blended learning and beyond: developing successful e- learning partnerships curt bonk, indiana...

Blended Learning and Beyond: Developing

Successful E-Learning Partnerships

Curt Bonk, Indiana Curt Bonk, Indiana University,ProfessorUniversity,Professor

http://php.indiana.edu/~cjbonkhttp://php.indiana.edu/~cjbonkandand

President, CourseSharePresident, [email protected]@indiana.edu

http://CourseShare.comhttp://CourseShare.com

What is happening inWhat is happening inhigher education?higher education?

Any Obstacles to Teaching Online?(Survey of 222 early Web adopters, Bonk, 2001)

Figure 32. Major Obstacles to Use of the Web in Teaching

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Obstacles

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Problems FacedProblems Faced

Administrative:Administrative:• ““Lack of admin vision.”Lack of admin vision.”• ““Lack of incentive from Lack of incentive from

admin and the fact that admin and the fact that they do not understand they do not understand the time needed.”the time needed.”

• ““Lack of system Lack of system support.” support.”

• ““Little recognition that Little recognition that this is valuable.”this is valuable.”

• ““Rapacious U intellectual Rapacious U intellectual property policy.”property policy.”

• ““Unclear univ. policies Unclear univ. policies concerning int property.”concerning int property.”

Pedagogical:Pedagogical:• ““Difficulty in performing Difficulty in performing

lab experiments online.”lab experiments online.”• ““Lack of appropriate Lack of appropriate

models for pedagogy.”models for pedagogy.”Time-related:Time-related:• ““More ideas than time to More ideas than time to

implement.” implement.” • ““Not enough time to Not enough time to

correct online assign.”correct online assign.”• ““People need sleep; Web People need sleep; Web

spins forever.” spins forever.”

Any Supports Needed?

Supports Needed for Web-Based Teaching By Institution Type

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Primary Institutional Motives for Online

Education

Access (81 percent)Access (81 percent)Learning (53 Learning (53 percent)percent)Profit (29 percent)Profit (29 percent)

Figure 24. Reasons for Institutional Investment in Web-Based Teaching and Learning

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ImprovedEfficiency in

Teaching andResearch

Higher EdCommunityCooperation

Education toUnlimitedAudience

Access toExternal

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Build Businessand Gov't

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Low Medium High

Blended WorksBlended Works(Jeff Barbian, Summer 2002, Online (Jeff Barbian, Summer 2002, Online

Learning, p. 28)Learning, p. 28)

Marc Rosenberg…The question Marc Rosenberg…The question is not if we should blend,” he is not if we should blend,” he says. “Rather, the question is says. “Rather, the question is what are the ingredients?”...e-what are the ingredients?”...e-learning courses can be learning courses can be blended unto themselves.blended unto themselves.

Blended Learning ClarifiedBlended Learning Clarified(Margaret Driscoll, March 2002, e-(Margaret Driscoll, March 2002, e-

learning Magazine, p. 54)learning Magazine, p. 54)

1.1. To combine or mix modes of Web technology To combine or mix modes of Web technology (e.g., self-paced, streaming video, audio, text)(e.g., self-paced, streaming video, audio, text)

2.2. To combine various pedagogical approaches To combine various pedagogical approaches (constructivism, behaviorism, cognitivism)(constructivism, behaviorism, cognitivism)

3.3. To combine any instructional technology To combine any instructional technology (videotape, CD, etc.) with face-to-face training(videotape, CD, etc.) with face-to-face training

4.4. To mix instructional technology with actual job To mix instructional technology with actual job tasks to create work and learning harmonytasks to create work and learning harmony

Blended Learning Ideas Blended Learning Ideas (Margaret Driscoll, March 2002, e-learning Magazine, p. (Margaret Driscoll, March 2002, e-learning Magazine, p.

