Instructional Technology
Conference 2007
Title:Integrating the Seven Principles for Good Practice into Online Teaching
Name: George Kontos, Ed.D.
Audience Level: All
Audience: faculty and deans
Length:
1 hour
Abstract:
The seven principles for good practice in undergraduate education are reviewed, the use of technology, especially web-based technology, to implement these principles in teaching is examined, and an example of such an implementation in an online class taught at a community college is discussed.
Description:
The seven principles for good practice in undergraduate education were developed by Arthur Chickering and Zelda Gamson. The principles first appeared in the American Association for Higher Education (AAHE) Bulletin (Chickering and Gamson, 1987). As a result of a two-year research Chickering and Gamson in cooperation with AAHE and a number of higher education faculty and colleagues, concluded that good practice in undergraduate education:
These principles were initially conceived for face-to-face instruction but later with the advent of information technologies they were implemented for technology-based teaching by Chickering and Ehrmann’s paper (Chickering and Ehrmann, 1996). In this paper, the authors described some of the best and most appropriate ways to use technologies such as video and computers to advance these seven principles. How does technology facilitate the above seven principles of good practice?
An online course was designed and taught with the seven principles in mind. This is a freshman-level 3-hour course and is offered through the Bowling Green Community College of Western Kentucky University. The course (Introduction to Computer Systems) is designed to provide an overview of computer terminology and organization with an emphasis on word processing, electronic spreadsheets, computer programming and databases
Here are highlights of how these seven principles were integrated into the course.
Principle # |
Principle |
Online Course Implementation |
1 |
Contact Between Students and Faculty is Encouraged |
Orientation session (by phone or in person) Student Information Form Email (with meaningful Subject lines) Threaded discussions (Discussion Board activities) Response time policy posted |
2 |
Cooperation Among Students is Encouraged |
Threaded discussions
|
3 |
Active Learning is Encouraged |
Assignment to summarize a technology article that made the news Assignment to investigate a topic about a technology that affects our lives A variety of hands-on practice and activities Threaded discussions |
4 |
Prompt Feedback is Given |
Prompt email feedback Web-based tests and quizzes that provide ample and prompt feedback Feedback on assignments is prompt and helpful |
5 |
Time on Task is Encouraged |
Syllabus that includes clear objectives, assessments, and due dates posted Rubrics posted Day-by-day class calendar with due dates posted Late submission of work discouraged |
6 |
High Expectations are Communicated |
Orientation session (by phone or in person) Student Information Form Weekly threaded discussions posted Excellence encouraged and expected |
7 |
Diverse Talents and Ways of Learning Are Respected |
Orientation session (by phone or in person) Computer background knowledge survey Weekly threaded discussions posted Diverse points of view encouraged Variety of tools available: Blackboard, excellent textbook, textbook companion website, instructor (reachable by phone, email, personal visit, and postal mail) |
Session Type: Lecture/Presentation (or Panel Discussion)
Contact information/affiliation:
George Kontos, Ed.D.
Assistant Professor
Business and Computer Studies Division
Bowling Green Community College of
Western Kentucky University
george.kontos@wku.edu