1. DISTANCE LEARNING BUSINESS
PLAN
Anytown Community College
Charlotte Foster
Capella University
cfoster12@capellauniversity.edu
ED7212-Administration & Leadership of
Distance Education Programs
Instructor-Mac Adkin
2. Executive Summary
Dr. Joe Henderson-President
Anytown Community College
Smalltown, GA 30009
Dear Dr. Henderson.
It has been a pleasure to work on the distance learning initiatives at Anytown Community College (ACC). This business plan will provide you
with realist and most important issues of investing into a Distance Education Program here at ACC. In addition to promoting the best
educational benefits of the Distance Education Program, the business plan shall address the financial ramifications, describe the decision
making process and other operational procedures of the program. Included in the business plan for ACC are the services to be offered,
funding needs for the phases of design, development, and dissemination, issues regarding infrastructure, marketing, recruitment,
admissions, assessments, library and support (Shelton & Saltsman, 2005).
The successful organizational transformation will require leaders with esceptional competencies in organizational management with the
ability to lead with a vision. Many distance education leaders perform managerial roles that require controlling cost and revenue, recruiting
and maintaining a more divers student body, while promoting a program of instruction that is more engaging and satisfying for learners. It is
this strategy that will bring ACC to being acknowledged as a replicable institution with an accredited online degree program for working
adults within the next three to five years. Implementation will require strategic management of processes that will guide the leaders of this
program into successful transformation. The most important step is to show how changing to online courses are connected to the mission of
the organization by utilizing educational activities and providing cost savings mechanisms. Managers who are in charfe of major milestones
of the program will strive to show instructors and trainers the advantages of short-term strategic processes and how they aid in reaching long
term goals.
3. TECHNOLOGY
Technology is critical to the success of the current online program that is in the making involving the
distance education team, instructional design team, and the IT team. With joint efforts of these teams we
have began the construction of an online curriculum that will enable our students to perform at
immaculate skill levels and acquire knowledge that is sufficient for performing in real work environments.
An important element to the success of this online course curriculum is technology which drives the
functionality and usability of the program. Considering the special characteristics of the courses involved
in the distance learning program, the best learning management system should be one that provides
“multiple functions of teaching and learning support, facilitate group work, encourage exchanges of ideas,
deliver comprehensive learning materials and give extensive guidance to students as well as to allow
greater flexibility in designing the curriculum and study schedules and assessing students’ performance”
(Simonson et al 2009). A complete package will consist of an efficient LMS/CMS, access to training and
support resources and equipment for both the student and the teacher. To cover this expense funding will
be provided from the revenue of tuition and fees received from the students.
4. Cost & Budgeting
To expand learning opportunities through distance learning initiatives at ACC the college needs adequate
resources for growth, development and maturity. The online program will be integrated into the college
budgeting system, therefore the overall business plan and policies will demonstrate an institutional
commitment to the online program and its success. Careful consideration has been given to how the
online program will impact the overall budget, funding of the program, and how the financial information is
communicated to the students.
5. Program Design and Structure
A thorough understanding of the college’s core business values, the nature of the intended student
market, and the needs of the curriculum are key elements for the programs success. A set of guidelines
are also needed for creating well-designed courses that are of high quality. The success of this
development process also depends upon understanding the values and mission of the college as well as
assessing the needs of the intended audience. The four major guidelines to course design are:
– 1. Organization Guidelines- Unit Model Topic Approach(UMT). 3 credit courses with 12 to 15
modules. 1 week of instruction requires 2 hours of classroom studying from the student. Content is
provided by the instructor in lectures, videos, audios, presentations, and other learning experiences.
– 2. Assessment Gudilines-Evaluations provide information for continuous improvement in the
courses. Learning outcomes are measured through examinations, papers, projects, quizzes,
assignments, and graded discussions are common assessment types.
– 3. Content Guidelines- the use of various forms of visual media such as (audio/video presentations,
and graphical representations of topics helps instructors with well-designed high quality courses.