54)54)

• Put assessment onlinePut assessment online• Put threaded discussions (community) onlinePut threaded discussions (community) online• Make reference materials available for depthMake reference materials available for depth• Deliver preclass materials electronicallyDeliver preclass materials electronically• Provide online office hoursProvide online office hours• Extend class with an online coach or mentorExtend class with an online coach or mentor• Life discussions with expertsLife discussions with experts• Create a lifeline for learners outside of classCreate a lifeline for learners outside of class• Use email and messagingUse email and messaging

Posted Resources (e.g., cases, Glossary)

More Blended IdeasMore Blended Ideas(Bonk, 2003)(Bonk, 2003)

• Take to lab for online group collaboration.Take to lab for online group collaboration.• Take to computer lab for Web search.Take to computer lab for Web search.• Take to an electronic conference.Take to an electronic conference.• Put syllabus on the Web.Put syllabus on the Web.• Create a class computer conference.Create a class computer conference.• Require students sign up for a listserv.Require students sign up for a listserv.• Use e-mail minute papers & e-mail admin.Use e-mail minute papers & e-mail admin.• Have students do technology demos.Have students do technology demos.

TICKIT: Rural Teacher Technology Integration

IU and IUPUI Education IU and IUPUI Education Colleague Technology IdeasColleague Technology Ideas

1.1. Load PowerPoint lectures to Web site before Load PowerPoint lectures to Web site before class (does not have to bring disk to class)class (does not have to bring disk to class)

2.2. Students submit all work electronically Students submit all work electronically (give time-date stamp and allows updates)(give time-date stamp and allows updates)

3.3. Uses designated Lab days (work on collab Uses designated Lab days (work on collab projects & see innards of computer)projects & see innards of computer)

4.4. Students create digital movie (here a digital Students create digital movie (here a digital research project with questions, research project with questions, background research, interviews, etc.)background research, interviews, etc.)

Blended Learning Blended Learning AdvantagesAdvantages

1.1. Course access at one’s convenience and Course access at one’s convenience and flexible completionflexible completion

2.2. Reduction in physical class timeReduction in physical class time3.3. Promotes independent learningPromotes independent learning4.4. Multiple ways to accomplish course Multiple ways to accomplish course

objectivesobjectives5.5. Increased opportunities for human Increased opportunities for human

interaction, communication, & contact interaction, communication, & contact among studentsamong students

6.6. Less time commuting and parkingLess time commuting and parking7.7. Introverts participate moreIntroverts participate more

Blended Learning Blended Learning DisadvantagesDisadvantages

1.1. Procrastination, procrastination, Procrastination, procrastination, procrastinationprocrastination

2.2. Students have trouble managing timeStudents have trouble managing time

3.3. Problems with technology at the beginning Problems with technology at the beginning (try too much)(try too much)

4.4. Can be overwhelming or too novelCan be overwhelming or too novel

5.5. Poor integration or planningPoor integration or planning

6.6. Resistance to changeResistance to change

7.7. Good ideas but lack of time, money, & supportGood ideas but lack of time, money, & support

How get to instructors to How get to instructors to adopt?adopt?

1.1. Reflection activities (what works)Reflection activities (what works)

2.2. Provide technical supportProvide technical support

3.3. Showcase effective ideas (mini Showcase effective ideas (mini conference)conference)

4.4. Small pockets of money, recognize in Small pockets of money, recognize in annual merit, or other award systemsannual merit, or other award systems

5.5. Instructor of the month spotlightInstructor of the month spotlight

6.6. Peer mentoring programsPeer mentoring programs

7.7. Laptop programsLaptop programs

8.8. Staff development, send to conferencesStaff development, send to conferences

Some Blended Some Blended Learning Learning Results…Results…

Higher Education: Student survey Higher Education: Student survey results after a hybrid courseresults after a hybrid course

