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Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
Hed 510 Ffr Team1 Final
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Hed 510 Ffr Team1 Final

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  • 1. Erika H e i T d a Future Forecast i r a A Research Team One l m a Karina Bryce Ashley Visionary Education Delivery
  • 2. A new model for higher education Traditional Visionary One-Way Knowledge Interactive Delivery Exchange of Ideas Set Curriculum Learning Facilitator Professor Virtual Classroom Assigned Classroom Visionary Traditional Education Structured Hours Anytime Learning Education Delivery Delivery Model Model Learn how to Customer learn/ Life long Student Task based Learning learning
  • 3. Synthesis of ideas • Dewey (historical) – Relevant Experiential Education – Interactive Learning Interactive – Innovative Approach • Crow (contemporary) Accessible Global – Creative Comprehensive Visionary Learning Environments Education – Innovative Models and Methods Delivery – Highly Evolved Interactive Innovative Collaborative Discovery and Delivery – Future Application • Friedman (global) Relevant – Collaborative Knowledge – Globalized Learning – Flat Rules
  • 4. Assertion Visionary Education Delivery is the innovative creation of an effective mode of live –time communication essential for an engaged meaningful learning experience. Delivering quality instruction using interactive online communities will enhance the student higher education experience. From this To this
  • 5. Why is visionary education delivery needed? Assumptions • Institutions of higher education are moving toward a brick and click model • Online learning is popular, convenient, and cost effective • Online learning is undervalued • Online learning lacks face –to –face interaction • Learners thrive in communities wherein they feel supported and validated
  • 6. Transitioning from a “brick and mortar” to a “brick and click” model Currently there are three types of universities and colleges: ―brick‖ institutions, ―click‖ institutions (primarily ‗for-profits‘) and lastly, ―brick and click‖ academies Traditional ―brick‖ institutions are transforming • Develop quickly – University of Phoenix • Develop slowly and methodically – University of North Carolina Online External forces responsible for transformation • Economy - Recession • Technological Advances • Increased popularity in modality • Accessibility and Affordability • Life-long Learning
  • 7. Are we ready? • Increased emphasis on learner-centered • Student/Enrollment trends are shifting • Non-traditional faculty • Higher Education landscape is changing • Use of technology devices • Local learning is disappearing
  • 8. Online learning is Convenient for students and faculty • Staff find online learning full of intrinsic and extrinsic rewards (Parker) • Professors notice an increase in participation from all students (Bhanoo, 2009) • Sense of community for students and higher level of student achievement (Droste & Droste , 2004) • Education has now become feasible for many students because of online learning (Li & Irby, 2008)
  • 9. Recent economic times have increased demand for online learning Students Point of View • Online learning is in demand for students wanting to maintain in the competitive edge while learning at their own time and own pace. (Garcia, 2009) • Unemployment has increased the demand of online learning (Allen & Soaman, 2009) Institutions Point of View • Availability of more courses online is focus of higher education institutions (Allen & Soaman, 2009) • Budget cuts threaten the traditional classroom setting (Parker) With the recent increased demand and popularity in online learning higher education practitioners should focus on providing quality instruction for this trend that is here to stay.
  • 10. Online learning is undervalued Do biases exist in regards to online education? Which fictional applicant was preferred among managers, one with a traditional degree or one with an online degree? 96% 4% Traditional Online
  • 11. Why biases exist • Lack of interaction with instructors and peers Both reasons for biases diminish with a system • No spontaneous for online learning that debate incorporates real-time discussion and • Lack of knowledge interaction.
  • 12. Online learning lacks face-to-face interaction • Students value interaction. • Students are fearful to take online courses in the future due to a lack of interaction. • Much care should be given to course development. Berge & Muilenburg Study • ―The highest mean barrier rating (M = 3.66) found in the study was for the social interaction barrier when considering the likelihood of voluntarily taking a future online course. Clearly, overcoming the lack of social interaction in online courses is a major contributor to the decision to continue with online learning‖
  • 13. Successful online learning provides the ability to interface • Students and faculty do not believe in the effectiveness of online learning*. • Immediacy of interaction is valued. • Paying students feel they deserve attention (Taylor). *Ekhaml & Roblyer quot;Studies reveal deep doubts among students and faculty that distance learning ever can have the degree of interaction in a non-distance environment‖
  • 14. Validation in Online Learning Laura Rendon ‘s Validation Theory concludes • Validation of the student experience fosters academic success • Learning is an interactive group process • Students who experience validation in their higher education career feel – Increased Self Worth – Value and Acceptance – Capable of Learning
  • 15. Validation in Online Learning • Richardson and Swan‘s 2003 study of Social Presence in Online education purports – Faculty‘s behavior has an impact on student‘s satisfaction, motivation, and learning – Students perception of social presence in online learning contributed to students overall learning, and instructor satisfaction – A ―better‖ model of online higher education ―should not only present the information but should also incorporate the social aspects of learning in the design and instruction‖
  • 16. Visionary Education Delivery • “Once students have experienced effective and innovative distance learning courses, it will be difficult to satisfy them with traditional lecture courses” (Armstrong, 2000) • Integrating different communication methods will allow for classes to be interactive without being in a brick and mortar institution. (IM, video chat, phone conferences, etc.)
