Considerations for Distance Learning Program Development

Considerations for Distance

Learning Program Development

In Partial Fulfillment

of the Requirements

for EDUI 6705 By

Patrick Murphy Reardon

June , 2007

Considerations for Distance

Learning Program Development

In Partial Fulfillment

of the Requirements

for EDUI 6705 By

Patrick Murphy Reardon

June , 2007

Vital Elements and Considerations

Vital Elements and Considerations

- Culture and Stakeholders Identification - Clearly Defined Goals of Distance

Learning Program and Planning - Organizational Resource Planning - Stakeholder Barriers and Solutions - Evaluation of Current Programs - Future Implementation Possibilities

- Culture and Stakeholders Identification - Clearly Defined Goals of Distance

Learning Program and Planning - Organizational Resource Planning - Stakeholder Barriers and Solutions - Evaluation of Current Programs - Future Implementation Possibilities

2

Culture and Stakeholders Identification


Equal distribution of information is a right of every human. Distance Learning, (DL) via online delivery, can eventually be the greatest vehicle toward a more equal distribution of education throughout the world. This can be achieved through development of quality organizational infrastructures which clearly recognize the needs of all stakeholders with an emphasis on the student through a learner centered Constructivist approach.

3

Equal distribution of information is a right of every human. Distance Learning, (DL) via online delivery, can eventually be the greatest vehicle toward a more equal distribution of education throughout the world. This can be achieved through development of quality organizational infrastructures which clearly recognize the needs of all stakeholders with an emphasis on the student through a learner centered Constructivist approach.

3



Each organization has a unique culture to it and, as such, has its own set of of barriers (Judd, 2007).

It is necessary to recognize the culture of the DL

organization in order to properly address all stakeholder group needs.

Identification of all stakeholder groups is imperative. By including administration, any faculty, staff, an

students in this process, it will be easier to obtain a campus-wide consensus on the vision (Bloomfield,

1993; Hughes, 2001). 4

Each organization has a unique culture to it and, as such, has its own set of of barriers (Judd, 2007).

It is necessary to recognize the culture of the DL

organization in order to properly address all stakeholder group needs.

Identification of all stakeholder groups is imperative. By including administration, any faculty, staff, an

students in this process, it will be easier to obtain a campus-wide consensus on the vision (Bloomfield,

1993; Hughes, 2001). 4

Clearly Defined Goals of Distance Learning Program and Planning


The 2001 Campus Computing Survey (Green, 2001) found that 11.8% of the nation’s colleges and universities included e-commerce, such as bookstores and online tuition payments, in their strategic plan. Colleges have done little, if any, planning as they implement online programs (Buchanan, 2000).

5

The 2001 Campus Computing Survey (Green, 2001) found that 11.8% of the nation’s colleges and universities included e-commerce, such as bookstores and online tuition payments, in their strategic plan. Colleges have done little, if any, planning as they implement online programs (Buchanan, 2000).

5


Alignment with the Institution


Alignment with the Institution

The purpose of planning is to develop methods to align an institution with the environment (Rowley & Sherman, 2001).

Planning helps a college to grow and change in an

organized, meaningful process (Rogers, 2001).

6

The purpose of planning is to develop methods to align an institution with the environment (Rowley & Sherman, 2001).

Planning helps a college to grow and change in an

organized, meaningful process (Rogers, 2001).

6


Planning as Central Focus


Planning as Central Focus

Planning an online distance learning program needs to become a central focus of a college’s strategic planning process because student expectations regarding ODL programs will continue to grow (Boettcher & Kumar, 2000).

7

Planning an online distance learning program needs to become a central focus of a college’s strategic planning process because student expectations regarding ODL programs will continue to grow (Boettcher & Kumar, 2000).

7


Anticipate Change


Anticipate Change

Colleges need to be prepared to react to the internal and external changes caused by technological advances while maintaining the mission of their college (Hache, 2000).

8

Colleges need to be prepared to react to the internal and external changes caused by technological advances while maintaining the mission of their college (Hache, 2000).