• Student feedback N=282Student feedback N=282• 69% felt they could control the pace of 69% felt they could control the pace of

their own learningtheir own learning• 77% felt they could organize their time 77% felt they could organize their time

betterbetter• 16% felt the time spent online would 16% felt the time spent online would

have been better spent in classhave been better spent in class• 61% felt there should be more courses 61% felt there should be more courses

like thislike this

Making ConnectionsMaking Connections Partnering in a Partnering in a

Digital AgeDigital Age

Making ConnectionsMaking Connections Partnering in a Partnering in a

Digital AgeDigital Age

Ideas from Ann Hill Ideas from Ann Hill DuinDuin

© Ann Hill Duin, [email protected]© Ann Hill Duin, [email protected]

20022002

““An Internet gateway An Internet gateway through which through which learners, employers, learners, employers, and learning and learning providers are drawn providers are drawn together into a together into a dynamic partnership dynamic partnership that creates value for that creates value for learners, enhances learners, enhances economic economic development, and development, and engages institutions engages institutions in meeting the in meeting the lifelong learning lifelong learning needs of twenty-first needs of twenty-first century learners” century learners” (2001, xvii).(2001, xvii).

Goals & Outcomes – Goals & Outcomes – ConsensusConsensus

(Robert Jackson, e-learning (Robert Jackson, e-learning 2002)2002)• Self-pacedSelf-paced

• Preassess/gain scoresPreassess/gain scores• Independent studyIndependent study• Learning Learning

management system management system (LMS)(LMS)

• Training manager and Training manager and programmersprogrammers

• Asynchronous Self-Asynchronous Self-paced and paced and synchronous with an synchronous with an instructorinstructor

• Instructor ledInstructor led• RarelyRarely• CohortCohort• Course Course

management management system (CMS)system (CMS)

• Faculty and Faculty and graduate studentsgraduate students

• Synchronous FTF Synchronous FTF and Async and Async Instructor LedInstructor Led

Possible PrioritiesPossible Priorities

1.1.Address a clear learner Address a clear learner needneed

2.2. Leverage resources; share Leverage resources; share infrastructureinfrastructure

3.3. Respond to new markets; Respond to new markets; improve competitivenessimprove competitiveness

4.4. Enhance access and pedagogy Enhance access and pedagogy of learningof learning

US Army Choose US Army Choose PricewaterhousePricewaterhouse

• $453 million e-learning program$453 million e-learning program• 10 companies and 29 colleges10 companies and 29 colleges• 12,000 students in year 1; 10,000 more in 12,000 students in year 1; 10,000 more in

20022002• Goals: Tech savvy soliders; succeed in on the Goals: Tech savvy soliders; succeed in on the

digitized battlefield, enhance retention and digitized battlefield, enhance retention and help soldiers achieve academic degrees.help soldiers achieve academic degrees.

• Soldiers stationed in Australia, Honduras, Soldiers stationed in Australia, Honduras, Kosovo, Bosnia and Herzegovina, Belgium, Kosovo, Bosnia and Herzegovina, Belgium, Japan, Egypt, the UK, Kuwait, Singapore, Japan, Egypt, the UK, Kuwait, Singapore, Germany, Korea, Macedonia, Italy and Germany, Korea, Macedonia, Italy and Jordan. Jordan.

Distance learner - Distance learner - messagemessage

I currently live in Maryland and will I currently live in Maryland and will be moving to Mason City, Iowa to be be moving to Mason City, Iowa to be with family. I have an AA from a with family. I have an AA from a community college in Maryland. I community college in Maryland. I wanted to know if you had a wanted to know if you had a distance education program at [local distance education program at [local community college] that I would be community college] that I would be able to get involved in. If you do, able to get involved in. If you do, could you email me info at … or mail could you email me info at … or mail it to me atit to me at … …

Certificate: Using the Internet Certificate: Using the Internet in Corp Trainingin Corp Training

Jones International UniversityJones International University

• Corp trainers retool existing content for Corp trainers retool existing content for online delivery; build an online moduleonline delivery; build an online module

• 4 weeks, $550; also optional customized 4 weeks, $550; also optional customized corp training certificatecorp training certificate

• Use Web to enhance course content, & Use Web to enhance course content, & create a powerful, interactive learning create a powerful, interactive learning environment for trainees.environment for trainees.

