Sloan october2012 _conference_presentati_draft4.ppt

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Sloan october2012 _conference_presentati_draft4.ppt

  1. 1. Online Learning in Latin America Crossing the Border to Latin America: A Case Study of One International Partnership
  2. 2. Presentation for the 18th Annual Sloan-CInternational Conference – October, 2012 Patrice Prusko Torcivia Lorette Pellettiere Calix Oscar Leon
  3. 3. The Center for International Programs “Youngest Center, Oldest Program”
  4. 4. Lebanon Greece Albania Czech Dominican Panama Honduras Republic Republic The Center for International Programs (CIP) offers foreign students overseas the opportunity to earn SUNY degrees without leaving their home countries. Like their state-side counterparts, CIP students design degree programs with their mentors and complete their programs through blended models and classroom based instruction.
  5. 5. International Programs at SUNY/ESCIn keeping with ESC’s commitment to servediverse populations, CIP delivers education tostudents who would otherwise not be served. Coordinating Center Current Program Sites Prospective Program Sites
  6. 6. Current International Sites• Greece: Athens (1993), Thessaloniki (2001)• Czech Republic: Prague (1998)• Lebanon: Cyprus (1986)/CRP (1998)/LRP (2003)• Albania: Tirana (2005)• Dominican Republic: Santo Domingo (2007)• Panama: Panama City (2009)• Turkey: Eskisehir (2012)
  7. 7. Our students and partners • Students generally 18 - 25 years of age. • Students are ethnically diverse - represent more than 40 countries. • Partners traditionally private universities; new initiatives with public universities.
  8. 8. So, where is Panama?
  9. 9. PANAMA PARTNER Quality Leadership UniversityPartnerships with ESC, University of Louisville, Towson University, Universidad de Chile and FIU
  10. 10. How we got started• Focus on adult learners• Strong online education program• Capacity to evaluate and transfer credits• International experience
  11. 11. BACKGROUND • Started January, 2009 • Currently 4th cohort • Average 20 – 30 students • Graduates – approx. 60 (Dec., 2012)
  12. 12. PROGRAM FORMAT • 10 week sessions • Occasional intensive 4 wk • One week residencies at beginning and end • Virtual midway “mini- residency” • Final exams week 11 • Complete 40 – 48 credits in 14 mos.
  13. 13. PANAMA STUDENTS • Marketing or International Business • Median age: 22.5 • Average credits upon entering: approx. 58 • Av. Credits ESC: 48 • % work – 85% • % other simultaneous studies – 10%
  14. 14. Demographics
  15. 15. Cultural considerations Hofstede Dimensions
  16. 16. Panama dimensions (Hofstede) 100 90 80 70 60 50 PANAMA USA 40 30 20 10 0 POWER DISTANCE UNCERTAINTY INDIVIDUALISM MASCULINITY LONG TERM AVOIDANCE ORIENTATION
  17. 17. Implications for Online PANAMA ONLINE• High context • Low context• Collectivist • Individualist• High power distance – may • Students construct hesitate to participate, ask understanding through questions participation; instructor doesn’t give a “right” answer• High uncertainty avoidance • Students resistant/anxious• English usually a second or • Communication relies third language heavily on reading and writing
  18. 18. Online education in Panama • Universidad Interamericana de Educación a Distancia (UNIEDPA) • Universidad Abierta y a Distancia de Panama (UNADP) • Universidad del Istmo (UDI) – Whitney International
  19. 19. Legal Considerations • Until recently all “distance” education required a face-to-face component • New legislation opens opportunities for 100% online • Any online programs in Panama must be approved by Higher Education authorities
  20. 20. QLU CONCERNS (Pre-) • There is nothing like face-to-face • Online perceived as for low income students • Perceived as lower quality • Risk of underperforming • Little instructor responsibility • Need some “success stories” • Need similar accreditation
  21. 21. QLU IS NOT ALONE “online programs only succeed if they are offered within cultures that accept them, or are at least willing to explore them… The issue is that our learners – their parents and our educational partners -- are unconvinced that online options have validity or worth. They are often categorized as impersonal, educationally ineffective, and simply introduced to reduce costs.” David Starr-Glass – Prague program, 2012