8

Clearly Defined Goals of Distance Learning Program and Planning Generate a Mission Statement

Clearly Defined Goals of Distance Learning Program and Planning Generate a Mission Statement

Distance education programs must have their own mission statements. Those programs without specific mission statements claimed to follow their parent institution's overall mission statement. Program will continue to meet the needs of students while being open to new technologies (Compra, 2003).

9

Distance education programs must have their own mission statements. Those programs without specific mission statements claimed to follow their parent institution's overall mission statement. Program will continue to meet the needs of students while being open to new technologies (Compra, 2003).

9

Organizational Resource PlanningThe Issue

Organizational Resource PlanningThe Issue

In many distance education operations that I have examined, significant elements of successful systems are missing. Therefore , contrary to what was believed a few years ago, distance education has not brought down the cost of education, let alone turn a profit (Saba, 2007).

10

In many distance education operations that I have examined, significant elements of successful systems are missing. Therefore , contrary to what was believed a few years ago, distance education has not brought down the cost of education, let alone turn a profit (Saba, 2007).

10

Organizational Resource PlanningThe Question

Organizational Resource PlanningThe Question

How will we support the growing number of higher education age students within our current infrastructure and maintain the quality of our education system without losing students to corporate courseware vendors?(Callahan, 2003)

11

How will we support the growing number of higher education age students within our current infrastructure and maintain the quality of our education system without losing students to corporate courseware vendors?(Callahan, 2003)

11

In addition to Clearly Defined Goals of DL Programs and Planning, is Maintenance and Acquisition of Resources thru Advanced Financial Planning.

12

In addition to Clearly Defined Goals of DL Programs and Planning, is Maintenance and Acquisition of Resources thru Advanced Financial Planning.

12

Organizational Resource Planning The Answer

Organizational Resource PlanningOrganizational Resource Planning

In order for a distance education program to be successful a yearly budget must be established. The most developed and strongest programs involved in the study had their own budgets. The weakest programs were those that relied solely on startup money and grants (Willis,1994).

13

In order for a distance education program to be successful a yearly budget must be established. The most developed and strongest programs involved in the study had their own budgets. The weakest programs were those that relied solely on startup money and grants (Willis,1994).

13

Organizational Resource PlanningOrganizational Resource Planning

Advanced planning and policy development are the key to a well-run distance learning program. This planning will allow money to be spent more efficiently such as buying one software package to serve multiple purposes, rather than several packages over several years (Levy, 2003).

14

Advanced planning and policy development are the key to a well-run distance learning program. This planning will allow money to be spent more efficiently such as buying one software package to serve multiple purposes, rather than several packages over several years (Levy, 2003).

14

Stakeholder Barriers and SolutionsThe Corporate Threat

Stakeholder Barriers and SolutionsThe Corporate Threat

"... the juggernaut of online education appears to have stalled" (Noble). For evidence, he points his finger at countless failed efforts, including: rejection of the California Educational Technology Initiative (CETI); …….The striking thing that all these failures have in common is that they are all top-down initiatives (Werry, 2001).

15

"... the juggernaut of online education appears to have stalled" (Noble). For evidence, he points his finger at countless failed efforts, including: rejection of the California Educational Technology Initiative (CETI); …….The striking thing that all these failures have in common is that they are all top-down initiatives (Werry, 2001).

15

Stakeholder Barriers and Solutions Balance Between Stakeholders

Stakeholder Barriers and Solutions Balance Between Stakeholders

Organizational balance can be achieved through: -Acknowledgment of all stakeholders -Stakeholder group needs -Perceived threats The Major Stakeholder Groups: Student Faculty and Staff Administration Outsources (possible) 16

Organizational balance can be achieved through: -Acknowledgment of all stakeholders -Stakeholder group needs -Perceived threats The Major Stakeholder Groups: Student Faculty and Staff Administration Outsources (possible) 16

Stakeholder Barriers and SolutionsThe Student


Many students are just now engaging in every day emailing between themselves, faculty, and staff as part of campus life

and navigating through new online DL modalities can be frustrating (Boettcher, 2000).

17

Many students are just now engaging in every day emailing between themselves, faculty, and staff as part of campus life

and navigating through new online DL modalities can be frustrating (Boettcher, 2000).