  • 17. References • About online degrees.org (n.d.). Why do employers view an online degree as worth less than a traditional degree? Retrieved April 25, 2009, from http://www.aboutonlinedegrees.org/professionalism/traditional_onlinedegree.php • Allen, I.E, Soaman, J (2008). Staying the course, online education in the united states. The Sloan Consortium. Babson Survey Research Group 1-28 • Bhanoo, S. (2009). Colleges go online to cut costs in tight budgets. Retrieved April 28, 2009. http://www.pcworld.com/businesscenter/article/159570/colleges_go_online_to_cut_costs_in_tight_budgets.html • Beaudoin, M. F. (2003). Distance Education leadership for the new century. Online Journal of Distance Learning Administration (6)2. Retrieved April 21, 2009: http://www.westga.edu/%7Edistance/ojdla/summer62/beaudoin62.html • Berg, G. Csikszentmhalyi, M. & Nakamura, J. (2003) Mission Possible? Enabling Good Work in Higher Education. Change Magazine. Sept./Oct. 2003. American Association of Higher Education. • Berge, Z., &Muilenburg, L. (2005). Student Barriers to Online Learning: A factor analytic study. Distance Education, 26, 1, pp. 29-48. Obtained from http://www.emoderators.com/barriers/stbarr_final_may05.pdf • Carnevale, Dan (2007). Employers often distrust online degrees. The Chronicle of Higher Education, 53(18). Retrieved April 25, 2009, from http://chronicle.com/free/v53/i18/18a02801.htm • Chick, S., Day, R., Hook, R., Owston, R., Warkentin, J., Cooper, P. M., Hahn, J., and Saundercook, J. (2002). Technology and student success in higher education: A research study on faculty perceptions of technology and student success. McGraw-Hill Ryerson Limited: Toronto, Ontario.
  • 18. References Continued • Crow, M. M. (2007). Higher Education in Global Context. Newsweek International. Retrieved March 27, 2009 from www.myasu.edu. • Droste, B. Droste, A (2004). A virtual reality. Independent school. 63 (4), 56-62 • Ekhaml, L., &Roblyer, M.D. (2000). How Interactive are YOUR Distance Courses? A Rubric for Assessing Interaction in Distance Learning. Obtained from http://www.westga.edu/~distance/roblyer32.htm • Gallagher, R. (2003) The next 20 years: How is online distance learning likely to evolve? 2003 UCEA 88th Annual Conference: March 28-30, 2003—Chicago, Illinois. • Garcia, N (2009) Economy leads to increased demand for online learning. Retrieved on April 28, 2009 http://www.9news.com/includes/tools/print.aspx?storyid=108933 • Kerka, S. (1996). Distance Learning, the Internet, and the World Wide Web. ERIC Digest. • Neil, J. (2005). John Dewey: Philosophy of education. Wilderdom. Com. Retrieved April 19, 2009, from http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation.html
  • 19. References Continued • Li, C. Irby, C. (2008) An overview of online education: attractiveness, benefits, challenges, concerns and recommendations. College Student Journal. Retrived April 28, 2009 http://findarticles.com/p/articles/mi_m0FCR/is_2_42/ai_n25454154/?tag=content;col1 • Lifelong Learning Trends: A Profile of Continuing Higher Education. 7th Edition. (2002, April) University Continuing Education Association. • Rendon, L.I. (1994). Validating Culturally Diverse Students: Toward a New Model of Learning and Student Development. Innovative Higher Education Vol. 19, No. 1, 33-51. • Richardson, S., Swan, K., (2003). Examining Social Presence in Online Sources in Relation to Students‘ Perceived Learning and Satisfaction. Journal for Asynchronous Learning Networks. Volume 7. Issue 1. February 2003. • Taylor, R. (2002). Pros and Cons of Online Learning - A Faculty Perspective. Journal of European Industrial Training; 2002; 26,1; ABI/INFORM Global. • Winsboro, I.D.S. (2002) Technology and distance learning lessons from the nation‘s newest university: Perceptions and Reality. The Educational Forum. 66(3): 247-252.

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