This proposal outlines a plan to address challenges in the distance learning program at Smalltown State University. The program currently consists of three separate programs across different schools that use different learning management systems. This has led to a lack of central leadership and inconsistencies. The proposal recommends establishing central leadership and addressing faculty concerns, development and support, as well as improving online student services, faculty-student interaction, and standardizing the learning management system. The goal is to improve the program by combining resources under a unified model.
This document discusses a study that examined faculty involvement in blended instruction and their attitudes towards it at universities. The study surveyed coordinators and faculty at extensive doctoral research universities. It found that the most common blended method was supplementary online materials for face-to-face classes. Faculty were actively involved in designing online content and had positive attitudes towards blended instruction. Universities provided support like online help desks but faced challenges from high faculty workloads and lack of motivation to adopt blended models.
Alumni perceptions of their alma mater of a public university in ghanaAlexander Decker
This document summarizes a study that examined alumni perceptions of their alma mater, the University of Education, Winneba – Kumasi Campus (UEW-K) in Ghana. The study surveyed 408 alumni using a questionnaire. It found that alumni highly rated academic programs as an activity carried out by UEW-K. They also highly rated the qualification they obtained from the university as a value received. Alumni highly rated their desire to give to their alma mater as part of their willingness to support it. The study provides recommendations to university management to improve engagement with alumni.
Sustained Digital Learning Management Systems For Quality Educational Improve...Dustin Bessette, CIG
Learning management systems (LMS) are vital to learning environments and particularly in distance education. The use of learning management operations is typically based upon the needs of universities and colleges; however, educational tools are driven by learner-centered demands, e-learning, m-learning, and cost. Faculty, students, and administrators can all adapt to these technological changes if they are exposed to user-friendly platforms and software geared towards learner-centered outcomes. These quality improvements in operations need to be sustainable, as they will encounter transitions due to system and software enhancements over time. This paper will explore course delivery in the 21st century as it relates to e-learning and m-learning. Practitioners and academicians will gain knowledge regarding strategic planning learning management system upgrades. Further, the researchers will explore and provide understanding on forward thinking to address development and delivery for 21st century technology. Process improvements are achieved from adaption that lead to performance outcomes in education. The highest performance can be achieved with quality driven process improvement sustainable plans that are tied in to the performance, organization philosophy, and the andragogic learning style. Together, these quality paths can return value creation for learners, faculty, and administrators back to where it should sit- under the educational strategy framework.
Ivy Tech Community College is implementing student success courses as part of its efforts to increase completion rates through Achieving the Dream. The courses focus on academic skills, life skills, and college transition seminars. Initial data shows the courses have increased persistence and course completion rates. Ivy Tech plans to communicate about the courses through emails, websites and meetings to instructional teams, students and the public. The goal is to share best practices and the impact of using student success courses as part of a comprehensive first-year experience program.
Davidson, barry s. distance learning development nftej v22 n3 2011William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Applying Web-Enabled Problem-Based Learning and Self-Regulated Learning to Ad...nadiashaharil
This document summarizes a study that applied web-enabled problem-based learning (PBL) and self-regulated learning (SRL) approaches to a computing education course in Taiwan's vocational schools. The instructor redesigned the course and conducted experiments applying PBL, SRL, and their combinations to examine their effects. Survey results found that the web-enabled pedagogies had mostly positive impacts on students and reinforced the instructor's confidence in further applying them. The study provides valuable experience for other instructors looking to implement innovative instructional designs and e-learning.
This document discusses a study that examined faculty involvement in blended instruction and their attitudes towards it at universities. The study surveyed coordinators and faculty at extensive doctoral research universities. It found that the most common blended method was supplementary online materials for face-to-face classes. Faculty were actively involved in designing online content and had positive attitudes towards blended instruction. Universities provided support like online help desks but faced challenges from high faculty workloads and lack of motivation to adopt blended models.
Alumni perceptions of their alma mater of a public university in ghanaAlexander Decker
This document summarizes a study that examined alumni perceptions of their alma mater, the University of Education, Winneba – Kumasi Campus (UEW-K) in Ghana. The study surveyed 408 alumni using a questionnaire. It found that alumni highly rated academic programs as an activity carried out by UEW-K. They also highly rated the qualification they obtained from the university as a value received. Alumni highly rated their desire to give to their alma mater as part of their willingness to support it. The study provides recommendations to university management to improve engagement with alumni.
