{"id":19459,"date":"2020-06-22T14:41:43","date_gmt":"2020-06-22T14:41:43","guid":{"rendered":"https:\/\/www.ucf.edu\/pegasus\/?p=19459&#038;post_type=story"},"modified":"2025-04-18T03:45:48","modified_gmt":"2025-04-18T03:45:48","slug":"remote-possibility","status":"publish","type":"story","link":"https:\/\/www.ucf.edu\/pegasus\/remote-possibility\/","title":{"rendered":"Remote Possibility"},"content":{"rendered":"<p><em>Summer 2020 | By\u00a0Maureen Harmon<\/em><\/p>\n<p>On Jan. 21, 2020, the state of\u00a0Washington identified &#8220;patient\u00a0zero&#8221; \u2014 the first confirmed case of\u00a0<a href=\"https:\/\/www.ucf.edu\/coronavirus\/\">COVID-19<\/a> in the United States. By\u00a0early March, Washington claimed the\u00a0most cases in the country, and the\u00a0University of Washington moved all\u00a0its classes online after a staff member\u00a0off campus tested positive.<\/p>\n<p>Tom Cavanagh was paying\u00a0attention. The vice provost for\u00a0<a href=\"https:\/\/www.ucf.edu\/distance-learning\/\">digital learning<\/a> at 麻豆原创 had begun\u00a0monitoring early on what UW \u2014 a\u00a0public research university similar to\u00a0麻豆原创 but with nearly 20,000 fewer\u00a0students \u2014 would do.<\/p>\n<p>&#8220;They were the first university to\u00a0make that decision,&#8221; says Cavanagh.\u00a0&#8220;And that&#8217;s the one that got our\u00a0attention.&#8221;<\/p>\n<p>Cavanagh could see the coming\u00a0tide. Should COVID-19 begin an\u00a0eastward creep \u2014 and there was no\u00a0reason to believe it wouldn&#8217;t, having\u00a0first been identified in China before\u00a0moving through Europe and into\u00a0the states \u2014 more than 69,500 麻豆原创\u00a0students would be finishing the\u00a0semester from home. He gathered\u00a0his team, and they worked to create\u00a0a website with resources for faculty\u00a0should 麻豆原创 need to follow UW&#8217;s lead\u00a0as the virus spread through the U.S.\u00a0&#8220;The plan was to build a website and\u00a0just keep it offline,&#8221; says Cavanagh.\u00a0&#8220;And then should something happen,\u00a0we would press the button and make\u00a0it go live.&#8221;<\/p>\n<p>But the tide came quickly. &#8220;By the\u00a0time we finished the website, we\u00a0were already pushing it live \u2014 maybe\u00a0a little sooner than we would have\u00a0been comfortable with \u2014 because\u00a0the Board of Governors had made\u00a0a decision while we were on\u00a0spring break to go into a remote\u00a0instructional mode,&#8221; Cavanagh says.<\/p>\n<p>The Board of Governors&#8217;\u00a0announcement came on March 11,\u00a0only five days after UW made its\u00a0decision. Remote learning at 麻豆原创\u00a0was set to begin on March 18. That\u00a0meant the team that usually supports\u00a0200,000 credit hours for online\u00a0learners had to be ready to support\u00a0700,000 credit hours \u2014 or an\u00a0additional 6,600 courses \u2014 in about\u00a0a week. The website couldn&#8217;t launch\u00a0soon enough.<\/p>\n<p>[divider][\/divider]<br \/>\n[blockquote source=&#8221;Charles Dziuban, director of 麻豆原创&#8217;s Research Initiative for Teaching Effectiveness&#8221; cite=&#8221;&#8221; color=&#8221;&#8221; css_class=&#8221;&#8221;]&#8221;Clearly, we&#8217;ve had to scramble, but we had all the pieces in place. We knew you had to have student support. We knew you had to put in place, immediately, all kinds of support mechanisms for a large population of faculty to make this rapid transition.&#8221;[\/blockquote]<br \/>\n[divider][\/divider]<\/p>\n<p>But Cavanagh and his group had\u00a0history in their corner. With more\u00a0than two decades of embracing\u00a0online learning, and 87 percent of\u00a0麻豆原创 students having taken at least\u00a0one online or blended course in\u00a02019\u201320, moving students out of\u00a0the classroom and onto the internet\u00a0wasn&#8217;t uncharted territory. 