An Emerging Agenda: Global Research in Cross Border Higher Education Dr. Don Olcott, Jr., Chief Executive The Observatory on Borderless Higher Education (OBHE) Centre for Distance Education, University of London ‘ Research in Distance Education: From present findings to future agendas’ London, UK 9 February 2009

1988 – 2008: A Retrospective on Distance Learning Research Focus on descriptive research of distance learning activities (video, organisation, costs, design, etc.) Framing definitional and philosophical tenants of distance education Academic obsession with comparing distance learning with traditional face-to-face instruction Scholarly journals on distance learning just emerging Quantitative over qualitative approaches 1995+ enter the World Wide Web, conferences, journals, and multi-disciplinary approaches to distance learning – Online learning

Focus on descriptive research of distance learning activities (video, organisation, costs, design, etc.)

Framing definitional and philosophical tenants of distance education

Academic obsession with comparing distance learning with traditional face-to-face instruction

Scholarly journals on distance learning just emerging

Quantitative over qualitative approaches

1995+ enter the World Wide Web, conferences, journals, and multi-disciplinary approaches to distance learning – Online learning

1988 – 2008: A Retrospective on Distance Learning Research Online revolution is catalyst for new definitions – distributed learning, open learning, eLearning, online learning, and blended learning = confusion Emphasis towards teaching and learning research focused on teaching strategies and student outcomes Blended learning is not new Qualitative approaches begin to emerge in research design 2009 – eLearning or online learning is viewed as synonymous with distance learning

Online revolution is catalyst for new definitions – distributed learning, open learning, eLearning, online learning, and blended learning = confusion

Emphasis towards teaching and learning research focused on teaching strategies and student outcomes

Blended learning is not new

Qualitative approaches begin to emerge in research design

2009 – eLearning or online learning is viewed as synonymous with distance learning

Methodological Lessons E does not equal mc2 in educational research Lack of clarity in formulation of research questions - what were we trying to measure and why? The statistics game The Cause-Effect dynamic – get over it! Conclusions that did not align with research method and results Back to Basics – The Tiger Woods Principle

E does not equal mc2 in educational research

Lack of clarity in formulation of research questions - what were we trying to measure and why?

The statistics game

The Cause-Effect dynamic – get over it!

Conclusions that did not align with research method and results

Back to Basics – The Tiger Woods Principle

The Global Context for Distance Learning Research Globalisation, internationalism, and the interconnected global economy & village Access, equity, and strategies to reduce the digital divide Social, cultural and language diversity Cost-effective provision of higher education Education as a human right (UNESCO)

Globalisation, internationalism, and the interconnected global economy & village

Access, equity, and strategies to reduce the digital divide

Social, cultural and language diversity

Cost-effective provision of higher education

Education as a human right (UNESCO)

Barriers to Global Distance Learning Academic programs, research, and tech transfer carry ‘real people’ credibility in host nations The research and best practices base for the interconnected impacts of online learning, language and culture is limited Resistance by some organisations to mass distribution of open learning resources Technology is not culturally neutral Digital divide is not an illusion . . . it is real and a major access barrier for global distance learning

Academic programs, research, and tech transfer carry ‘real people’ credibility in host nations

The research and best practices base for the interconnected impacts of online learning, language and culture is limited

Resistance by some organisations to mass distribution of open learning resources

Technology is not culturally neutral

Digital divide is not an illusion . . . it is real and a major access barrier for global distance learning

The Future: Research Priorities for Distance Learning Aligning blended learning approaches with learning objectives and assessment methods Social, cultural and language barriers to totally online instruction Web 2.0 Technologies – Fashionable, trendy, but not supported by a strong research base Information access is not knowledge without disaggregation, analysis, synthesis, prioritisation, reflection, connection and application How is the next generation of learners learning? Multi-tasking, social networking, mobile learning, individually, groups, online or in a café over coffee

Aligning blended learning approaches with learning objectives and assessment methods

Social, cultural and language barriers to totally online instruction

Web 2.0 Technologies – Fashionable, trendy, but not supported by a strong research base

Information access is not knowledge without disaggregation, analysis, synthesis, prioritisation, reflection, connection and application

How is the next generation of learners learning? Multi-tasking, social networking, mobile learning, individually, groups, online or in a café over coffee

Criteria for Assessing Research Priorities A research agenda that improves faculty teaching and student learning A research agenda that is viewed as value-added and enhances the credibility of the organisation across the university A research agenda built on active faculty participation and scholarship A research agenda that is viewed as leading edge and critical to HE funding agencies A research agenda that contributes to the profession and creates new research questions for the future

A research agenda that improves faculty teaching and student learning

A research agenda that is viewed as value-added and enhances the credibility of the organisation across the university

A research agenda built on active faculty participation and scholarship

A research agenda that is viewed as leading edge and critical to HE funding agencies

A research agenda that contributes to the profession and creates new research questions for the future

A Final Lesson from Higher Education Policy and precision in universities follows innovation and practice. Indeed this is a unique aspect of the change game in the modern university. New innovations ultimately are adopted because they align with the goals, traditions, philosophy, and academic and service missions of the institution. At the heart of this process is engaging in systematic research that contributes to these interconnected values of the academy.

Policy and precision in universities follows innovation and practice. Indeed this is a unique aspect of the change game in the modern university. New innovations ultimately are adopted because they align with the goals, traditions, philosophy, and academic and service missions of the institution. At the heart of this process is engaging in systematic research that contributes to these interconnected values of the academy.

Mark Twain Twenty years from now you will be more disappointed by the things that you didn't do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.

Twenty years from now you will be more disappointed by the things that you didn't do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.

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