Sustained Digital Learning Management Systems For Quality Educational Improve...Dustin Bessette, CIG
Learning management systems (LMS) are vital to learning environments and particularly in distance education. The use of learning management operations is typically based upon the needs of universities and colleges; however, educational tools are driven by learner-centered demands, e-learning, m-learning, and cost. Faculty, students, and administrators can all adapt to these technological changes if they are exposed to user-friendly platforms and software geared towards learner-centered outcomes. These quality improvements in operations need to be sustainable, as they will encounter transitions due to system and software enhancements over time. This paper will explore course delivery in the 21st century as it relates to e-learning and m-learning. Practitioners and academicians will gain knowledge regarding strategic planning learning management system upgrades. Further, the researchers will explore and provide understanding on forward thinking to address development and delivery for 21st century technology. Process improvements are achieved from adaption that lead to performance outcomes in education. The highest performance can be achieved with quality driven process improvement sustainable plans that are tied in to the performance, organization philosophy, and the andragogic learning style. Together, these quality paths can return value creation for learners, faculty, and administrators back to where it should sit- under the educational strategy framework.
Ivy Tech Community College is implementing student success courses as part of its efforts to increase completion rates through Achieving the Dream. The courses focus on academic skills, life skills, and college transition seminars. Initial data shows the courses have increased persistence and course completion rates. Ivy Tech plans to communicate about the courses through emails, websites and meetings to instructional teams, students and the public. The goal is to share best practices and the impact of using student success courses as part of a comprehensive first-year experience program.
Davidson, barry s. distance learning development nftej v22 n3 2011William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Applying Web-Enabled Problem-Based Learning and Self-Regulated Learning to Ad...nadiashaharil
This document summarizes a study that applied web-enabled problem-based learning (PBL) and self-regulated learning (SRL) approaches to a computing education course in Taiwan's vocational schools. The instructor redesigned the course and conducted experiments applying PBL, SRL, and their combinations to examine their effects. Survey results found that the web-enabled pedagogies had mostly positive impacts on students and reinforced the instructor's confidence in further applying them. The study provides valuable experience for other instructors looking to implement innovative instructional designs and e-learning.
This document summarizes a study on the acceptance of the Blackboard learning management system (LMS) among students at INTI International University in Malaysia. It includes sections on definitions, theoretical framework, hypotheses, preliminary analysis, findings, and contributions. Key findings are that over 60% of INTI students actively use Blackboard, and functions like assignment submission and discussions are widely accepted. However, improvements could increase acceptance, such as clearer instructions, faster speed, and more training. The study found students want to use Blackboard but it needs enhancements to improve acceptance levels. Recommendations include improving the interface, speed, training, and developing new online learning functions.
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Universal Design for Postsecondary Students with DisabilitiesSarah Dutton
Postsecondary students with disabilities’ access to campus support services, trained faculty, and accommodations was examined in order to explore opportunities for applying universal design (UD) in postsecondary institutions. These students are not fully satisfied with the campus support services they receive and the accommodations available to them (Dowrick et al., 2005; Izzo et al., 2008; Reinschmiedt et al., 2013). Although specialized postsecondary programs for students with disabilities exist, these programs are not inclusive and limit students with disabilities’ access to a typical college experience in which they can interact with and learn from their peers (Papay & Bambara, 2012; Uditsky & Hughson, 2012). Training postsecondary campus support personnel and faculty in UD principles has the potential to alleviate some of the barriers to obtaining postsecondary education that students with disabilities face (Burgstahler & Moore, 2009; Dallas et al., 2014; Embry et al., 2005; Fang et al., 2006; Fleming, 2002; Hetzroni & Schrieber, 2004; Izzo et al., 2008; McGuire et al., 2006; Thomas & McKay, 2010).
