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RATIONALE

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RATIONALE Powered By Docstoc
					Teaching and Learning in the
    Distributed Learning
        Environment

       Sheldon L. Stick, PhD
  College of Education and Human Sciences
       University of Nebraska - Lincoln
              FOCUS
ANNUAL INCOME TWENTY POUNDS,
 ANNUAL EXPENDITURE NINETEEN
 NINTEEN SIX, RESULT HAPPINESS.

ANNUAL INCOME TWENTY POUNDS,
 ANNUAL EXPENDITURE TWENTY POUNDS
OUGHT AND SIX, RESULT MISERY.

[Charles Dickens‟ book, David Copperfield; spoken by
     Mr. Micawber to Copperfield in chapter 12]
 PRESENTATION SEQUENCE
• UNL
     # 3 - 17
• REALITIES
     #18 - 22
• ALABAMA
     #23 – 32
• ENDING
     #33 - 37
                BACKGROUND

• Enrollments Declining
• Geography and
  Population
• Cost
• Dislocation
• Changed Attitudes
• Traveling Team
• Technology
      email
      blended courses
                        Courses
•   Began with as needed (six)
•   Blended and Instructors traveled [Guam]
•   Now in excess of 34 from Department
•   Research Courses from other Areas
    –   Educational Psychology
    –   University of Alabama-Birmingham
    –   Other institutions
    –   Complete Program online
         Some interviews, advising, program
        development, comprehensives, proposal,
        defense (use real time compressed audio/visual)
                       Growth
• 22 – 385 students
  –   No formal advertising; 4 to 30 weekly inquiries
  –   Brochures at conferences.
  –   Curtailed enrollments and pruned rolls.
  –   Perhaps 240 now matriculating

  Excess of 275 Graduates
  – Ph.D. and Ed.D.
  – 42 to 78-months (RANGE IS $17,000 -
      $22,000) Some not on campus until Hooding
            MOTIVATION
• UNL tuition: non-resident = $1,100/course
                  resident     = $ 455/course
                  online       = $ 755/course
• Initially got up to 70% of D.E. revenue.
• Currently developing market-driven
  contracts with about 33% returned.
• Fall 2006 about $84,000.
• Probably 275 graduates since 1996.
         Some Serious Money
•   275 graduates
•   Average 51 credits
•   Use figure of $755 per 3-credits
•   17 courses X $755 = $12,835
•   $12,835 X 275 = $3,529,625
•   Presumably averaged 50% = $1,764,812.5
•   $1,764,812 /14-years = $126,058/annually
             Our Program
• Both K-12 and ELHE online
• Compressed audio/visual for proposals
  and defense.
• Luxury of „being in class‟ regardless of
  time and location.
     Faculty travel
     Students travel
• Importance of advising
RECRUITING


WORD-OF-MOUTH

MAILINGS TO COMM. COLLEGES

CURRENT STUDENTS

WEB PAGE

FREE ADVERTISING
                        FYI
•   65-70 percent non-residents
•   10 percent international students
•   Barrier free (time and location)
•   Networking
•   Community building
•   Ramp time (platform and courses)
•   Student maturity
•   Self-efficacy and responsibility
         for learning
           Virtual Venues (7)

•   Virtual Classrooms
•   Cafeteria
•   Faculty Office
•   Journal
•   Literature Bank
•   Course Library
•   University Library
    (24/7)
               WHAT LEARNED

•   Amount of instructor time and effort
•   Adult learner‟s insecurities
•   Professional development
•   Front-loading of entire course
•   Need for records of communications
•   Early involvement critical
•   Revenue generated
•   Scholarship (students and faculty
    productivity)
MANAGEMENT

     •   ONLINE EARLY
     •   PARTICIPANTS
     •   SYLLABUS
     •   FONT & COLOR
     •   MODULES
     •   6-10 PER COHORT
     •   FIRST NAME
           SUGGESTIONS
•   EARLY REGISTRATION
•   CAP ENROLLMENTS
•   SYLLABUS
•   FONT & COLOR
•   MODULE TIMING
•   FIRST NAME
•   REMINDERS
        INSTRUCTOR NEEDS
TIME [3-4 X more intense upfront]

ORGANIZATION

EMPATHY

EXPECTATIONS

TECHNICAL SUPPORT

SUPPORTIVE ADMINISTRATOR
ACCOMPLISHMENTS
        ADVISING
        RESEARCH
        TEACHING
        SERVICE
        ROBUST
        PROGRAM
            -DIVERSITY
            -MATURITY
            -QUALITY
         ONLINE LEARNING
• Allen and Seaman (2004) reported that
  53.6% of US 1,100 institutions of higher
  education believed online learning
  opportunities were critical to their long-range
  strategy.
• Majority of academic leaders believe that
  online learning quality is already equal to or
  superior to face-to-face instruction.
  ONLINE LEARNING (CONT.)
• More than two-million
  students now enroll for
  online courses; projected
  to increase.

• All Carnegie Class
  institutions expect more
  growth in online learning.
  Slowest rate expected at
  undergraduate level, but
  expected to find increases
  approximating 20%.
     PRIVATE INSTITUTIONS
• University of Phoenix: 250,000
  alumni & 320,000 students. Started
  in late 1970s.