麻豆原创 dove\u00a0headfirst into an area it had been\u00a0perfecting for 24 years.<\/p>\n<p>That website quickly became\u00a0two: &#8220;<a href=\"https:\/\/digitallearning.ucf.edu\/newsroom\/keepteaching\/\">Keep Teaching<\/a>,&#8221; a website for\u00a0faculty with workshops, lectures and\u00a0tips for getting a traditional class\u00a0off the ground online; and &#8220;<a href=\"https:\/\/digitallearning.ucf.edu\/newsroom\/keeplearning\/\">Keep\u00a0Learning<\/a>&#8221; for students, with links to\u00a0information about proctored exams,\u00a0announcements and notifications,\u00a0and guides to Zoom.<\/p>\n<p>[sidebar background=&#8221;#eaf2f9&#8243; position=&#8221;right&#8221; content_align=&#8221;left&#8221; class=&#8221;col-md-4&#8243;]<\/p>\n<h2><span class=\"h3\">Faculty Creativity<\/h2>\n<ul>\n<li>Dissection of a honeybee over Zoom<\/li>\n<li>Kitchen-safe lab experiments next to the home microwave<\/li>\n<li>Tackling\u00a0complex data and statistical problems on the glass shower door with a dry-erase marker<\/li>\n<li>Young entrepreneurs\u00a0pitching ideas to corporate partners in video calls<\/li>\n<li>Dance performances in the garage<\/li>\n<\/ul>\n<p>[\/sidebar]<\/p>\n<p>麻豆原创 was simply better prepared\u00a0than schools that have bucked the\u00a0online learning movement, says\u00a0Charles Dziuban, director of 麻豆原创&#8217;s\u00a0<a href=\"https:\/\/digitallearning.ucf.edu\/impact-evaluation\/rite-services\/\">Research Initiative for Teaching\u00a0Effectiveness<\/a>.<\/p>\n<p>&#8220;Clearly, we&#8217;ve had to scramble,&#8221;\u00a0Dziuban says, &#8220;but we had all the\u00a0pieces in place. We knew you had to\u00a0have student support. We knew you\u00a0had to put in place, immediately, all\u00a0kinds of support mechanisms for a\u00a0large population of faculty to make\u00a0this rapid transition.&#8221;<\/p>\n<p>Imagine, he says, trying to pull\u00a0this feat together with no online\u00a0learning background or data \u2014\u00a0information that 麻豆原创 has been\u00a0collecting for years. &#8220;The trauma of\u00a0it \u2014 of really coming to terms with\u00a0the fact that you have to do this from\u00a0scratch, and you really do not have\u00a0the infrastructure in place. That&#8217;s the\u00a0difference between what 麻豆原创 has\u00a0done and what other institutions are\u00a0grappling with,&#8221; says Dziuban. &#8220;To\u00a0be sure, other schools have done a\u00a0phenomenal piece of work in getting\u00a0this done. But it&#8217;s not the same.&#8221;<\/p>\n<p>[divider][\/divider]<\/p>\n<blockquote><p>Remote learning at 麻豆原创 was set to begin on\u00a0March 18. That meant the team that usually\u00a0supports 200,000 credit hours for online learners\u00a0had to be ready to support 700,000 credit hours \u2014\u00a0or an additional 6,600 courses \u2014 in about a week.<\/p><\/blockquote>\n<p>[divider][\/divider]<\/p>\n<p>That&#8217;s not to say it was easy. Or\u00a0that 麻豆原创&#8217;s faculty, students and staff\u00a0didn&#8217;t face challenges. But 麻豆原创 knew,\u00a0from experience, that it could be done\u00a0and that it could be done well. After\u00a0all, 麻豆原创 had seasoned online faculty,\u00a0online course designers, tech experts\u00a0and an entire center \u2014 the Center for\u00a0Distributed Learning with its nearly\u00a090 employees \u2014 ready to bring the\u00a0rest of the university on board this\u00a0ship that had no choice but to sail.