In Search of a Need?In Search of a Need?

• Columbia announced Wednesday that Columbia announced Wednesday that four for-profit education companies -- four for-profit education companies -- SmartForceSmartForce,, ZoologicZoologic,, the Kaplan Colleges,the Kaplan Colleges, and and PrimeLearningPrimeLearning -- are now offering mostly noncredit -- are now offering mostly noncredit courses on business-related subjects courses on business-related subjects through Fathom's through Fathom's Professional Development Learning CentProfessional Development Learning Centerer …The partnerships will benefit Fathom in …The partnerships will benefit Fathom in the short run because Fathom needs the the short run because Fathom needs the money that the courses will generate, money that the courses will generate,


1.1. Address a clear learner needAddress a clear learner need

2.2. Leverage resources; Leverage resources; share infrastructureshare infrastructure



Administrators and faculty Administrators and faculty members at the Massachusetts members at the Massachusetts Institute of Technology are Institute of Technology are debating what could become a debating what could become a $100-million effort to create $100-million effort to create extensive World Wide Web extensive World Wide Web pages for nearly every course pages for nearly every course the university offers.the university offers.Jeffrey R. Young, March 1, 2001, The Chronicle of Higher EdJeffrey R. Young, March 1, 2001, The Chronicle of Higher Ed

Also See: MIT Cheered from a Distance, Wired Also See: MIT Cheered from a Distance, Wired News, News, http://www.wired.com/news/culture/0,1284,42841,00.hthttp://www.wired.com/news/culture/0,1284,42841,00.htmlml

University-World Resource Partnership

International Resource Partnerships

22 virtual universities to collaborate22 virtual universities to collaborate 9 universities on 4 continents collab to 9 universities on 4 continents collab to

offer online graduate and professional offer online graduate and professional development courses in Asiadevelopment courses in Asia

University of the Arctic is a consortium University of the Arctic is a consortium of 31 “high latitude” colleges, of 31 “high latitude” colleges, universities, and governments across 8 universities, and governments across 8 countries. First course is Introduction countries. First course is Introduction to Circumpolar Studies. (Feb. 15, 2002, to Circumpolar Studies. (Feb. 15, 2002, Chronicle of HE).Chronicle of HE).




3.3.Respond to new markets; Respond to new markets; improve competitivenessimprove competitiveness


Level 3 University Level 3 University PartnershipsPartnerships

(Dan Carnevale, Chronicle of Higher Ed, Jan 28, 2002)(Dan Carnevale, Chronicle of Higher Ed, Jan 28, 2002)

• Babson College MBA for IntelBabson College MBA for Intel• Oregon Health and Science Univ MA in Tech Oregon Health and Science Univ MA in Tech

Management for MicrosoftManagement for Microsoft• UT-Austin Online MS in Science, Tech, and UT-Austin Online MS in Science, Tech, and

Commercialization for IBMCommercialization for IBM• Univ of Georgia MBA for Univ of Georgia MBA for

PricewaterhouseCoopersPricewaterhouseCoopers• Cenquest, President, LaVonne Reimer Cenquest, President, LaVonne Reimer

claims courses are more relevant to claims courses are more relevant to occupations (colleges target corp training occupations (colleges target corp training and exec ed)and exec ed)

Babson College and Intel Babson College and Intel PartnershipPartnership

(Stephen Laster, Syllabus, Feb, 2003, p. 33-(Stephen Laster, Syllabus, Feb, 2003, p. 33-35)35)

• Blended: Onsite face to face plus Blended: Onsite face to face plus onlineonline

• Blended: Online activities plus CD Blended: Online activities plus CD for bandwidth intensive materialsfor bandwidth intensive materials