An Analysis of Factors That Contribute To Low Student Success and Retention i...iosrjce
This study aimed at analysing the factors that contribute to low student success and retention in open
and distance learning (ODL) institutions. The Zimbabwe Open University (ZOU), Mashonaland East Regional
Centre was purposively selected for the study which adopted the case study design in order to provide a detailed
empirical investigation of the problem of retention rates in ZOU. The study employed the qualitative research
methodology. Data were gathered through focus group discussions, questionnaires and in-depth interviews to
enable data triangulation. The target population was 650 students who all took part in the survey. These were
drawn from all the four faculties of the University at the Mashonaland East Regional Centre. The study revealed
that student enrolment statistics at the ZOU - Mashonaland East Regional Centre experienced the worst decline
(40%) in 2009 between the first and second semester due to socio-economic and political challenges prevailing
in the country. The rate of decline in enrolment varied according to programmes. Also the participation of
women (44%) in distance education as compared to men (56%) at Mashonaland East Regional Centre was a
cause for concern. Financial challenges caused by low salaries and unfriendly fees policy was cited by almost
92% of the respondents as the major cause of student dropout. Institutional – related factors such as tutoring,
communication, library services and fees policy were said to be significantly contributing to student dropout.
The study made a number of recommendations among which were that ZOU needs to improve the quality and
effectiveness of student support services in the following areas: management of assignments, delivery of
tutorials, distribution of study materials, and publication of examinations. Tutorial time per module should be
increased (12 tutorial hours per module). ZOU should consider the advantages of the Block release method of
delivery as opposed to tutorials. Student queries, of whatever nature, must be addressed promptly and
effectively. It is also important for ZOU to create a billing system that will allow for some flexibility in fees
payment. An example would be allowing students to set up a payment plan. ZOU must adopt policies and
procedures that address the special needs of distance education students since distance education encompasses
a broad range of age groups.
Virtualizing the school during the covid 19Joshua Owolabi
The Covid-19 pandemic has affected health globally in a manner that this generation has never witnessed. The initial measures to mitigate these effects were focused on health interventions and remedies; rightly so. These had included public health measures including the lockdown, the test-and-contact-tracing and the social or physical distancing measures among others. Measures were also taken by different countries and states to mitigate the economic fallout and these had included palliatives for the people. Countries had borrowed and augmented their fiscal policies and fiscal priorities to cater for the COVID-19 effects. Then the question arises: what have we done with education in Africa? Education is arguably the most important way to address how COVID-19 would affect our future and the life of the generation whose education has been significantly impacted by this. This is the reason for this article!
International Journal of Computational Engineering Research(IJCER) is an intentional online Journal in English monthly publishing journal. This Journal publish original research work that contributes significantly to further the scientific knowledge in engineering and Technology
The document discusses a study exploring graduate teaching assistants' perceptions of facilitating online courses. It found that GTA's had generally positive experiences facilitating online discussions and building their technical skills, and saw online facilitation as a pathway to future online instruction. However, GTA's desired more training in online pedagogy and learning management systems. The researchers concluded that clearer expectations from instructors and opportunities to further develop online teaching skills could help online facilitation better prepare GTA's for careers in online education.
This document provides an overview of applied learning and experiential opportunities at SUNY campuses. It describes applied learning as learning through direct experience outside the classroom, such as internships, service learning, clinical work, and undergraduate research. The report details various applied learning models and activities used across SUNY schools. It also highlights initiatives at the SUNY Adirondack campus to expand internship experiences for students through faculty and staff collaboration.
LearnSmart adaptive teaching and student learning effectiveness An empirical ...Yann Abdourazakou
This document summarizes a research study that investigated the impact of the online adaptive learning tool LearnSmart on student learning effectiveness. The study examined the relationships between perceived competence, perceived challenge, instructors, perceived value, and satisfaction with LearnSmart. Survey responses from 197 students at a public university were analyzed. Regression analysis results showed that using LearnSmart improved students' perceived competence and increased their perceived value of and satisfaction with LearnSmart. Perceived value was also found to mediate the impact of perceived competence on satisfaction. The instructor played a significant role by facilitating student learning. Perceived challenge impacted perceived value but not satisfaction.
This instructor applied assessment techniques to evaluate the effectiveness of dynamic instructional methods in supporting student learning and confidence in an online course. A survey was administered to students to gauge how well tutorials and video instructions helped them understand assignments, software, and citation expectations. Findings indicated that software tutorials positively impacted success rates, and that video instructions helped facilitate group work. The instructor concluded that dynamic technical supports can improve student confidence in online learning environments.
Local Support for Online Learners with Possible Learning DisadvantagesTorstein Rekkedal
The document discusses support for online learners with potential learning disabilities. It notes that an estimated 10% of vocational students have severe reading/writing disabilities. While technology can benefit those with disabilities, not all students can access it. The document advocates for individualized distance learning combined with local support and guidance in a "learning room" setting. Interviews found that this approach works better than online-only or classroom learning for many rehabilitation students, providing flexibility and addressing anxiety from prior school experiences. Students and case managers believe the learning room model effectively supports returning to work.