– 4. Teaching Guidelines- the recommended pace of instruction and course accommodation for
instructor-student interaction action is a weekly module, synchronous chats, 2 or 3 threaded
discussions, and instructor emails to students.
6. Mission
The department of Distance Learning at ACC
provides the core support needed to administer
distance learning activities throughout the college. All
department heads, faculty leaders, and academic
staff will commit to working collaboratively to attract
and retain a population of the brightest and most
intelligent students while adhering to the core values
and mission of the college.
7. Our Mission is to:
Increase the colleges access to the world
electronically by offering accessible tools and
technology based on the most recent research and
development of e-Learning environments and
emerging technologies. The learning environments
will prepare students for sharing the practical
applications of knowledge and expertise needed to
perform in today’s society. Provide open learning
environments for teaching and learning that are
asynchronous/synchronous; allowing for participation
anytime and in any place.
8. Visionary Approach
The future of distance education at ACC depends upon leaders with competencies in “knowing,
designing, leading and managing” (Simonson et al 2009). In order for ACC to become a replicable
institution with an accredited online degree program for working adults new learning environments must
exist for transfer of new knowledge on a global level. To support this vision the Distance Learning
Program will:
– Operate as an educational organization that encourages innovation and recognizes excellence.
– Provide leadership teams with the knowledge and expertise needed to deliver the distance learning program.
– Utilize best practices to promote a learner-centered approach to distance education preparing students with practical
applications of knowledge necessary for performing in a global culturally diverse society.
– Off quality distance learning courses that meet new learning requirements and expectations,.
– Continue to provide accessible resources and support services for faculty, students, and staff.
– Develop an outreach program supporting teaching and research.
9. Estimated Cost and Revenue
http://isat-cit.marshall.edu/distance/calculatedcosts.asp
Total Costs Total Revenue
Year 1 $96,034.05 $0.00
Year 2 $239,758.27 $734,400.00
Year 3 $417,402.74 $1,713,600.00
Year 4 $636,218.62 $2,998,800.00
Year 5 $909,039.29 $4,651,200.00
Year 6 $1,254,615.94 $6,793,200.00
Year 7 $1,694,702.13 $9,608,400.00
10. COST CALCULATIONS
http://www.marshall.edu/distancelearning.pdf
Number of Students Currently Enrolled 5000
Number of New Online Courses 12
Course Developer Compensation $3500
Tuition Rate $450
Technology Fee $60
Instructional Technology Support $2500
Expected # of Students in each course 20
Server to Host Course 2000
Expected Growth Rate 30 %
11. Strengths and Benefits
Identifying the needs of both internal and external audiences is essential for identifying the
key segments throughout the college where the online program will have the greatest
potential. This also helps to define the resources that must be allocated to support the
distance education program. Based on information collected from students, faculty,
administration, department staff, and the community the following issues must be
addressed in order for the program to make an significant impact on the educational needs
of the students.
– ?????
12. BEST ESTIMATE METHOD
The Best Estimate Method is…. It is another approach that can be used to estimate cost
which is easier to understand.
