Beyond Blended:
Re-aligning Higher Ed for
Multi-Access Learning
Dr. Valerie Irvine
@_valeriei

Flickr@Wonderlane
#multiacc...
Dr. Valerie Irvine
Assistant Professor, EdTech
Co-Director, TIE Lab
University of Victoria

http://edtech.uvic.ca/virvine
...
Access
Control
Learner Agency
Irvine, V. (2013). Multi-Access Learning
Four Tiers of Multi-Access
1. Face-to-Face
2. Synchronous Online
3. Asynchronous Online
4. Open
Grand Yellowhead School Division, Alberta
The Technology Integration and
Evaluation (TIE) Research Lab
Irvine, V. (2011). Multi-Access learning
Seems Like A Lot of Effort?
Our Success
 100% increase in
meetings year/over/year
 1,697 meetings last year
 860 meetings in first 4
months this ye...
Online Learning
• 25% increase in Higher Ed e-learning market in
2012-2017 (Education Sector Factbook, 2012)
• Full-time s...
Revenue
• 90-95% controlled by government
• 50-60% in grants
• Remainder in regulated domestic tuition
Decreasing 18-22 demographic nationally.

USask, (2009). Managing enrollment strategically at the University of Saskatchew...
Student Tuition Income
• Demographic decline a significant issue
• Domestic numbers unlikely to increase before
2030
• Int...
ISSUES FACING BRICK &
MORTAR UNIVERSITIES
Current PSE Landscape demonstrates
1. Diminishing funds/cutbacks from the provin...
Increase in online programs
world-wide…. or

Everything we provide is now offered by
someone else.
-- David Wiley
Meeting Future Revenue Needs
•
•
•
•

Governments… not
Undergraduate students… not much
Graduate students… yes
Internation...
ISSUES FACING BRICK &
MORTAR UNIVERSITIES

What students want:
Flexibility in their learning options
• Many have to work F...
SOLUTION to Increase
Revenue
Top ways cited to increase revenue are to:
1. Recruit international students; and
2. Deliver ...
A 3rd SOLUTION…
Change access
and registration
options
SOLUTION:
Multi-Access Learning
Current Face to Face Option
Current Online Option
Destination in Place and Space
LEARNER ACCESS:
Promoting Student Agency
• Emergence of choice - expanding “anytime,
anywhere”
• Social media/personalized...
MOST IMPORTANTLY

Transfer locus of control of how to access
courses to the learner.
Reassembling the Building Blocks
has RISK…but we otherwise risk irrelevance
Pilot of 2-Tier Multi-Access
•
•
•
•
•

Petition
26 learners in the course
17 remote learners
9 F2F
Survey administered at...
Pilot of 2-Tier Multi-Access
• 16 consented to participate
– 11 women, 5 men
– 10 from remote group, 6 from F2F group
– 8 ...
Learner Preferences for Modality
• 9 out of 15 (60%) ranked multi-access as top
choice
• 3 selected blended
• 2 selected F...
Learner Preferences for Modality
TOP CHOICE
• 9 out of 15 (60%) ranked multi-access as top
choice
• 3 selected blended
• 2...
Learner Preferences for Modality
TOP CHOICE
• 14 out of 15 (93.3%) chose multi-access (F2F
or remote) as 1st or 2nd choice
Learner Preferences for Modality
BOTTOM CHOICE
• 9 out of 15 (60%) ranked online as lowest rank
• 4 (25%) selected F2F as ...
Importance of Choice
• 4.67 on a 5.0 scale for importance of choice in
delivery mode
• 73.3% of learners reported a score ...
Perceptions of Quality
• 8 students (57%) reported quality of learning
increased
• 6 students (42.9%) reported it stayed t...
The REAL test of success.

