Organizational readinesss

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Determinants of Organizational Readiness for Distance education and distributed learning CNIE2008

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  • Organizational readinesss

    1. 1. Institutional Readiness Questionnaire Bonnie Luterbach, Raymond Guy, Kathleen Matheos Funding for this study was provided by HRSDC and CNIE
    2. 2. CADE/AMTEC 2007 <ul><li>Presented Initial Stages of this Study </li></ul><ul><li>Literature review and interview findings </li></ul><ul><li>Indicators, Barriers </li></ul><ul><li>Sought Feedback from participants </li></ul><ul><li>Synthesized the findings and input </li></ul><ul><li>Bilingual questionnaire </li></ul><ul><li>Institutional Readiness Questionnaire </li></ul>
    3. 3. Indicators of Organizational Readiness <ul><li>Pervasive institutional adoption of technologies (online, interactive and user-based systems) for: </li></ul><ul><ul><li>Administration (e.g., finance, human resources); </li></ul></ul><ul><ul><li>Student affairs (e.g., registration, student portals); and </li></ul></ul><ul><ul><li>Educational support services (e.g. library. LMS). </li></ul></ul>
    4. 4. Indicators of Organizational Readiness <ul><li>Educational technology is: </li></ul><ul><ul><li>In place and financially supported and renewed; </li></ul></ul><ul><ul><li>Is part of strategic plan, mirrored in departmental plans; </li></ul></ul><ul><ul><li>Linked to student engagement in learning (e.g., qualities of a graduate) as a way to improve teaching and learning. </li></ul></ul><ul><li>New ways of teaching and learning are part of the strategic academic plan (e.g., use of asynchronous technologies, blended learning). </li></ul>
    5. 5. Indicators of Organizational Readiness <ul><li>Appropriate leadership </li></ul><ul><li>New policies </li></ul><ul><ul><li>Transfer credits </li></ul></ul><ul><ul><li>Residency </li></ul></ul><ul><ul><li>Tenure and promotion </li></ul></ul><ul><ul><li>Technology support </li></ul></ul><ul><li>Project-based funding leading to sustained funding </li></ul>
    6. 6. Questionnaire <ul><li>Questions were built on the literature review and the interview findings with input from CNIE Board members </li></ul><ul><li>Online survey </li></ul><ul><li>Pilot tested with 24 institutions (Anglophone and Francophone) </li></ul><ul><li>Complete responses received from 12 institutions (50% response rate) </li></ul>
    7. 7. Demographics <ul><li>Sample </li></ul><ul><ul><li>7 medical doctoral </li></ul></ul><ul><ul><li>4 comprehensive </li></ul></ul><ul><ul><li>1 undergraduate </li></ul></ul><ul><ul><li>1 college/CEGEP </li></ul></ul><ul><ul><li>included open, dual mode, traditional face-to-face </li></ul></ul><ul><li>Student population </li></ul><ul><ul><li>31%  Greater than 30,000 </li></ul></ul><ul><ul><li>23%  20,000 – 29,999 </li></ul></ul><ul><ul><li>23%  15,000 – 19,999 </li></ul></ul><ul><ul><li>23%  Under 15,000 </li></ul></ul>
    8. 8. Key Findings <ul><li>Administrative Applications </li></ul>Provide online bookstore services Over 70% Accept admission and registration payment online 90% Allow submission of applications for employment online 90% Access forms, financial records, and employment opportunities 100%
    9. 9. Key Findings Continued <ul><li>Educational Technology </li></ul>Provide internet connectivity in at least 50% of the classrooms Over 80% Require faculty and staff to use of an institutional portal Over 50% Allow faculty and staff to access class lists and enter grades online 100% Support a single commercial product Over 80% Support a LMS 100%
    10. 10. Key Findings Continued <ul><li>Student Services </li></ul>Provide on-campus wireless services and an email address 90% Provide computing facilities 24/7 50% Require students to use the portal 70% Have a student portal 80% Provide students with virtual library services, and help desk support in the use of technology 100%