<\/p>\n<p>Throughout March and April, the\u00a0center handled 692 individual faculty\u00a0consultations; nearly 1,400 faculty\u00a0tuned in for Zoom training; more\u00a0than 2,500 watched YouTube training\u00a0videos created to assist them in\u00a0converting their traditional courses to\u00a0an online learning environment; and\u00a0the Keep Teaching website brought in\u00a0nearly 10,000 views.<\/p>\n<p>Faculty members were encouraged\u00a0to be flexible and creative. And\u00a0the professors took that to heart.\u00a0Dissection of a honeybee over Zoom.\u00a0Kitchen-safe lab experiments next\u00a0to the home microwave. A faculty\u00a0member tackling complex data and\u00a0statistical problems on her glass\u00a0shower door with a dry-erase marker.\u00a0Young entrepreneurs pitching ideas\u00a0to corporate partners in video calls.\u00a0Dance performances in the garage.\u00a0It all just kept moving forward.<\/p>\n<p>For Serena Rojas, a student in\u00a0the <a href=\"https:\/\/www.ucf.edu\/college\/rosen-college-hospitality-management\/\">Rosen College of Hospitality\u00a0Management<\/a>, being at home in her\u00a0own kitchen worked just fine for\u00a0her. Rojas, who lives two hours from\u00a0campus, isn&#8217;t new to online learning.\u00a0She is a typical 麻豆原创 mixed mode \u2014 or\u00a0blended \u2014 learner, taking about four\u00a0courses online each year so she can\u00a0work while earning her degree.<\/p>\n<p>&#8220;I have the comfort of cooking\u00a0in my own home with my tools,&#8221;\u00a0says Rojas. &#8220;I also got to cook what\u00a0I enjoy eating.&#8221; Rojas coordinated\u00a0her cooking assignments with her\u00a0parents, so they wouldn&#8217;t overlap in\u00a0the kitchen. She even incorporated\u00a0her father&#8217;s fried rice recipe into an\u00a0assignment, uploading images of her\u00a0dish to show the final product and creative plating.<\/p>\n<p>The toughest part? Self-evaluation.\u00a0Without a chef at her side, Rojas had\u00a0to get real honest about what she did\u00a0right and where she could have been\u00a0better. \u201cI had to understand this is\u00a0what I did well, and this is what I\u00a0didn&#8217;t do well,&#8221; says Rojas. The perks?\u00a0Mom&#8217;s input. &#8220;When I was plating\u00a0some of the stuff, my mom was like,\u00a0&#8216;Let me get out the nice plates.&#8217; &#8221;<\/p>\n<p style=\"text-align: center;\">***<\/p>\n<p>Cavanagh wants to be clear here:\u00a0There is a big difference between the\u00a0online learning models that 麻豆原创 has\u00a0embraced over the last 24 years and\u00a0remote learning \u2014 courses that were\u00a0originally scheduled to be classroom,\u00a0hybrid or primarily <a href=\"https:\/\/www.ucf.edu\/distance-learning\/\">distance learning<\/a>\u00a0but were provided remotely due to\u00a0the coronavirus. 麻豆原创&#8217;s structured\u00a0online learning model requires\u00a0faculty to participate in 10 weeks \u2014 or\u00a0a minimum of 80 hours \u2014 of training\u00a0and to work with course designers\u00a0and instructional designers who help\u00a0them create a valuable online learning\u00a0experience for their students. Remote\u00a0learning? That&#8217;s a different beast built\u00a0out of necessity. That&#8217;s where shower door\u00a0dry-erase boards and Zoom lectures come in.<\/p>\n<p>[divider][\/divider]<br \/>\n[blockquote source=&#8221; Charles Dziuban&#8221; cite=&#8221;&#8221; color=&#8221;&#8221; css_class=&#8221;&#8221;]&#8221;Students have told us, time and time again, of this online learning environment, &#8216;You&#8217;re making education more convenient. You&#8217;re reducing the logistical demands for getting an education. You&#8217;re increasing my learning flexibility&#8217; \u2026 We&#8217;re committed to that.