Principal Investigator: Sarah Jourdain, Stony Brook University SBU proposes building innovative OPEN blended/online Korean and Japanese foreign language courses to meet the growing needs and demands of our current precollegiate and collegiate students. The online and blended modalities of content delivery for these courses will be the first of their kind at SBU. We will share the innovative technologies and best practices used to build and implement these courses with the OPEN SUNY Network. We will then publish research findings comparing face-to-face to online/blended learning outcomes in these courses, as well as the impact of the learning environment and student factors on transactional distance, social presence, teacher presence, and cognitive presence. SBU has gathered staff and faculty across interdisciplinary departments and commitments from various Centers and Organizations within and external to the campus to make this project feasible. With these courses, we hope to share our pioneering innovations in the field of online and blended learning. Co-PI’s and Key Partners: Eriko Sato, Assistant Professor, Japanese Linguistics and Pedagogy, Asian and Asian American Studies, Stony Brook University Heejeong Sohn, Lecturer, Asian and Asian American Studies, Stony Brook University Julian Chen, Technical Director, Language Learning Research Center (LLRC), Stony Brook University Kayode C.V. Ekwunife-Orakwue, Doctoral Candidate, Graduate Teaching Assistant, Department of Technology and Society, Stony Brook University Reports and Resources: Mid-project report

Awarded Grant: $29,000 Principal Investigator: Randy Yerrick, University at Buffalo Abstract: 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. Co-PI’s and Key Partners: Robert Bangert Drowns, Dean, School of Education, University of Albany Ming Chiu, Professor and Associate Chair, Learning and Instruction, University at Buffalo Christine Kroll, Director, Online Education, Graduate School of Education, University at Buffalo Suzanne Miller, Professor and Chair, Learning and Instruction, University at Buffalo Peter Shea, Associate Professor and Vice Provost, Educational Theory and Practice, University of Albany Yik Ting Choi, Statistician, University of Hong Kong Reports and Resources: Mid-project report