• Earn MBA in 27 monthsEarn MBA in 27 months

Babson College and Intel Babson College and Intel PartnershipPartnership

(Stephen Laster, Syllabus, Feb, 2003, p. 33-35)(Stephen Laster, Syllabus, Feb, 2003, p. 33-35)

““As with any system, human interaction As with any system, human interaction is a key critical success factor. In this is a key critical success factor. In this case, faculty and student support are case, faculty and student support are required to ensure that the technology required to ensure that the technology remains transparent. Additionally, face-remains transparent. Additionally, face-to-face sessions are required to teach to-face sessions are required to teach those subjects and concepts that are those subjects and concepts that are not naturally supported through the not naturally supported through the technology.”technology.”

Reasons for FailuresReasons for Failures

• UNext--Difficult economic period; cited UNext--Difficult economic period; cited challenges of raising venture capitalchallenges of raising venture capital

• US Open U—Insufficient revenues; US Open U—Insufficient revenues; inadequate enrollments; lacking inadequate enrollments; lacking accreditation & name recaccreditation & name rec

• E-Cornell—diff from mission; out of thin airE-Cornell—diff from mission; out of thin air• Pensare/Duke—lower interest than Pensare/Duke—lower interest than

expected and then market tightenedexpected and then market tightened• NUYonline—inadequate business plan NUYonline—inadequate business plan

(similar problems to UMUConline, Virtual (similar problems to UMUConline, Virtual Temple, etc.)Temple, etc.)

• SUNY-Buffalo—not worth expense & hassleSUNY-Buffalo—not worth expense & hassle– Labor intensive courses, time consuming, etc.Labor intensive courses, time consuming, etc.

IU Online MBA Homepage

Kelley Direct Partnership with Kelley Direct Partnership with GMGM

• Joint program with Purdue School of Joint program with Purdue School of Engineering and Continuing EducationEngineering and Continuing Education

• Obtain MBA online after complete Obtain MBA online after complete engineering MSengineering MS

• 48 credits normal (cut to 42 in here)48 credits normal (cut to 42 in here)• March 2002 35 in programMarch 2002 35 in program• 100 waiting to get in100 waiting to get in• Take 1 courses/quarter (3 yr program)Take 1 courses/quarter (3 yr program)

Partnership with United Partnership with United TechnologiesTechnologies

• MBA, began spring 2002MBA, began spring 2002• MS in Global Supply Chain MS in Global Supply Chain

ManagementManagement• 2 year program2 year program• 30 students, 2 courses/quarter30 students, 2 courses/quarter• 1 week summer residency1 week summer residency• 1 week at site1 week at site

Summary to DateSummary to Date

• 2 year program with residency2 year program with residency• Started with 14 studentsStarted with 14 students• Now have 240 total in MBA Now have 240 total in MBA

programsprograms• Graduated 60 MBA students to Graduated 60 MBA students to

datedate• Gain students though networking, Gain students though networking,

customer contacts, etc.customer contacts, etc.





4.4.Enhance access and Enhance access and pedagogy of learningpedagogy of learning

Learning to Teach with Technology Learning to Teach with Technology Studio (Partnership of IU and PBS)Studio (Partnership of IU and PBS)

A New Type of A New Type of Professional DevelopmentProfessional Development

The The Learning to Teach with Learning to Teach with Technology Studio Technology Studio is a Web-is a Web-based professional development based professional development system offering quality system offering quality instruction in quality K - 12 instruction in quality K - 12 technology integration designed technology integration designed for educators.for educators.