  22. 22. Student survey Before starting with SUNY/ESC, had you ever taken any online or blended courses? No • 80% students Yes, totally online Yes, some online work for a classroom based • 57% 20-24; course Yes, like ESC; part of the course online and 14% 25-29; part in a classroom 29% 40-49 How many blended or online courses have you taken with SUNY/ESC? • 79% male None 3 or less 4 to 6 7 - 10 more than 10
  23. 23. BEFORE x (MIS-)PERCEPTIONS• Students can do things whenever they want• There is too much reading & writing• Boring• NOT as good as face-to-face• IS reputable• Helps to balance school with other commitments
  24. 24. BEFORE CONCERNS CONTACT:QUALITY: -Not enough contact with– Won’t learn as much (#2) instructors (#1)– Degree considered inferior (#4) -Won t get questions answered (#3)PERSONAL PERFORMANCE -Not enough contact with- Workload (#6) classmates (#5)- Difficulties with technology (#7) - Feeling alone (#8)
  25. 25. OVERCOMING FEARS • Blended Learning model (Residencies) • Maximize face time • Proctored exams • On ground tutor • ESC support services give real time lectures • Mentor • Instructors use of Web 2.0 tools
  26. 26. Google Docs (Document creation/sharing) • Access anytime/anywhere • No losing documents due to a “crashed” computer • Small learning curve • See revision history • Everyone has same version • Free • Similar tools: Scribd, TypeWithMe, SlideShare • Related tools (File & resource sharing): DropBox, Livebinders, Dropio
  27. 27. Blogging • Student Journaling • It gives every student a voice • Students engage in new ideas through collaboration across the globe • Continuity of learning • Build and reconstruct knowledge • Panama/DR/Lebanon/NY Blog• Possible Tools: WordPress, Blogger, EduBlog, Posterous
  28. 28. • Allows for real time interaction • Sessions can be recorded and archived • Voice, chat box and phone-in options • Small group break-out rooms • Whiteboard, presentations, desktop and file sharing • Up to 6 web cam images• Similar tools: WebEx, Adobe Connect, Dimdim
  29. 29. VoIP • Free skype-to-skype calls (computer or mobile) • Skype to phone at low cost • Video call option • Online chat, IM to phones • File sharing • Video conferencing• Similar tools: Google Talk/Wave, Wallwisher, Gizmo
  30. 30. Changing Perceptions• Well-structured SUNY/ESC online program• SUNY/ESC professor credentials and commitment• SUNY/ESC courses demanding• Blended model provides instructor presence
  31. 31. Changing Perceptions• Student satisfaction• Student preference for blended model• Online requires student self -discipline• Online as effective as F2F
  32. 32. NOW Little change: Moderate change• 16% more no longer have a • 29% happy to find online isn’t strong opinion on balance boring• No one thinks online is • 21% discovered the reading disreputable and writing was manageable• 19% more no longer think online • 29% realized studying online is easy isn’t lonely• 14% more want to attend • 36% found the technology residencies (although 7% would wasn’t so difficult after all rather not)
  33. 33. NOWSignificant change: All in the top five Getting questions answered 12 Degree considered inferior 10 9 8 8 6 7 4 6 2 BEFORE 5 0 NOW 4 BEFORE 3 NOW 2 1 0 STRONGLY DISAGREE NEITHER AGREE STRONGLY DISAGREE AGREE AGREE NOR DISAGREE
  34. 34. NOW Not enough contact with instructors Not learn as much 912 8 710 6 8 5 4 6 3 2 BEFORE 4 BEFORE 1 NOW 2 0 NOW 0 Not enough contact with classmates 12 10 8 6 4 2 BEFORE 0 NOW
  35. 35. What contributes to a positiveexperience? TOP FIVE INTERVENTIONS • Face-to-face residency sessions with the professors • Regularly scheduled online live course sessions with my instructors • Regular online office hours or open chats with my instructors • Phone or skype conversations with my instructors • Support services like tutoring
  36. 36. Adjustments • Shorter final residency • Insertion of virtual mini-residency and mid-term • Increased use of Cloud Computing tools • Increased use of Elluminate /Blackboard Collaborate sessions to maintain instructor-student contact
  37. 37. Didn’t have the impact hoped Is online as good as face-to face? 6 5 4 3 BEFORE NOW 2 1 0 STRONGLY DISAGREE NEITHER AGREE AGREE STRONGLY AGREE DISAGREE NOR DISAGREE
  38. 38. Which model do you prefer? Now that I have experienced online learning, I prefer learning in a traditional classroom setting in a blended learning model (some online, some in a classroom) completely online No preference