INITIAL STUDENT
FEEDBACK
Multi-Access Remote
Student
• I think the quality of teaching and learning was not affected
by the course being online. Th...
Multi-Access Remote
Student
• I would say that it enhanced it. I felt like I was in
the class with live video and audio fe...
Multi-Access Remote
Student
• I really enjoyed the multi-access experience. I had
ongoing conversations on instant messeng...
Multi-Access Remote
Student
• I also experienced the class from the other side
of the monitor, and I have to say, it feels...
Multi-Access Remote
Student
• It was fairly neutral, overall. I didn't feel like it
was any better or worse in terms of le...
Multi-Access Remote
Student
• I commend the individuals who designed
and implemented this course. It was
extremely success...
•

Multi-Access Remote
Student
If I lived very close to campus year round, I think I would have
preferred to be in a F2F c...
Multi-Access Remote
Student
• I think it contributes to the quality of learning
because it's differentiated instruction. B...
Multi-Access F2F Student
• I would have also appreciated the opportunity to
choose whether I would be an online or F2F
stu...
Multi-Access F2F Student
• I know that the remote group benefitted from
the online aspect of the class for monetary
reason...
Multi-Access F2F Student
• Multi-access allowed me to talk and discuss
with students and hear their actual voices
and thei...
Multi-Access F2F Student
• This course was amazing. It allowed for
freedom of life - the ability to participate
online and...
Next Steps
•
•
•
•

Infrastructure
More n and research
Registration system
Policies & Governance
VALERIE IRVINE, PH.D
virvine@uvic.ca | @_valeriei

http://edtech.uvic.ca/virvine

http://tie.uvic.ca/ | @TIELab
References
• Irvine, V., Code, J., & Richards, L. (in press). Realigning higher
education through multi-access learning. M...
References
• Irvine, V., & Richards, L. (2013, January). Multi-access learning:
Overview and preliminary project data. Pre...
References
• Irvine, V. & Code, J. (2011, January). The 21st Century University.
Presentation to the Change11 MOOC. Retrie...
Multi-Access presentation to University of Victoria Computer Science Department
Multi-Access presentation to University of Victoria Computer Science Department
Multi-Access presentation to University of Victoria Computer Science Department
Multi-Access presentation to University of Victoria Computer Science Department
Multi-Access presentation to University of Victoria Computer Science Department
Multi-Access presentation to University of Victoria Computer Science Department
Multi-Access presentation to University of Victoria Computer Science Department
Multi-Access presentation to University of Victoria Computer Science Department
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Multi-Access presentation to University of Victoria Computer Science Department

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Oct 30, 2013 presentation as part of Colloquium series

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Multi-Access presentation to University of Victoria Computer Science Department