LTTS FeaturesLTTS Features Short courses (25 growing to 55+)Short courses (25 growing to 55+) On the webOn the web

Start anytime and move at own pace Start anytime and move at own pace Focus on technology integration in Focus on technology integration in

inquiry lessons and projectsinquiry lessons and projects Problem-centered modules Problem-centered modules

Practical and educationalPractical and educational FacilitatedFacilitated Standards-based (ISTE NETS and Standards-based (ISTE NETS and

national academic standards) national academic standards)

IdeasIdeas• Develop a joint programDevelop a joint program• Locate the best resources and bring them Locate the best resources and bring them

to learners via a learning marketspaceto learners via a learning marketspace• Promote collective virtual learning Promote collective virtual learning

resources to the world resources to the world • Make credits transferable between Make credits transferable between

programsprograms• Partner with private companies to assist Partner with private companies to assist

learners with additional experienceslearners with additional experiences

Readiness or Readiness or preparation is preparation is is the is the

single most important single most important contributor to successcontributor to success

State Readiness CriteriaState Readiness Criteria

• Rosevear’s study of 8 virtual Rosevear’s study of 8 virtual universitiesuniversities

• What is the…technological infrastructure?What is the…technological infrastructure?• How prepared are the traditional colleges and How prepared are the traditional colleges and

universities to support virtual learning universities to support virtual learning environments?environments?

• Do they all have equal technological Do they all have equal technological capabilities?capabilities?

• What is a reasonable prediction for how long it What is a reasonable prediction for how long it will take before the virtual university is will take before the virtual university is operational?operational?

• What are the resources gaps, and how will What are the resources gaps, and how will they be filled?they be filled?

Inter-Institutional Inter-Institutional Readiness CriteriaReadiness Criteria

• Leadership committed to the Leadership committed to the efforteffort

• Commitment to learner centered Commitment to learner centered educationeducation

• Climate to support partnership Climate to support partnership and changeand change

• Alignment of key decision makersAlignment of key decision makers• Buy-in by faculty, departments, Buy-in by faculty, departments,

and collegesand colleges

Readiness criteria for shared Readiness criteria for shared course environmentscourse environments

• Similar problemsSimilar problems• Trust and Trust and

respectrespect• Low level Low level

permissionspermissions• No $$ or credit No $$ or credit • Clear Clear

communicationcommunication• Clear outcomesClear outcomes

• Delineation of tasksDelineation of tasks• Matrix developmentMatrix development• Phase one prototypePhase one prototype• Course offered againCourse offered again• Equivalent tech Equivalent tech

infrastructuresinfrastructures• In-house mentoringIn-house mentoring

Partnership Rationale -- Partnership Rationale -- BlueprintBlueprint

• VisionVision• DescriptionDescription• BeliefsBeliefs• AssumptionsAssumptions• OperationsOperations• CommitmentCommitment

• CollaborationCollaboration• RiskRisk• ControlControl• AdaptationAdaptation• Return on Return on

InvestmentInvestment

John Chambers’ John Chambers’ Partnership Rationale Partnership Rationale

(criteria)(criteria)• Do the partners enjoy a Do the partners enjoy a shared shared

visionvision with complementary roles? with complementary roles?• Can the partners create Can the partners create short-term short-term

winswins??• Does the partnership create a “win” Does the partnership create a “win”

for all key for all key stakeholdersstakeholders??• Are the organizational Are the organizational culturescultures

similar?similar?• Is there geographic Is there geographic proximityproximity??

What is your institution’s risk What is your institution’s risk tolerance related to tolerance related to partnerships?partnerships?Risk tolerance: legal, financial, Risk tolerance: legal, financial, experimental, academicexperimental, academic

Stakeholders: Stakeholders: Learner/Citizen, faculty, Learner/Citizen, faculty, campus, statecampus, state

Types of Partnerships: Commerce, Types of Partnerships: Commerce, minority investments, joint ventures, minority investments, joint ventures, spin-offs, mergers or acquisitionsspin-offs, mergers or acquisitions

ROI: What is the return ROI: What is the return on e-learning???on e-learning???