&#8221;[\/blockquote]<br \/>\n[divider][\/divider]<\/p>\n<p>One thing the two have in common\u00a0is access. That&#8217;s how the online model\u00a0blossomed at 麻豆原创, now considered\u00a0an expert institution when it comes\u00a0to online learning. <a href=\"https:\/\/www.ucf.edu\/news\/ucf-online-programs-rank-among-top-20-in-nation-again\/\"><em>U.S. News &amp; World\u00a0Report<\/em> ranks 麻豆原创 among the top 20\u00a0schools for an online degree<\/a>, and\u00a0the <a href=\"https:\/\/cdl.ucf.edu\">Center for Distributed Learning\u00a0<\/a>has been racking up awards for its\u00a0work since 2003, including a Digital\u00a0Learning Innovation Award from the\u00a0Online Learning Consortium in 2018.<\/p>\n<p>&#8220;麻豆原创 leadership has been\u00a0committed to extending this\u00a0opportunity for students to continue\u00a0their education outside the purview\u00a0of the traditional university,&#8221; says\u00a0Dziuban of the move to embrace\u00a0online learning back in 1996. \u201cThey\u00a0were responding to the needs of\u00a0new lifestyles of students who\u00a0are working; students who are\u00a0[in need]; students who have all\u00a0kinds of demands on them, for whom\u00a0it would be burdensome to make\u00a0that commitment to be full time on\u00a0campus.&#8221;<\/p>\n<p>Right now, access is defined\u00a0by terms mandated by state\u00a0governments, but Cavanagh also\u00a0points to students with families and\u00a0full-time jobs who want to further\u00a0their education. And there&#8217;s also a\u00a0generation of upcoming students who\u00a0are used to interacting, socializing\u00a0and working online. And as he looks\u00a0to the future, access may quickly\u00a0encompass students who want to\u00a0be close to home or who want the\u00a0option of avoiding crowded spaces in\u00a0a post-pandemic world.<\/p>\n<p>For people like Dziuban, it will\u00a0be fascinating to watch COVID-19&#8217;s\u00a0impact on the online learning space\u00a0\u2014 even after a vaccine is created to\u00a0combat the coronavirus. &#8220;Students\u00a0have told us, time and time again, of\u00a0this online learning environment,\u00a0&#8216;You&#8217;re making education more\u00a0convenient,&#8217; &#8221; says Dziuban.\u00a0&#8221; &#8216;You&#8217;re reducing the\u00a0logistical demands for\u00a0getting an education. You&#8217;re\u00a0increasing my learning\u00a0flexibility, and you&#8217;re creating\u00a0for me online technology\u00a0to enhance learning. You&#8217;re\u00a0creating an extended learning\u00a0environment for me.&#8217; We&#8217;re\u00a0committed to that.&#8221;<\/p>\n<p>That commitment means\u00a0resources put toward\u00a0course development and\u00a0structure (it takes much more\u00a0than a Zoom account to deliver a\u00a0course specifically designed for the\u00a0online environment) and consistent\u00a0evaluation and assessment. All\u00a0these tools were put in place at\u00a0麻豆原创 through the Division of Digital\u00a0Learning as well as the Research\u00a0Initiative for Teaching Effectiveness.\u00a0Since 1996, Dziuban says that\u00a0students at 麻豆原创 have consistently\u00a0reported that they experience\u00a0increased interaction in their online\u00a0classes and that the quality of that\u00a0interaction empowers their learning.\u00a0Students who engage in blended\u00a0learning classes (a combination\u00a0of face to face and online) achieve\u00a0success (a grade of C or higher) at a\u00a03 to 4 percent increased rate over\u00a0other course modalities.<\/p>\n<p>Cavanagh predicts that faculty\u00a0members&#8217; experience over the last\u00a0several months will increase their\u00a0interest in teaching online \u2014 even\u00a0for those who once believed a quality\u00a0education could only take place in a\u00a0physical classroom or lab. Through\u00a0remote learning, they now have seen\u00a0only a glimpse of what&#8217;s possible in a\u00a0true, fully designed online course.