17



Support must be provided and the most successful avenues have been: call-in help desks, structured and evaluated workbooks, and informed technical tutor support

(Rowley, 1997).

18

Support must be provided and the most successful avenues have been: call-in help desks, structured and evaluated workbooks, and informed technical tutor support

(Rowley, 1997).

18

Stakeholder Barriers and Solutions Faculty and Staff


Lack of effective technical support and troubleshooting, when a teacher experiences difficulty with an online staff development program, adds to the frustration of participating teachers.

Lack of resources due to a declining economy, and in turn decreased budgets, is preventing some states from fully developing their technology infrastructures in the schools ( Mayen & Yang).

19

Lack of effective technical support and troubleshooting, when a teacher experiences difficulty with an online staff development program, adds to the frustration of participating teachers.

Lack of resources due to a declining economy, and in turn decreased budgets, is preventing some states from fully developing their technology infrastructures in the schools ( Mayen & Yang).

19



Getting schools to choose online activities as a required or optional developmental activity is often difficult. Many districts are still employing only traditional forms of staff development.

Lack of attention to connecting staff development with student outcomes may contribute to the devaluing of staff development (Mayen & Yang).

20

Getting schools to choose online activities as a required or optional developmental activity is often difficult. Many districts are still employing only traditional forms of staff development.

Lack of attention to connecting staff development with student outcomes may contribute to the devaluing of staff development (Mayen & Yang).

20



Even if specific faculty members do not teach distance education courses, their content expertise and knowledge of the institution's programs make them a key component in establishing learning outcomes and objectives Clay (1999).

21

Even if specific faculty members do not teach distance education courses, their content expertise and knowledge of the institution's programs make them a key component in establishing learning outcomes and objectives Clay (1999).

21



Faculty involvement and training is ultimately aimed toward meeting the needs of the student via focuses such as:

-group sessions;-one-on-one lab sessions;-web-based tutorials;-printed materials;

(Compora, 2003)

22

Faculty involvement and training is ultimately aimed toward meeting the needs of the student via focuses such as:

-group sessions;-one-on-one lab sessions;-web-based tutorials;-printed materials;

(Compora, 2003)

22



-listservs -mentorship-monthly discussion sessions among peers;

-observation of other distance courses.

(Compora, 2003)

23

-listservs -mentorship-monthly discussion sessions among peers;

-observation of other distance courses.

(Compora, 2003)

23

Stakeholder Barriers and Solutions

Administration Stakeholder Barriers and Solutions

Administration

In contrast, administrators perceived the greatest threat as stemming from competition from private and public institutions (Dooley and Murphrey, 2000).

24

In contrast, administrators perceived the greatest threat as stemming from competition from private and public institutions (Dooley and Murphrey, 2000).

24

Stakeholder Barriers and Solutions Administration


However interviews with local resident experts; Dr. Nan Chico of CSUEB, and Dr. Farhad Saba of SDSU, it is apparent that successful DL programs can be developed completely within the campus system.

However interviews with local resident experts; Dr. Nan Chico of CSUEB, and Dr. Farhad Saba of SDSU, it is apparent that successful DL programs can be developed completely within the campus system.

25



Some administrators at the level of our director of media services are involved in distance education. However, in general, SDSU administration does not play a major role in distance teaching and learning in the university. (Reardon & Saba, 2007)

26

Some administrators at the level of our director of media services are involved in distance education. However, in general, SDSU administration does not play a major role in distance teaching and learning in the university. (Reardon & Saba, 2007)

26



Administrators have the potential to greatly impact the overall effectiveness and quality of

an ODL program (Husmann & Miller, 2001), yet they are often unaware of the opportunities

afforded to their colleges through ODL (Garrison, 1989; Moore & Kearsley, 1996).

27

Administrators have the potential to greatly impact the overall effectiveness and quality of

an ODL program (Husmann & Miller, 2001), yet they are often unaware of the opportunities

afforded to their colleges through ODL (Garrison, 1989; Moore & Kearsley, 1996).

27

Stakeholder Barriers and SolutionsAdministration

Stakeholder Barriers and SolutionsAdministration

The more policies and procedures that are cross-institutionalized, the more competitive and quality driven a college or universities online programs will be.

