continually gathers input from faculty members, chairs, directors, and others in the Student Learning and Success division, it strives to move forward with the help and guidance of the eLearning Advisory Committee toward achieving some of the benefits that e-Learning can bring, including bridging geographic divides to create a continuing learning relationship between faculty and students by matching technology with student needs, course learning objectives, and the College mission.

Currently, eLearning at Otis College comprises both blended (with micro option) and online course delivery that enhances: 

• Interactivity, customization, and flexibility for students and faculty
• Teaching effectiveness and academic excellence
• Student success 
• Opportunities for degree completion
• Remedial learning opportunities
• Academic emergency recovery capacity
• Market competitiveness.

Otis College Faculty share what they have learned over the last year and a half teaching Blended Learning Classes. They discuss what is best taught online or face-to-face, how to keep community while not in person, and how to take advantage of video demos between meetings.

The eLearning Modes

E-Learning classes can include elements of asynchronous or synchronous learning. 

Blended Synchronous (BLSY)

Blended Learning courses “blend” on-campus teaching with online delivery. Some weeks are taught online and other weeks on-campus. The class meets at least 1/3 online or on-campus during the semester. During virtual instruction, the course contact will occur synchronously (at the same time) through the web-conference platform, Zoom. 

Blended Asynchronous (BLAY)

Blended Learning courses “blend” on-campus teaching with online delivery. Some weeks are taught online and other weeks on-campus. The class meets at least 1/3 online or on-campus during the semester. Students will work independently for a predetermined set of time to complete coursework by the due date. During virtual instruction, the course contact will occur asynchronously (not at the same time).

Online Synchronous (OLSY)

These courses provide 100% of instruction online. Some online classes may also include 1 - 2 weeks of an on-campus meeting. A component of the instruction will require meeting virtually with the instructor the same day and time through the web-conference platform, Zoom. The virtual course contact will occur synchronously (at the same time).

Online Asynchronous (OLAY)

These courses provide 100% of instruction online. Some online classes may also include 1 - 2 weeks of an on-campus meeting. Students will work independently for a predetermined set of time to complete coursework by the due date.  The virtual course contact will occur asynchronously (not at the same time).

HyFlex or All-Access (HYFX)

These courses allow students to participate in the same class choosing each week how they want to attend. They can attend on-campus, online synchronous, or online asynchronous. This type of course mode follows a student-centered attendance model (SEAM). 

eLearning Contact Defined

ASYNCHRONOUS

• Uses online learning resources to facilitate information sharing outside the constraints of time and place among a network of people.
• Asynchronous classes allow for flexibility in the student's participation in activities.
• Examples include email, listservs, online discussion boards, wikis and blogs.
• Course management systems such as Digication (O-Space) support online interaction, allowing users to organize discussions, post and reply to messages, and upload and access multimedia.

SYNCHRONOUS

• Refers to a group of people learning the same things at the same time, like lectures and class discussions.
• Online synchronous learning would include voice chats, video-conferencing (Zoom), and webinars.

eLearning Advisory Committee

In 2012 the eAC was formalized to lead e-Learning activity in support of student and college success. The committee plans and oversees College e-Learning initiatives, reviews and recommends for implementation course and program proposals, and assesses these for the College. The committee convenes monthly to review the status of pending and new developments, or as needed at the request of the Provost or any member in coordination with all members.
 
The eAC is comprised of individuals representing a cross-section of the Otis College Academic community meeting once a month. Current members of eAC include:

• faculty/instructor representatives
• the Instructional Designer/Technologist,
• the Director of Learning Centers,
• the Chair of Liberal Arts and Sciences,
• the Assistant Provost of Academic Effectiveness and Accreditation
• the Director of Curriculum, Extension
• the Dean of Extension