Normal Business ROI Normal Business ROI ObjectivesObjectives

• Better Efficiencies (reduced travel, Better Efficiencies (reduced travel, instructor fees, distribution and instructor fees, distribution and facilities costs)facilities costs)

• Greater ProfitabilityGreater Profitability• Increased SalesIncreased Sales• Fewer Injuries on the JobFewer Injuries on the Job• Less Time off WorkLess Time off Work• Faster Time to CompetencyFaster Time to Competency

ROI in Higher EducationROI in Higher Education

• Students:Students: opportunities, integration opportunities, integration with work, learning on demand, inc with work, learning on demand, inc promotion, new wealthpromotion, new wealth

• Faculty:Faculty: templates for dev curriculum, templates for dev curriculum, integration with real world, time, $integration with real world, time, $

• Campus:Campus: educating more, reaching educating more, reaching local community, expanding resource local community, expanding resource base, dispersing costsbase, dispersing costs

• State:State: economic devel, increased economic devel, increased business competitiveness, better business competitiveness, better resource allocationresource allocation

Talking about ROITalking about ROI

• As a percentageAs a percentage– ROI=[(Payback-ROI=[(Payback-

Investment)/Investment)/Investment]*100Investment]*100

• As a ratioAs a ratio– ROI=Return/InvestmentROI=Return/Investment

• As time to break evenAs time to break even– Break even Break even

time=(Investment/Returtime=(Investment/Return)*Time Periodn)*Time Period

More CalculationsMore Calculations

• Total Admin Costs of Former Total Admin Costs of Former Program Program - Total Admin Costs of OL Program- Total Admin Costs of OL Program=Projected Net Savings=Projected Net Savings

• Total Cost of Training/# of StudentsTotal Cost of Training/# of Students=Cost Per Student (CPS)=Cost Per Student (CPS)

• Total Benefits * 100/Total Program Total Benefits * 100/Total Program CostCost=ROI%=ROI%

Kirkpatrick’sKirkpatrick’s 4 Levels 4 Levels•ReactionReaction•LearningLearning•BehaviorBehavior•ResultsResults

Figure 26. How Respondent Organizations Measure Success of Web-Based Learning According to the

Kirkpatrick Model

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Learner satisfaction Change inknowledge, skill,

atttitude

Job performance ROI

Kirkpatrick's Evaluation Level

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Considerations in Evaluation Plan

1. Student

2. Instructor

3. Training

4. Task5. Tech Tool

6. Course

7. Program

8. University or

Organization

Quality on the Line: Benchmarks Quality on the Line: Benchmarks for Success in Internet-Based for Success in Internet-Based

Distance EdDistance Ed (Blackboard & NEA, 2000)(Blackboard & NEA, 2000)

Teaching/Learning ProcessTeaching/Learning Process• Student interaction with faculty is facilitated Student interaction with faculty is facilitated

through a variety of ways.through a variety of ways.• Feedback to student assignments and Feedback to student assignments and

questions is provided in a timely manner.questions is provided in a timely manner.• Each module requires students to engage Each module requires students to engage

themselves in analysis, synthesis, and themselves in analysis, synthesis, and evaluation as part of their course assignments.evaluation as part of their course assignments.

• Course materials promote collaboration among Course materials promote collaboration among students.students.– http://www.ihep.com/Pubs/PDF/Quality.pdfhttp://www.ihep.com/Pubs/PDF/Quality.pdf

Quality on the Line: Benchmarks Quality on the Line: Benchmarks for Success in Internet-Based for Success in Internet-Based

Distance EdDistance Ed (Blackboard & NEA, 2000)(Blackboard & NEA, 2000)

Other Benchmark Categories:Other Benchmark Categories:• Institutional Support: incentive, rewards, plansInstitutional Support: incentive, rewards, plans• Course Development: processes, guidelines, Course Development: processes, guidelines,

teams, structures, standards, learning stylesteams, structures, standards, learning styles• Course Structure: expectations, resourcesCourse Structure: expectations, resources• Student Support: training, assistance, infoStudent Support: training, assistance, info• Faculty Support: mentoring, tech supportFaculty Support: mentoring, tech support• Evaluation and Assessment: review process, Evaluation and Assessment: review process,

multiple methods, specific standardsmultiple methods, specific standards

What about specific What about specific courseware or LMS and courseware or LMS and other considerations???other considerations???