This factor must be recognized as a major function

of administration.

28

The more policies and procedures that are cross-institutionalized, the more competitive and quality driven a college or universities online programs will be.

This factor must be recognized as a major function

of administration.

28

Stakeholder Barriers and Solutions Common Experience


Participants’ confidence in the planning process is increased when it is known that all participants have had a common experience in completing online instruction rather than merely sharing perspectives or beliefs and assumptions (Meyen & Yang, 2002).

29

Participants’ confidence in the planning process is increased when it is known that all participants have had a common experience in completing online instruction rather than merely sharing perspectives or beliefs and assumptions (Meyen & Yang, 2002).

29



Review of the Venn diagrams revealed that the majority of the categories were shared among administrators, faculty and support units. The predominant category was found to be identical among the groups in relation to strengths, opportunities, and weaknesses while each group expressed a unique prominent category in relation to threats (Dooley & Murphrey, 2000).

30

Review of the Venn diagrams revealed that the majority of the categories were shared among administrators, faculty and support units. The predominant category was found to be identical among the groups in relation to strengths, opportunities, and weaknesses while each group expressed a unique prominent category in relation to threats (Dooley & Murphrey, 2000).

30



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are needed to see this picture.

(Dooley & Murphrey, 2000)31

Evaluation of Current ProgramsEvaluation of Current Programs

"Evaluation should provide feedback to improve the implementation process (formative evaluation) and should give a final assessment of the instruction's effectiveness (summative evaluation). Based upon these findings, instruction should be revised" (Willis, 1994).

32

"Evaluation should provide feedback to improve the implementation process (formative evaluation) and should give a final assessment of the instruction's effectiveness (summative evaluation). Based upon these findings, instruction should be revised" (Willis, 1994).

32

Evaluation of Current Programs Balancing Quality and AccessEvaluation of Current Programs Balancing Quality and Access

Overall program effectiveness is determined by such measures as:

The extent to which student learning matches intended outcomes, including, for degree programs, both the goals of general education and the objectives of the major (Balancing Quality & Access, 1995).

Overall program effectiveness is determined by such measures as:

The extent to which student learning matches intended outcomes, including, for degree programs, both the goals of general education and the objectives of the major (Balancing Quality & Access, 1995).

33


Additionally-

Student retention rates, including variations over time

Student satisfaction, as measured by

regular surveys (Balancing Quality & Access, 1995).

Additionally-

Student retention rates, including variations over time

Student satisfaction, as measured by

regular surveys (Balancing Quality & Access, 1995).

34


Faculty satisfaction, as measured by regular surveys and by formal and informal peer review processes.

The extent to which access is provided to students not previously served (Balancing Quality & Access, 1995).

Faculty satisfaction, as measured by regular surveys and by formal and informal peer review processes.

The extent to which access is provided to students not previously served (Balancing Quality & Access, 1995).

35

Evaluation of Current ProgramsEvaluation of Current Programs Measures of the extent to which library and learning

resources are used appropriately by the program’s students.

Measures of student competence in fundamental skills such as communication, comprehension, and analysis.

Cost effectiveness of the program to its students, as compared to campus-based alternatives (Balancing Quality & Access, 1995).

36

Measures of the extent to which library and learning resources are used appropriately by the program’s students.

Measures of student competence in fundamental skills such as communication, comprehension, and analysis.

Cost effectiveness of the program to its students, as compared to campus-based alternatives (Balancing Quality & Access, 1995).

36

Future Implementation Possibilities Masters in Online Instruction

Instruction Students as Faculty an Staff Advisors

Future Implementation Possibilities Masters in Online Instruction

Instruction Students as Faculty an Staff Advisors

Students accepted into the CSUEB Masters Program, after completing EDUI 6701-6704, act as faculty and staff support for the implimentation of hybrid and online classes.

Students accepted into the CSUEB Masters Program, after completing EDUI 6701-6704, act as faculty and staff support for the implimentation of hybrid and online classes.

37

Future Implementation PossibilitiesFuture Implementation Possibilities

Pilot year, students receiving their certificate in Online Teaching and Learning would assume this role as an elective.

