Evans Spears, Ph.D., CRC MRC Program Director

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 From Sloan Consortium and Managing Online Education surveys :

 Enrollment- at least one online course

 1.6 million in Fall 2002

 5.58 million in Fall 2009

 Account for 29% of enrollment in education in US

 94% of universities expect online enrollment to increase in next 3 years

 44% of campuses report online programs profitable

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 63% of survey participants agree “Online

education is critical to the long-term strategies of my institution”

 Greatest threat is believed to be budget cuts, lack of key human resources, and faculty

resistance

http://www.insidehighered.com/blogs/digital_tweed/mapping_the_terrain_of_online_educ ation

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 Face to Face

 Most common

 Traditional “Butts in seats”

 Commonly referred to as “Brick and Mortar”

 Online

 Many forms

 Classroom mirroring

 Correspondence

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 Blended

 Combination of brick and mortar and distance

 Common first step for universities entering into distance arena

 Gaining a lot of ground with traditional programs

 Lectures online

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 Literature Based

 General Areas

 Covers Multiple Facets

 Two Major Groupings

 Institutional Factors

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 Resource Allocation and Planning

 Technology Infrastructure

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 Instructor Enthusiasm  Pedagogy  Comfort  Student Interactions  Communication  Learning Styles  Course Size  Technology Support

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 Only one model

 Need to adapt models to:

 Program

 Teaching Style

 Content

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 Some control at the program and faculty level

 Many areas determined at school or university level

 These factors are very resource intensive

 Key is to discover how best to operate with resources provided

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 Distance Education can be very expensive at the start

 Low # students in beginning

 High cost both financially and time/effort

 MRC Program

 10 students and 1 professor at start

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 SOAHS very supportive

 Full IT Dept with TTUHSC

 School IT Dept

 Individual IT support for each program

 Materials

 Hardware (e.g., servers, computers)

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 Different Approaches

 Usually a much more focused marketing

 Must look at Target Market

 Often non-traditional students

 Go beyond school fairs

 Viral Marketing

 Can be very expensive

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 Can apply to both the individual students and the Program/Faculty

 Program and faculty have much more control over these sets of factors

 More concentration paid to these factors in this presentation

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 From Student Perspective

 Do they feel part of the university?

 Priority of Schooling?

 Individuals or members of a class?

 From Program/Faculty Perspective

 How do address these issues?

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 Pedagogy

 Delivery methods

 Student interactions

 Encourage interaction with other members of class

 Enthusiasm in lectures

 How lectures are delivered

 Energy level

 Understanding of student limits

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 Approach as a classroom

 Set up as weekly sessions

 Adapt to needs of class

 New approaches to test-taking

 Forced interactions

 Multiple forms of delivery

 Moving beyond “correspondence”

 Lectures are not set to “fill” a certain amount of time

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 Probably the most important aspect

 Most powerful way to increase student belonging

 Play to strengths of students

 Re-educate that discussion of material can go beyond single class experience

 Striving to make online as interactive as “brick and mortar”, if not more so

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 Discussions are a key component

 Present information in multiple formats to adapt to student learning style

 Auditory

 Visual

 Mobility

 Asynchronous and synchronous

 Manageable course sizes

 Discussions of topic can go on for weeks as opposed to single class period

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 Be aware of technology knowledge base of students

 Be aware of wide breadth of ages and abilities

 SOAHS provides individual IT person for each program

 Support provided for both students and faculty

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 Distance teaching can be very different than a traditional classroom

 Know your own teaching style and adapt

 What can be done the same

 What needs adaptation

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 Don’t wait to last minute

 More time necessary for prep

 Have to have time for conversion, posting, etc

 Night before lecture planning is dangerous

 Up-front work

 MRC needs to have semester done before it starts

 Solid planning can save time in long run

 Well planned courses can be re-used multiple times

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 Change mindset for how courses are run

 No longer a 2 hour lecture

 Discussions can continue for weeks

 Course is always “open”

 Allows time to process material and still discuss

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