Overload to Instructor $3,500.00
Course Design (ID), Subject Matter (SME) ~ $12,000.00
200 hours@ $60/hours
Production Costs: 200 hrs@ $40/hour $8,000.00
Production Materials $1,000.00
Indirect Costs: ~40%=$9,800 $9,800.00
Total Best Estimate for 12 Module, 3 Credit Course = $34,300 x12
Course
13. FINANCIAL PLAN AND BUDGET
Organizational Cost
– Funding Sources
Tuition/Fees- $96,034/05
Grants For Higher Education
Grants for Emerging Technologies
14. HUMAN RESOURCES
Associate Instructor-Interim
Faculty Chair
Dean of Distance Learning
Instructors
Training & Support Staff
IT Staff
Instructional Designer
Visual Designer
Content Experts
Programmers
Multimedia Designer
15. Operating Budget-Breakeven Analysis
Cost
Office Space
Work Space
Instructional Equipment
Instructional Materials
Supplies
Software
Funds Disbursed
Faculty Salaries
Faculty Travel
16. BUSINESS PLAN SUMMARY
Year 0 Year 1 Year 2 Year 3 Year 4
ACTIVITY
No. of Courses 12 4 5 6 8
offer
No. of 0 480 640 840 1080
Enrollments
INCOME
Tuition $0.00 $648,000 $864,000 $1,134,000 $1,458,000
Revenue
Technology $0.00 $86,400 $115,200 $151,200 $194,400
Revenue
TOTAL $0.00 $734,400 $979,200 $1,285,200 $1,652,400
INCOME
TOTAL COST $96,034.05 $143,724.22 $177,644.46 $218,815.89 $272,820.67
NET INCOME -$96,034.05 $590,675.78 $801,555.54 $$1,066,384.11 $1,379,579.33
17. Learning Management Systems
Learning Management Systems are Internet-based software systems designed to assist in the
management and administration of educational courses. Proficient users are able to manage student
enrollment, track student performance, create and distribute course content. Instructors will also have the
ability to manage their classes, assignments, activities, quizzes, and test resources in an accessible
online environment. The basic components of a Learning System will consist of Learner, Subject
Content, Technology, and Pedagogy, but the true system will be embedded with more functions and
features, designed for integrating into a Student Information System.
Learning System Pedagogy
Learner Subject Content Technology
18. PROGRAM GOALS
Start a distance learning program to expand
the accessibility of what the college currently
offers working adults
To select an efficient CMS that compliments
campus-based courses.
Effectively integrate a Course Management
System into academic practices.
19. LEARNING OUTCOMES
Learning outcomes are the results of the
established goals listed in the program. They
are:(find a definition)
– Translated into course content
– Resources used in approaches to teaching and
learning process that enable the student to
achieve the outcome.
20. BLACKBOARD
Blackboard is recognized as the most efficient delivery platform. Content is provide
through a cartridge method. Key code is provided to the student for downloading cartridge
content.
StartupCost -$30,000
Operations - $10,000
Content System - $35,000
22. Program Objectives
To help improve the quality of instruction and provide new
learning opportunities for working adult learners.
To increase the relevance, scope and efficacy of learner's
educational experience by integrating a CMS into academic
practices.
To provide creative content, services, pedagogies and
practices that support the development of ICT.
To ensure the availability of good open educational
practices through self-assessment and peer review.
23. LEARNING OBJECTS
Learningobjects are digital resources that
can be reused to support learning in online
education. They tend to work well at
enhancing learning outcomes when
combined with other learning activities and
learning materials. Technology tools are
needed to create learning objects and
learning materials.
26. PROGRAM DESCRIPTION
Instructional Technology
Instructional Design
The final phase of the project will involve undergraduate and graduate degree plans in
business and IT programs. This will consist of the remaining 9 courses.
28. REVENUE & EXPENSES
Year 1 YEAR 2 YEAR 3 YEAR 4
Total Revenue $734,400.00 $979,200.00 $1,285,200.00 $1,652,400.00
Total Expenses $146,154.25 $180,885.42 $223,069.64 $278,290.79
NET iNCOME $588,245.75 $798,314.58 $1,062,130.36 $1,374,109.21
29. REVENUE & EXPENSE CHART
PROGRAM REVENUE OVER 4 YEARS PERIOD BASED ON STUDENT
ENROLLMENTS
$1,800,000.00
$1,600,000.00
$1,400,000.00
$1,200,000.00
$1,000,000.00
$800,000.00
$600,000.00
$400,000.00
$200,000.00
$0.00
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Editor's Notes
Add notes paper
When financial elements of the business plan are considered there are three essential elements to consider. Cost,. Revenue, and Growth. As part of this Distance Learning Program as submt to you the financials outlining the funding that will be needed to finance the program over the next three to five years.