Online Program or Course Online Program or Course BudgetBudget

• Indirect Costs:Indirect Costs: learner disk space, learner disk space, coordination, phone, admin training, creating coordination, phone, admin training, creating student criteria, accreditation, integration student criteria, accreditation, integration with existing technology and procedures, with existing technology and procedures, library resources, on site orientation & tech library resources, on site orientation & tech training, faculty training, office space, training, faculty training, office space, suppliessupplies

• Direct Costs:Direct Costs: courseware, instructor, courseware, instructor, business manager, help desk, books, seat business manager, help desk, books, seat time, bandwidth and data communications, time, bandwidth and data communications, server, server back-up, course developers, server, server back-up, course developers, postagepostage

Online Program or Course Online Program or Course BudgetBudget

http://webpages.marshall.edu/~morgan16/onlinecosts/http://webpages.marshall.edu/~morgan16/onlinecosts/[email protected]@marshall.edu

Questions to ask Questions to ask • How large a course?How large a course?• Technology fees charged?Technology fees charged?• Projected growth rate?Projected growth rate?• Number of courses?Number of courses?• How pay for system and use?How pay for system and use?• Tuition rate?Tuition rate?

Vendor Vendor SelectionSelection• True commitment to learning…can True commitment to learning…can

define what learning is.define what learning is.• 24 x 7 support24 x 7 support• PartnershipsPartnerships• Any research, reports, or funded Any research, reports, or funded

centers?centers?• LongevityLongevity• Honest talk and less hypeHonest talk and less hype

What steps in getting it What steps in getting it work?work?

• Institutional support/White PaperInstitutional support/White Paper– Identify goals, policies, assess plans, resources Identify goals, policies, assess plans, resources

(hardware, software, support, people)(hardware, software, support, people)• Faculty qualifications & compensationFaculty qualifications & compensation• Audience Needs: student or corporateAudience Needs: student or corporate• Finding Funding & PartneringFinding Funding & Partnering• Test softwareTest software

– usability testingusability testing– system compatibilitysystem compatibility– fits tech plansfits tech plans

How to get buy-In?How to get buy-In?• Let’s form a committee…at least one…Let’s form a committee…at least one…• Needs analysis, interviews, focus Needs analysis, interviews, focus

groupsgroups• Mini-grants, stipends, (i.,e., MONEY!!!)Mini-grants, stipends, (i.,e., MONEY!!!)• Success stories, sharing, PRSuccess stories, sharing, PR• Involve all stakeholders in the DM Involve all stakeholders in the DM

processprocess

MarketingMarketing• Listed in Major Search EnginesListed in Major Search Engines (Free in (Free in

Yahoo! or pay for top listing; premium listing in Yahoo! or pay for top listing; premium listing in GradSchools.com)GradSchools.com)

• Bulletin BoardsBulletin Boards—Usenet Newsgroups —Usenet Newsgroups (alt.education.distance)(alt.education.distance)

• Specific Web Sites for DomainSpecific Web Sites for Domain• Mailing Lists—email to subscriborsMailing Lists—email to subscribors• Internal PRInternal PR• Conference Presentations and PubsConference Presentations and Pubs• Make Academic Advisors AwareMake Academic Advisors Aware

Blended Learning on Blended Learning on The HorizonThe Horizon

• Customized learningCustomized learning• Cross-cultural learningCross-cultural learning• Collaborative learningCollaborative learning• Synchronous enhancementsSynchronous enhancements• MBA’s, Education master’s MBA’s, Education master’s

degrees with online instructors as degrees with online instructors as well as residencywell as residency

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blended learning and beyond: developing successful e- learning partnerships curt bonk, indiana...

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