  1. 1. Beyond Blended: Re-aligning Higher Ed for Multi-Access Learning Dr. Valerie Irvine @_valeriei Flickr@Wonderlane #multiaccess October 30, 2013 for UVic
  2. 2. Dr. Valerie Irvine Assistant Professor, EdTech Co-Director, TIE Lab University of Victoria http://edtech.uvic.ca/virvine http://tie.uvic.ca @_valeriei virvine@uvic.ca
  3. 3. Access Control Learner Agency
  4. 4. Irvine, V. (2013). Multi-Access Learning
  5. 5. Four Tiers of Multi-Access 1. Face-to-Face 2. Synchronous Online 3. Asynchronous Online 4. Open
  6. 6. Grand Yellowhead School Division, Alberta
  7. 7. The Technology Integration and Evaluation (TIE) Research Lab
  8. 8. Irvine, V. (2011). Multi-Access learning
  9. 9. Seems Like A Lot of Effort?
  10. 10. Our Success  100% increase in meetings year/over/year  1,697 meetings last year  860 meetings in first 4 months this year  $334,000 in total savings last year
  11. 11. Online Learning • 25% increase in Higher Ed e-learning market in 2012-2017 (Education Sector Factbook, 2012) • Full-time students are in the minority (Bates) • Brick-and-Mortar Universities are sleeping giants in online learning (Irvine, 2013)
  12. 12. Revenue • 90-95% controlled by government • 50-60% in grants • Remainder in regulated domestic tuition
  13. 13. Decreasing 18-22 demographic nationally. USask, (2009). Managing enrollment strategically at the University of Saskatchewan 2009 Report. Available online: http://bit.ly/Ik8ypY
  14. 14. Student Tuition Income • Demographic decline a significant issue • Domestic numbers unlikely to increase before 2030 • International student numbers will drop quickly after 2020 • Ability to increase resources is about increasing net tuition
  15. 15. ISSUES FACING BRICK & MORTAR UNIVERSITIES Current PSE Landscape demonstrates 1. Diminishing funds/cutbacks from the provincial government; 2. Increase in colleges with degree-granting status provincially 3. Increase in online programs globally
  16. 16. Increase in online programs world-wide…. or Everything we provide is now offered by someone else. -- David Wiley
  17. 17. Meeting Future Revenue Needs • • • • Governments… not Undergraduate students… not much Graduate students… yes International students… yes, but now competitive
  18. 18. ISSUES FACING BRICK & MORTAR UNIVERSITIES What students want: Flexibility in their learning options • Many have to work FT/PT jobs to be able to afford PSE • Reluctant to leave their positions in this economic climate
  19. 19. SOLUTION to Increase Revenue Top ways cited to increase revenue are to: 1. Recruit international students; and 2. Deliver course-based master’s programs.
  20. 20. A 3rd SOLUTION… Change access and registration options
  21. 21. SOLUTION: Multi-Access Learning
  22. 22. Current Face to Face Option
  23. 23. Current Online Option
  24. 24. Destination in Place and Space
  25. 25. LEARNER ACCESS: Promoting Student Agency • Emergence of choice - expanding “anytime, anywhere” • Social media/personalized learning networks expanded this to “with anyone” • I would like to expand this to “in any way”
  26. 26. MOST IMPORTANTLY Transfer locus of control of how to access courses to the learner.
  27. 27. Reassembling the Building Blocks has RISK…but we otherwise risk irrelevance
  28. 28. Pilot of 2-Tier Multi-Access • • • • • Petition 26 learners in the course 17 remote learners 9 F2F Survey administered at the end with openended responses included
  29. 29. Pilot of 2-Tier Multi-Access • 16 consented to participate – 11 women, 5 men – 10 from remote group, 6 from F2F group – 8 had taken an online course before • 7 women and 1 man
  30. 30. Learner Preferences for Modality • 9 out of 15 (60%) ranked multi-access as top choice • 3 selected blended • 2 selected F2F • 1 selected online
  31. 31. Learner Preferences for Modality TOP CHOICE • 9 out of 15 (60%) ranked multi-access as top choice • 3 selected blended • 2 selected F2F • 1 selected online
  32. 32. Learner Preferences for Modality TOP CHOICE • 14 out of 15 (93.3%) chose multi-access (F2F or remote) as 1st or 2nd choice
  33. 33. Learner Preferences for Modality BOTTOM CHOICE • 9 out of 15 (60%) ranked online as lowest rank • 4 (25%) selected F2F as lowest • Last two participants chose blended and multi-access remote
  34. 34. Importance of Choice • 4.67 on a 5.0 scale for importance of choice in delivery mode • 73.3% of learners reported a score of 5.0 (very important) – All of these were students who had previously taken an online course before • Consistent across both F2F and remote groups
  35. 35. Perceptions of Quality • 8 students (57%) reported quality of learning increased • 6 students (42.9%) reported it stayed the same • No pattern between group membership as F2F or remote group
  36. 36. The REAL test of success. INITIAL STUDENT FEEDBACK
  37. 37. Multi-Access Remote Student • I think the quality of teaching and learning was not affected by the course being online. The instructor was effective in delivering the material and giving appropriate wait times after asking questions. It was a very interactive course which I believe would have the same impact if the course was fully F2F. We are going towards an online community, and it is great to know that there are already professors out there that are equipped with the skills and knowledge to effectively teach in any setting. Great experience. I wish more people this year had had the same opportunity.
  38. 38. Multi-Access Remote Student • I would say that it enhanced it. I felt like I was in the class with live video and audio feeds, but at the same time I had access to review the teaching materials on my own computer and expand with my own research during the class without disrupting the flow of the lesson. For a long class (3 hours +) the opportunity to access from home was a huge advantage because the comfortable setting allowed me to hold focus and breaks were more refreshing.