Find roles, responsibilities and salary
An efficient system is most appropriate for strengthening the online learning infrastructure. The development team must have the technology needed to support the principles and goals. In developing an infrastructure that supports excellence in online learning, the issues to be addressed are: a clear understanding of the goals of the curriculum and of the characteristics and needs of the intended students; and a healthy working environment, with committed staff, where implementation can proceed, and where constant change is understood to be the norm (Anderson & Elloumi, 2004). Creating a stable and reliable technical infrastructure is also essential as it influences learning student satisfaction, and student retention (Simonson et al 2009). Choosing the correct technology is an essential element for the success of the distance education program at ACC. Most online colleges and universities use Learning Management Systems or Course Management Systems for administration and management of distance learning. Proficient users are able to manage student enrollment, track student performance, create and distribute course content. Instructors will also have the ability to manage their classes, assignments, activities, quizzes, and test resources in an accessible online environment (Simonson et al, 2009). Because of the multiple features provided and its diverse functionality it is an essential tool for distance educators and the most important technological tool currently available for education and training. All intended users must understand how the LMS links to the services and other components of the distance learning program. Learners technology ability should be efficient enough to accomplish the learning outcomes, which is another major determinant in the selection of an efficient LMS. The LMS interfaces with the library and other digital resources, services, and the student information system via a secure server that can authenticate the login. A portal is needed to connect to the LMS and other services for view websites and web pages.
Based on a comparative analysis of the most common CMS (Blackboard, WebCt, Moodle), the most efficient systems will be either Blackboard or WebCT. Using the evaluation criteria of cost, complexity, control, clarity, common technical framework and features the research indicates that the two major course delivery systems commonly used in online education are Blackboard and WebCT(2004).The recent merge of Blackboard and WebCT eliminated the WebCT course delivery platform and now Blackboard is recognized as the most efficient delivery platform. Users are priviledge with the ability to create, import and export content throughout the entire owning organization providedby the Core Content Repository. (rewrite) The Repository contains the following components: Virtual Hard Drive, Learning Content Management, e-Portfolios, and Library Digital Asset Management (Blackboard, 2004). The Content System contains a Learning Objects Catalog, such as pictures, Flash movies, and PowerPoint presentations that can be shared among different classes. The use of the Blackboard Content System includes an additional cost of approximately $35,000 a year, however; thus elevating the overall costs of using the product.
Most college level courses are 3 credits which consist of 12 to 15 modules. Each module is usually 1 week of instruction with 3 hours of content presentation, requiring 2 hours of outside classroom studying from students (p. 338). Content consist of lectures, videos, audios, presentations, and other learning experiences collected by the instructor. The UMT approach can also be used to meet time standard involved in 3 credit college courses (p. 158). E-LEARNING INSTRUCTIONAL MODEL. - model is supported by the eclectic combination of the learning theories ( behavorism, cognitivism, constructivism) and is based on the concept of the learning objective, composed of learning objects.. This instructional model applies the systematic development of instruction and learning and is composed of five phases: A distance learning program design and structure is three-fold, in addition to a practical approaches to organizational structure there should also exist best practices and model approaches in course development and instructional design. Having outlined the practical aspects and major difference in the approaches to organizational structure, I proposed that administrators of our program “seek an appropriate structure that closely aligns online education with the institutional mission (Shelton & Saltsman, 2005). Bear in mind that our mission is to increase the colleges access to the world electronically by offering accessible tools and technology based on most recent research and development of e-Learning environments and emerging technologies, and hire the best leaders to manage and coordinate learning activities that will attract and retain the best and the brightest students. This is a process that will require constant change and development of new programs. Our program will also become stronger if we adhere to Shelton & Saltsman's recommendations of maintaining a flat structure, “meaning that the organization should stay responsive to the stakeholders and should be agile and responsive to innovation”. Most college level courses are 3 credits which consist of 12 to 15 modules. Each module is usually 1 week of instruction with 3 hours of content presentation, requiring 2 hours of outside classroom studying from students (p. 338). Content consist of lectures, videos, audios, presentations, and other learning experiences collected by the instructor. The UMT approach can also be used to meet time standard involved in 3 credit college courses (p. 158). Using the UMT approach the distance learning program at ACC will consist of 15 ?? courses per semester, with enrollments of “low student/faculty ratios and small class sizes. “The low student/faculty ratio and class sizes that average 13 students facilitate active learning and collaboration, encourage time-on-task, and foster high student-faculty interaction” (Swenson 2001, p. 5). 750 to 1500 students per year over a five year period. Replication or use of models such as E-CAD (Enhanced Curriculum Delivery Model) allows instructors to handle larger class sizes of approximately 20 students.