  39. 39. Would you do it again? If you were able to start over again, would you still choose to participate in the program with SUNY/ESC? Yes No Not sure
  40. 40. Final thoughts • Cost • Online experiences should become required • Need for additional research
  41. 41. Contact Info Oscar León: oscar.leon@qlu.ac.pa Patrice Prusko Torcivia Patrice.Torcivia@esc.edu Lorette Pellettiere Calix Lorette.Calix@esc.edu •
  42. 42. References • Al Harti, A. ( 2005). Distance Higher Education Experiences of Arab Gulf Students in the United States: A cultural perspective. The International Review of Research in Open & Distance Learning. 6(3) http://www.irrodl.org/index.php/irrodl/article/viewArticle/263 /406 •
  43. 43. Survey comparative results online courses are easy BEFORE NOW BEFORE NOW change STRONGLY DISAGREE 0 1 50% 69% 19% DISAGREE 7 8 NEITHER AGREE NOR DISAGREE 4 2 29% 15% -13% AGREE 2 2 21% 15% -6% STRONGLY AGREE 1 0 students could do things whenever they want BEFORE NOW STRONGLY DISAGREE 0 2 36% 77% 41% DISAGREE 5 8 NEITHER AGREE NOR DISAGREE 1 1 7% 8% 1% AGREE 7 1 57% 15% -42% STRONGLY AGREE 1 1 online helps students balance school and work or BEFORE NOW other commitments STRONGLY DISAGREE 0 0 7% 0% -7% DISAGREE 1 0 NEITHER AGREE NOR DISAGREE 1 3 7% 23% 16% AGREE 6 4 86% 77% -9% STRONGLY AGREE 6 6
  44. 44. Survey comparative results online makes it easy to cheat BEFORE NOW STRONGLY DISAGREE 2 6 50% 92% 42% DISAGREE 5 6 NEITHER AGREE NOR DISAGREE 4 1 29% 8% -21% AGREE 2 0 21% 0% -21% STRONGLY AGREE 1 0 requires too much reading and writing BEFORE NOW STRONGLY DISAGREE 0 0 7% 21% 14% DISAGREE 1 3 NEITHER AGREE NOR DISAGREE 5 6 36% 43% 7% AGREE 7 3 57% 36% -21% STRONGLY AGREE 1 2 online learning is as good as face-to-face classes BEFORE NOW STRONGLY DISAGREE 1 1 43% 36% -7% DISAGREE 5 4 NEITHER AGREE NOR DISAGREE 4 4 29% 29% 0% AGREE 1 3 29% 36% 7% STRONGLY AGREE 3 2
  45. 45. Survey comparative results online learning is reputable BEFORE NOW STRONGLY DISAGREE 0 0 0% 0% 0% DISAGREE 0 0 NEITHER AGREE NOR DISAGREE 6 7 43% 50% 7% AGREE 5 5 50% 57% -7% STRONGLY AGREE 3 2 online studying is very lonely BEFORE NOW STRONGLY DISAGREE 1 1 36% 64% 29% DISAGREE 4 8 NEITHER AGREE NOR DISAGREE 5 2 36% 14% -21% AGREE 4 2 29% 21% -7% STRONGLY AGREE 0 1 the technology is difficult BEFORE NOW STRONGLY DISAGREE 2 3 29% 64% 36% DISAGREE 2 6 NEITHER AGREE NOR DISAGREE 4 2 29% 14% -14% AGREE 4 2 43% 21% -21% STRONGLY AGREE 2 1
  46. 46. Survey comparative results Not having enough contact with the professors BEFORE NOW STRONGLY DISAGREE 0 1 14% 57% 43% DISAGREE 2 7 NEITHER AGREE NOR DISAGREE 1 1 7% 7% 0% AGREE 8 3 79% 36% -43% STRONGLY AGREE 3 2 Feeling alone BEFORE NOW STRONGLY DISAGREE 3 3 50% 71% 21% DISAGREE 4 7 NEITHER AGREE NOR DISAGREE 2 1 14% 7% -7% AGREE 4 2 36% 21% -14% STRONGLY AGREE 1 1 Not being able to get my questions answered in time BEFORE NOW to do my work STRONGLY DISAGREE 1 2 29% 86% 57% DISAGREE 3 10 NEITHER AGREE NOR DISAGREE 1 0 7% 0% -7% AGREE 7 1 64% 14% -50% STRONGLY AGREE 2 1
  47. 47. Survey comparative results Not having much contact with my classmates BEFORE NOW STRONGLY DISAGREE 0 1 36% 79% 43% DISAGREE 5 10 NEITHER AGREE NOR DISAGREE 1 1 7% 7% 0% AGREE 7 1 57% 14% -43% STRONGLY AGREE 1 1 Not learning as much as I would in a regular classroom BEFORE NOW STRONGLY DISAGREE 2 2 14% 57% 43% DISAGREE 0 6 NEITHER AGREE NOR DISAGREE 1 2 7% 14% 7% AGREE 10 3 79% 29% -50% STRONGLY AGREE 1 1 My degree being considered inferior BEFORE NOW STRONGLY DISAGREE 3 2 21% 50% 29% DISAGREE 0 5 NEITHER AGREE NOR DISAGREE 2 5 14% 36% 21% AGREE 8 2 64% 14% -50% STRONGLY AGREE 1 0
  48. 48. Survey comparative results Being able to keep up with the workload BEFORE NOW STRONGLY DISAGREE 1 2 14% 64% 50% DISAGREE 1 7 NEITHER AGREE NOR DISAGREE 5 3 36% 21% -14% AGREE 6 1 50% 14% -36% STRONGLY AGREE 1 1 I wish we didn´t have to attend residencies BEFORE NOW STRONGLY DISAGREE 3 6 57% 71% 14% DISAGREE 5 4 NEITHER AGREE NOR DISAGREE 3 2 21% 14% -7% AGREE 3 1 21% 14% -7% STRONGLY AGREE 0 1 studying online is boring BEFORE NOW STRONGLY DISAGREE 3 5 43% 71% 29% DISAGREE 3 5 NEITHER AGREE NOR DISAGREE 2 3 14% 21% 7% AGREE 5 1 43% 7% -36% STRONGLY AGREE 1 0

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