Jisc webinar: Curriculum design: Changing the paradigmJisc
This document summarizes a webinar on curriculum design presented by Helen Beetham and Marianne Sheppard. The webinar aimed to provide a greater understanding of how a strategic approach to curriculum design can lead to better learner and stakeholder outcomes. It covered key challenges in curriculum design, areas of transformation including learning, curriculum and institutions, and actions institutions can take. Examples of curriculum design projects from various universities were also discussed. The webinar encouraged interaction from participants on polling questions regarding their institution's curriculum challenges and priorities.
Part 1 challenges presentation (josmar borg)Josmar Borg
The document discusses the challenges of integrating online and face-to-face learning in blended learning environments (BLEs). It identifies several key challenges, including finding the right blend of online and in-person instruction, educator resistance to changing pedagogies, ensuring adequate support for students, and overcoming cultural barriers to more independent online learning. The document emphasizes that successful BLEs require a student-centered design and flexible approach to address these challenges.
20140908 Alger Teacher Incentive Pay that WorksVicki Alger
This document provides a summary of a report on teacher incentive pay programs around the world. It discusses 10 case studies of effective programs that reward teachers based on student achievement. Two successful group incentive programs are from Chile and Dallas, Texas that keep teachers motivated by carefully defining incentive award groups. Two individual incentive programs that focus on student achievement are from Little Rock, Arkansas and England. The report also discusses programs that combine group and individual incentives. It provides lessons for policymakers on defining expectations, supporting teachers, rewarding performance, building sustainable programs, and promoting continuous improvement.
Administrative Support of Faculty Preparation and Interactivity in Online Tea...William Kritsonis
Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
It is well evidenced that students with visual impairments have basic learning experiences because they do not able to observe other objects and visuals and their educational needs of the visually impaired students may vary from person to person. This study focused on investigating the challenges facing visually impaired students who are in open and distance learning model using prior empirical literature review. Findings using contents analysis have indicated that university social view, inadequate resources and unfriendly university environment are the main challenges affecting their academic progress. The study have recommended that the university should ensure that learning environments for people with physical disabilities to have specific considerations in design and implementation to ensure their appropriateness and accessibility.
2011Challenges and Successess in Faculty DevelopmentWCET
This document discusses challenges and strategies for faculty development at different types of institutions. It profiles three institutions: Grand Canyon University (for-profit), Park University (private non-profit), and Boise State University (public). All three institutions face challenges related to communication, resources, and motivating adjunct and full-time faculty. However, they employ different strategies like online portals, communities of practice, and stipends to better support faculty and scale development programs. Key themes are creating community, effective communication, pedagogical focus, and flexible faculty development models.
Case Study Innovative Collaboration Technologies 2013 NovTerry Vahey
San José State University is piloting new educational technologies and methods to improve learning outcomes, increase access, and reduce time to graduation. They are testing virtual classrooms, flipped classrooms, asynchronous learning, and hybrid models using Cisco, Google, and other collaboration tools. This allows more flexible scheduling and remote participation. SJSU aims to democratize higher education and make it more affordable and accessible to diverse students. Early results show these new approaches are adding flexibility and engagement.
The document discusses issues with an uncoordinated distance learning program at Smalltown State University and proposes solutions. It identifies three main issues: 1) a lack of central leadership over distance programs, 2) insufficient student support services, and 3) multiple learning management systems causing confusion. To address these, it proposes forming a team to coordinate the distance program, select a single learning management system, and improve student and faculty support. The goal is to create a collaborative distance learning program that supports students, addresses online learning and instruction, and retains students and faculty.
This document summarizes a study on the acceptance of the Blackboard learning management system (LMS) among students at INTI International University in Malaysia. It includes sections on definitions, theoretical framework, hypotheses, preliminary analysis, findings, and contributions. Key findings are that over 60% of INTI students actively use Blackboard, and functions like assignment submission and discussions are widely accepted. However, improvements could increase acceptance, such as clearer instructions, faster speed, and more training. The study found students want to use Blackboard but it needs enhancements to improve acceptance levels. Recommendations include improving the interface, speed, training, and developing new online learning functions.