• Claimed persistence rate of 60%.

• Cost for Bachelor Degree $30 –
  40,000.

• American Council on Education
  (2000) claim was 16 million
  students attending H. E. in the
  United States during 2006, and
  about two-million are engaged in
  online learning.
       CAPELLA UNIVERSITY
• Cooperates with U. S. Armed Forces.

• 25% of all U.S. community colleges.

• At least 120 corporations.

• Transfer in up to 48-academic credits.

• Tuition $4050 for doctoral study/quarter.

• Costs for comprehensive exam, dissertation
  credits, and residential colloquium = $3240.
                    Omaha
•   UN-O
•   Creighton
•   Several smaller institutions
•   Metro Community College
•   Bellevue
•   Regis
•   Phoenix
•   Gallup [800 pound gorilla]
                      BYU

•   Dissertation on blended learning
•   BYU maximum enrollment almost 30,000
•   How to accommodate qualified students
•   Survey of BYU faculty
•   Interviewed 10 purposefully selected
•   Small number interviewees not favorable
•   Nature of course influenced attitudes
16 PRIVATE INSTITUTIONS
Birmingham-Southern College - Birmingham, AL
Concordia College
Faulkner University
Huntingdon College
Judson College
Miles College - Birmingham, AL
Oakwood College
Regions University
Samford University - Birmingham, AL
Selma University
                         -
Southeastern Bible College Birmingham, AL
Spring Hill College
Stillman College
Talladega College
Tuskegee University
United States Sports Academy
University of Mobile
15 ALABAMA PUBLIC INSTITUTIONS

Alabama A&M University - Normal, AL
Alabama State University - Montgomery, AL
Athens State University - Athens, AL
Auburn University - Auburn, AL
Auburn University at Montgomery - Montgomery, AL
Jacksonville State University - Jacksonville, AL
Troy University - Troy, AL
The University of Alabama - Tuscaloosa, AL

University of Alabama at Birmingham -
Birmingham, AL
University of Alabama in Huntsville - Huntsville, AL
University of Montevallo - Montevallo, AL
University of North Alabama - Florence, AL
University of South Alabama - Mobile, AL
University of West Alabama - Livingston, AL
University of Alabama System - Tuscaloosa, AL
UAB
Headcount Enrollment by Level
         Fall 2006
 Ungrad.        Grad.   First Prof.   Total
 UA
   19,474       3782       622        23,878

 UAB
   11,284       4302       975        16,561

 UAH
       5,7211    372        N/A        7,093

 UA System
    36,479      9,456      1,597      47,532
 2005-06 Completions by Degree-level
      Bach.   Master's   Doc.   1st Prof.   Total

UA    2,815   1,201      181     172        4,369

UAB 1,706     1,157      143     260        3,266

UAH    848      350      31      N/A        1,229

UA System
      5,369    2,708     355     432        8,864
       Fall 05 Full-time Faculty and Staff

•         UA                     UAB     UAH    UAS
• Faculty 922                    1,957   299    3,178

• Staff            2,748         5,791   819   9,358

• Total           3,670          7,481   181   12,536

•   Not including the hospital
                     FACTS
• 2005 PER CAPITA
  INCOME = $19,493

• 2005 POPULATION =
  4,557,808

• STATE AREA = 52,423
  SQUARE MILES

• DENSITY RATIO =
  11.6/SQUARE MILE
          ONLINE STUDENT
          CHARACTERISTICS
Community not
 important
Working professionals:
  – Prior postsecondary
    education.
  – Family obligations.
  – Older & more mature.
  – Goal oriented.
  – Diverse:
    Geographically &
    Culturally.
           FACULTY LOAD
• Work done at front end.
• Better control over weekly
  schedule.
• Auditory issues.
• Continuously monitor.
• Know students much better.
• On call 24/7.
• Carl Rogers
         PROGRAM ISSUES
• Ph.D. versus Ed.D.
• Nature of comprehensive
  examination.
• Nature of dissertation.
• Need for residency
  period?
• Number of doctoral
  advisees.
• Core courses?
• Research emphasis.
• Scholarship
  demonstrated.
                    SUMMARY
•   Revenue generation.
•   Increasing competition for students.
•   Decreasing enrollments.
•   Enhancement of quality in applicants and learning.
•   Greater involvement between and among faculty and
    students.
•   Student focused learning & networking.
•   Flexibility for instructors and students.
•   Increased access for students.
•   Marked increase in scholarship for faculty & students.
                                 FINALE
“The winds of change can
be expected to blow
continuously. Some will
be soft and enjoyable but
others will be strong and
harsh.”
[Ivankova, N., & Stick, S. (2007). Online
Higher Education Programs: New
Challenges, New Frontiers, New Learning
and New Scholarship. In M. Miller & D.
Wright (Eds.) Training Higher Education
Policy Makers and Leaders: A Graduate
program Perspective. Charlotte, NC:
Information Age Publishing/ Greenwood.]

				
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