  39. 39. Multi-Access Remote Student • I really enjoyed the multi-access experience. I had ongoing conversations on instant messenger with a classmate whilst listening and taking in a presentation for example. If you're in a face-to-face class you can't just pull out your laptop and start typing because it's rude, but when you're using multi-access, you can immediately check out any thought tangents online whilst keeping up with the presenter. This makes the learning experience fuller, because you can check things out as you think of them instead of forgetting them and not getting around to it after the class is done. I did feel part of the class as well.
  40. 40. Multi-Access Remote Student • I also experienced the class from the other side of the monitor, and I have to say, it feels better on the technology. I felt the pace of the class was much slower when I was in the classroom F2F. • hmmmmm. Personally I am an auditory learner so this was exponentially better than any previous online learning courses I have taken.
  41. 41. Multi-Access Remote Student • It was fairly neutral, overall. I didn't feel like it was any better or worse in terms of learning quality, but I did feel that it was light years more convenient for me. Grow this opportunity! Offer these kinds of course mediums as often as possible! They really do make the grade, and it makes life for people in rural areas so much easier and more affordable!
  42. 42. Multi-Access Remote Student • I commend the individuals who designed and implemented this course. It was extremely successful, and accommodated many students who would have otherwise faced serious challenges regarding their living situations.
  43. 43. • Multi-Access Remote Student If I lived very close to campus year round, I think I would have preferred to be in a F2F class or a multi-access class in which I was in the room. However, I lived in [a town on the outskirts] and avoiding the 45 minute drive saved me a lot of money and valuable time that I could spend being more productive. On top of that, the flexibility that the multi-access course provided allowed me to move to another city to prepare for my practicum much further ahead of schedule than a F2F course would have permitted. I went to my practicum city 3 weeks before my start day; while a F2F class would have given me a long weekend to pack up and move, meet with teachers, supervisor, and admin, and plan my lessons with no time to observe.
  44. 44. Multi-Access Remote Student • I think it contributes to the quality of learning because it's differentiated instruction. By having a multi-access course, students can choose how to participate. I felt like my needs were met and the video enhanced the quality of the teaching and learning. Without video, I wouldn't be able to concentrate for 3 hours.
  45. 45. Multi-Access F2F Student • I would have also appreciated the opportunity to choose whether I would be an online or F2F student, even though I reside in *university’s city+.”
  46. 46. Multi-Access F2F Student • I know that the remote group benefitted from the online aspect of the class for monetary reasons, which I fully support. University is expensive, saving money any way that individuals can, should.” • “I think [multi-access] would be ESPECIALLY important for professional development courses that full-time teachers would want to take.
  47. 47. Multi-Access F2F Student • Multi-access allowed me to talk and discuss with students and hear their actual voices and their thoughts rather than just written comments. From other online classes I've taken there was very little student-student participation, with this class I felt like these peers were right there with us. It enhanced the experience.
  48. 48. Multi-Access F2F Student • This course was amazing. It allowed for freedom of life - the ability to participate online and face-to-face was essential in life as a parent, caregiver for an ailing parent and a full time student.
  49. 49. Next Steps • • • • Infrastructure More n and research Registration system Policies & Governance
  50. 50. VALERIE IRVINE, PH.D virvine@uvic.ca | @_valeriei http://edtech.uvic.ca/virvine http://tie.uvic.ca/ | @TIELab
  51. 51. References • Irvine, V., Code, J., & Richards, L. (in press). Realigning higher education through multi-access learning. MERLOT Journal of Online Learning and Teaching, 9(2). http://jolt.merlot.org/vol9no2/irvine_0613.htm Temporary link till published: https://dl.dropboxusercontent.com/u/4616169/Irvine-CodeRichards-2013.pdf • Irvine, V. (2013, July). Multi-access learning. Invited talk to Blendsync.org. Retrieved from http://connect.csu.edu.au/p6wu6ey0fhq/ • Irvine, V. (2013, May). The 21st century university. Keynote to TLT13. Retrieved from http://youtu.be/HZ_msR7YHwY (multiaccess part at 49:36)
  52. 52. References • Irvine, V., & Richards, L. (2013, January). Multi-access learning: Overview and preliminary project data. Presentation to the Canadian Institute of Distance Education Research. Retrieved from http://cider.athabascau.ca/CIDERSessions/irvine2013/sessiondetail s • Irvine, V., & Code, J. (2012, May). The 21st-century university: Implications and benefits of choice of learner access and openness. Paper presented at the BCNET-HPCS Annual Conference, Vancouver, Canada.
  53. 53. References • Irvine, V. & Code, J. (2011, January). The 21st Century University. Presentation to the Change11 MOOC. Retrieved from http://change.mooc.ca/week16.htm • Irvine, V. (2009). The emergence of choice in “multi-access” learning environments: Transferring locus of control of course access to the learner. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 746–752). Chesapeake, VA: AACE.

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