    11. 11. Key Findings Continued <ul><li>Student Services (continued) </li></ul>Students can access grades online 100% Students can submit assignments online 80% Provide computing facilities in campus residences 45% Students can access class lists on line 60%
    12. 12. Anticipated Barriers <ul><li>Rapid technology change </li></ul><ul><li>Lack of funding </li></ul><ul><li>Appears from the data that these barriers have been ameliorated. </li></ul>
    13. 13. Key Findings <ul><li>Strategic Planning and Leadership </li></ul>Have an institution wide inventory of blended and online courses 75% Educational technology is a component of the strategic plan 50% Senior administration promotes the use of technology in teaching and learning 75%
    14. 14. Anticipated Barriers <ul><li>Varied definitions, even within an institution – hard to get an inventory of what is really happening </li></ul><ul><li>Legal issues (e.g., copyright) </li></ul><ul><li>Governance and cultures of universities (not colleges) </li></ul><ul><li>Changes in roles and responsibilities of units </li></ul><ul><li>Constant need to change administrative structure </li></ul>
    15. 15. Key Findings <ul><li>Teaching and Learning </li></ul>Provide incentives for the development of online and technology-enhanced teaching 75% See teaching with technology as a major component of teaching services 40% Have a teaching with technology centre 80%
    16. 16. Key Findings <ul><li>Pedagogical Practice </li></ul>Have reduced face to face teaching time with the integration of technology Less than 40% of courses Have interactive components in less than 60% of the courses across institutions 90% Over half the courses have websites 70%
    17. 17. Anticipated Barriers <ul><li>Rapid technology change </li></ul><ul><li>Lack of appropriate monetary compensation </li></ul><ul><li>Lack of time </li></ul><ul><li>Tenure and promotion dilemma </li></ul><ul><li>Teaching as a public versus private activity </li></ul><ul><li>Student Assessment </li></ul><ul><li>Unfamiliarity with the pedagogy of the online learning environment (e.g., concerns about quality, preferred face-to-face, etc.) </li></ul><ul><li>Lack of technical expertise </li></ul>
    18. 18. Overall Assessment <ul><li>Administrative applications 3.64/5 </li></ul><ul><li>Support for Teaching & </li></ul><ul><ul><li>Learning with technology 2.75/5 </li></ul></ul><ul><li>Teaching and learning 2.64/5 </li></ul><ul><li>Dedicated resources for Teaching </li></ul><ul><li>& Learning with technology 2.55/5 </li></ul><ul><li>Strategic planning and </li></ul><ul><ul><li>leadership 2.42/5 </li></ul></ul>
    19. 19. Unintended Findings <ul><li>Difficult to find one individual in an institution who had overall knowledge in order to answer the survey. </li></ul><ul><li>Nor did some of the respondents know where they could find the answers to the survey questions. </li></ul><ul><li>Technology is pervasive but extremely pocketed within institutions, no common ‘go to’ point for information. </li></ul>
    20. 20. Potential Next Steps <ul><ul><li>Increase sample size. </li></ul></ul><ul><ul><li>Broaden the scope of the project to all HE institutions in Canada – Need ethics approval. </li></ul></ul><ul><ul><li>Request completion by a group of individuals within the institution. </li></ul></ul><ul><ul><li>Researchers compile and analyze the data and provide further feedback to CNIE. </li></ul></ul><ul><ul><li>Develop and provide a comparison analysis online report so year by year institutions could determine how well they are doing compared to institutions across Canada. </li></ul></ul>
    21. 21. Thoughts <ul><li>We probably need to add questions in the survey that actually define what the barriers are. </li></ul><ul><li>What areas do you think HE should pay attention to? </li></ul><ul><li>Are there areas that we have not addressed in this survey that should be included? </li></ul>
    22. 22. Questions

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