Other resources and equipment such as authoring tools, software applications, computers, mobile learning devices, and videos, are also necessary for student- teacher interaction, faculty- adminstrator interaction, access to courses and acess to additional training and support. Online learning materials are creating using authoring tools such as Adobe Photoshop, Macromedia Flash, and Microsoft PowerPoint. They have been specifically designed for creating online education and higher education courses. There are numerous websites that host learning objects and materials for online education, and I like to recommend the following as starters for new developers and instructional designers. For learning object authoring tools Elluminate Live ( http:// www.elluminate.com ), Impactica for PowerPoint, Impatica OnCue ( http:// www.impatica.com ), Multimedia Educational Resource for Learning and Online Teaching (MERLOT), http:// www.merlot.org ., and Learning about Learning Objects ( http://www.learning-objects.net/modules.php?name = Web_Links ). The authoring system should be SCORM compatible and utilize Learning Design principles to provide the means for designing activity-based learning systems. There should also be a means for designing pedagogical scenarios that can be reused in different contexts and across different web-based educational platforms ( ). However, this system is limited only to content interoperability, rather than providing a broader scope of learning activities between different learning systems. Pedagogical approaches in constructive and collaborative learning should also exist. Learning object standards should be in compliance with IMS(Instructional Management Systems), which supports the adoption and use of technology in education and SCORM (Shareable Courseware Object Reference Model). This model defines “the interoperability of course components, data models and protocols so that learning objects are sharable across systems that conform with the same model” (Shelton & Saltsman, p. 132). Both of these standards should be taken into consideration when seeking to purchase or develop online learning materials.
All distance education programs should be built upon an Instructional Design model. The E-LEARNING INSTRUCTIONAL MODEL of ( ) closely replicates the standard Instructional Design Model of Seels and Glasgow (1998). The ADDIE processes (Analyze, Design, Develop, Implement, and Evaluate) are the same as the modern phases of development defined in the E-Learning Instructional Model, which is supported by “an eclectic combination of the learning theories ( behavorism, cognitivism, constructivism) and is based on the concept of the learning objective, composed of learning objects” ( ). This instructional model applies the systematic development of instruction and learning and is composed of five phases: Analysis, Design, Implementation Execution, Evaluation. “The proposed model maps constructivist principles to the instructional design by means of a more pragmatic approach that focuses on the principles of moderate constructivism (Karagiorgi & Symeou, 2005), making use of emergent technology tools” ( ).To assist instructional designers with using this model An Instruction Aid System (IAS) has been implemented as a tool for guiding instructors through the construction of the E- Learning Instructional Model. Because of the close relationship with the instructional design model of Seels and Glasgow (1998), it is my recommendation that the instructional design team follow this model because it promotes the use of learning prinicples in conjunction with emerging technologies. Noting the common features of all Instructional Design Models an efficient and effective distance learning program cannot exist without being developed with the use of a practical instructional design model. Though names may change due to creativity, innovation, and technology influences the distance learning program stands upon the sound principles of ADDIE and the E-Learning Instructional Model.
SUMMARY TOTALS OF REVENUE AND EXPENSES OVER A FOUR PERIOD