After pre- & post-evaluations and the implementation of revisions this program could become a model for campus DL and hybrid class implementation (Reardon, 2006).

Pilot year, students receiving their certificate in Online Teaching and Learning would assume this role as an elective.

After pre- & post-evaluations and the implementation of revisions this program could become a model for campus DL and hybrid class implementation (Reardon, 2006).

38

Future Implementation PossibilitiesFuture Implementation Possibilities

"The way to proceed in online learning is ironically, given the nature of the Internet, slow and cautious. The introduction of new technology must be, as David Jones says, “a product of evolution.” Pilot delivery and evaluation should be conducted before the announcements and promises are made. Staff should be acclimated and trained in new technologies and methodologies” (Jones, 2003).

39

"The way to proceed in online learning is ironically, given the nature of the Internet, slow and cautious. The introduction of new technology must be, as David Jones says, “a product of evolution.” Pilot delivery and evaluation should be conducted before the announcements and promises are made. Staff should be acclimated and trained in new technologies and methodologies” (Jones, 2003).

39

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Jones, R. (2003). A recommendation for managing the predicted growth in college enrollment at a time of adverse economic conditions. . Online Journal of Distance Learning Administration , 6(1), Retrieved June 2003, from http://www.westga.edu/%7Edistance/ojdla/spring61/jones61.htm

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Buchanan, E. A. (2000).Going the extra mile: Serving distance education student with resources and services. Syllabus: New Directions in Education Technology. 13(9), 44-47.Callahan, P.M. (2003, March 28-30). Thirty-two Trends Affecting Distance Education. from www.westga.edu/~distance/ojdla/fall63/howell63.html

Compora, Daniel (2003). Current Trends in Distance Education: An Administrative Model . from http://www.westga.edu/%7Edistance/ojdla/summer2003/compora62.html

Dooley, Kim, & Murphrey, Theresa (2000). How the Perspectives of Administrators, Faculty and Support Units Impact the Rate of Distance Education Adoption . Retrieved 2000, from http://www.westga.edu/%7Edistance/ojdla/winter2000/dooley34.html.

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Grenn, K. C. (2001). eCommerce comes slowly to the campus. The Campus Computing Project, Retrieved November 1, 2001, from http://www.campuscomputing.net/summaries/2001/index.html

Hache, D. (2000). ). Strategic planning of distance education in the age of teleinformatics. . The Online Journal of Distance Learning Administration, 1(2), Retrieved April, 2000, from http://www.westga.edu/~distance/Hache12.htmlHughes, T. P. (2001). Through a glass darkly: Anticipating the future of technology-enabled education. Educause Review, 36(4), Retrieved July 27, 2001, from http://www.educause.edu/ir/library/pdf/erm0140.pdf

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Jones, R. (2003). A recommendation for managing the predicted growth in college enrollment at a time of adverse economic conditions. . Online Journal of Distance Learning Administration , 6(1), Retrieved June 2003, from http://www.westga.edu/%7Edistance/ojdla/spring61/jones61.htm

Levy, Suzanne (2003). Six Factors to Consider when Planning Online Distance Learning Programs. ONline Journal of Distance Learning Adminstration, Retrieved 2003,http://www.westga.edu/~distance/ojdla/spring61/levy61.htm

Marrus, S. K. (1989). Building the strategic plan: Find, analyze, and present the right information. . New York: Jhon Wiley and Sons.

http://www.campuscomputing.net/summaries/2001/index.html

http://www.campuscomputing.net/summaries/2001/index.html

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Reardon, P. M. (2007) Inteview with Farhad Saba

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Rowley, D. J., & Sherman, H. (2001). From strategy to change: Implementing the plan in higher education..San Francisco: Jossey-Bass.

Tam, Maureen (2007, April, 4). Constructivism, Instructional Design and Technology: Implications for Transforming Distance Learning http://ifets.ieee.org/periodical/vol_2_2000/tam.html

Werry, C. (2007, March 2). The Work of Education in the Age of E-College. http://www.firstmonday.org/issues/issue6_5/werry/

Willis, B. (1994). ). Distance education: strategies and tools. . Englewood Cliffs, New Jersey: : Educational Technology Publications.

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