<\/p>\n<p>&#8220;We have seen demand for training\u00a0of faculty to teach our regular online\u00a0courses just explode,&#8221; says Cavanagh.\u00a0&#8220;Typically, our training courses hold\u00a0about 40 people, and we do that three\u00a0times a year through our flagship\u00a0faculty preparation program. We have\u00a0almost 200 requests for this summer\u00a0alone already.&#8221;<\/p>\n<p>Data from 麻豆原创 has long supported\u00a0students&#8217; demand for online\u00a0opportunities even before the public\u00a0health crisis. Distance learning\u00a0has fueled 麻豆原创&#8217;s growth over the\u00a0past several years with online and\u00a0blended courses accounting for half\u00a0of all student credit hours during the\u00a02019\u201320 academic year.<\/p>\n<p>[divider][\/divider]<\/p>\n<blockquote><p>Demand for faculty training\u00a0in online instruction has risen 150%<\/p><\/blockquote>\n<p>[divider][\/divider]<\/p>\n<p>In addition, the exposure to new\u00a0online learning tools \u2014 though\u00a0necessary right now \u2014 will likely\u00a0stick around.<\/p>\n<p>&#8220;Whenever we&#8217;ve put\u00a0faculty through faculty development,\u00a0have them teach online, and expose\u00a0them to some of these educational\u00a0tools and technologies \u2014 and\u00a0they get used to using them \u2014 it\u00a0fundamentally changes the way\u00a0they teach face to face. They don&#8217;t\u00a0abandon those electronic tools\u00a0in a face-to-face environment\u00a0completely,&#8221; says Cavanagh. &#8220;So\u00a0I can see faculty that go back to\u00a0being face-to-face instructors,\u00a0still incorporating methods of\u00a0online learning in their courses\u00a0where they might use the learning\u00a0management system to post\u00a0announcements or share their\u00a0syllabus or use Zoom to\u00a0bring in a guest speaker.\u00a0We may have had kind of a\u00a0high watermark in demand\u00a0for online learning, but I\u00a0don&#8217;t think the water level\u00a0is going to settle back to\u00a0where it was before.&#8221;<\/p>\n<p>As has been the case for\u00a0years in the online learning\u00a0world, 麻豆原创 will watch,\u00a0learn and grow from the\u00a0remote learning experience\u00a0\u2014 already continuing\u00a0through the summer.<\/p>\n<p>&#8220;We have been surveying both\u00a0faculty and students through this\u00a0period, asking faculty members,\u00a0&#8216;How did it go? What were the pain\u00a0points? What were the positives?\u00a0What is needed for you to ramp up\u00a0and make your instructional and\u00a0learning lives better? Having done\u00a0this, what can we learn?&#8217; &#8221; says\u00a0Dziuban. &#8220;Because the reality is, we\u00a0have no idea what&#8217;s coming \u2014 but\u00a0we&#8217;ll be ready for it.&#8221;<\/p>\n","protected":false},"featured_media":19838,"template":"","categories":[977],"tags":[1477,1469,1476,1475],"class_list":["post-19459","story","type-story","status-publish","has-post-thumbnail","hentry","category-feature","tag-center-for-distributed-learning","tag-coronavirus","tag-division-of-digital-learning","tag-research-initiative-for-teaching-effectiveness","issues-1462","issues-summer-2020"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v22.3 (Yoast SEO v27.3) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>A Look at 麻豆原创&#039;s Transition to Online Classes During COVID-19<\/title>\n<meta name=\"description\" content=\"How 麻豆原创 leaned on more than two decades of online learning expertise to shift the entire university to 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