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Universal Design for Postsecondary Students with DisabilitiesSarah Dutton
Postsecondary students with disabilities’ access to campus support services, trained faculty, and accommodations was examined in order to explore opportunities for applying universal design (UD) in postsecondary institutions. These students are not fully satisfied with the campus support services they receive and the accommodations available to them (Dowrick et al., 2005; Izzo et al., 2008; Reinschmiedt et al., 2013). Although specialized postsecondary programs for students with disabilities exist, these programs are not inclusive and limit students with disabilities’ access to a typical college experience in which they can interact with and learn from their peers (Papay & Bambara, 2012; Uditsky & Hughson, 2012). Training postsecondary campus support personnel and faculty in UD principles has the potential to alleviate some of the barriers to obtaining postsecondary education that students with disabilities face (Burgstahler & Moore, 2009; Dallas et al., 2014; Embry et al., 2005; Fang et al., 2006; Fleming, 2002; Hetzroni & Schrieber, 2004; Izzo et al., 2008; McGuire et al., 2006; Thomas & McKay, 2010).
An Analysis of Factors That Contribute To Low Student Success and Retention i...iosrjce
This study aimed at analysing the factors that contribute to low student success and retention in open
and distance learning (ODL) institutions. The Zimbabwe Open University (ZOU), Mashonaland East Regional
Centre was purposively selected for the study which adopted the case study design in order to provide a detailed
empirical investigation of the problem of retention rates in ZOU. The study employed the qualitative research
methodology. Data were gathered through focus group discussions, questionnaires and in-depth interviews to
enable data triangulation. The target population was 650 students who all took part in the survey. These were
drawn from all the four faculties of the University at the Mashonaland East Regional Centre. The study revealed
that student enrolment statistics at the ZOU - Mashonaland East Regional Centre experienced the worst decline
(40%) in 2009 between the first and second semester due to socio-economic and political challenges prevailing
in the country. The rate of decline in enrolment varied according to programmes. Also the participation of
women (44%) in distance education as compared to men (56%) at Mashonaland East Regional Centre was a
cause for concern. Financial challenges caused by low salaries and unfriendly fees policy was cited by almost
92% of the respondents as the major cause of student dropout. Institutional – related factors such as tutoring,
communication, library services and fees policy were said to be significantly contributing to student dropout.
The study made a number of recommendations among which were that ZOU needs to improve the quality and
effectiveness of student support services in the following areas: management of assignments, delivery of
tutorials, distribution of study materials, and publication of examinations. Tutorial time per module should be
increased (12 tutorial hours per module). ZOU should consider the advantages of the Block release method of
delivery as opposed to tutorials. Student queries, of whatever nature, must be addressed promptly and
effectively. It is also important for ZOU to create a billing system that will allow for some flexibility in fees
payment. An example would be allowing students to set up a payment plan. ZOU must adopt policies and
procedures that address the special needs of distance education students since distance education encompasses
a broad range of age groups.
Virtualizing the school during the covid 19Joshua Owolabi
The Covid-19 pandemic has affected health globally in a manner that this generation has never witnessed. The initial measures to mitigate these effects were focused on health interventions and remedies; rightly so. These had included public health measures including the lockdown, the test-and-contact-tracing and the social or physical distancing measures among others. Measures were also taken by different countries and states to mitigate the economic fallout and these had included palliatives for the people. Countries had borrowed and augmented their fiscal policies and fiscal priorities to cater for the COVID-19 effects. Then the question arises: what have we done with education in Africa? Education is arguably the most important way to address how COVID-19 would affect our future and the life of the generation whose education has been significantly impacted by this. This is the reason for this article!
International Journal of Computational Engineering Research(IJCER) is an intentional online Journal in English monthly publishing journal. This Journal publish original research work that contributes significantly to further the scientific knowledge in engineering and Technology
The document discusses a study exploring graduate teaching assistants' perceptions of facilitating online courses. It found that GTA's had generally positive experiences facilitating online discussions and building their technical skills, and saw online facilitation as a pathway to future online instruction. However, GTA's desired more training in online pedagogy and learning management systems. The researchers concluded that clearer expectations from instructors and opportunities to further develop online teaching skills could help online facilitation better prepare GTA's for careers in online education.
This document provides an overview of applied learning and experiential opportunities at SUNY campuses. It describes applied learning as learning through direct experience outside the classroom, such as internships, service learning, clinical work, and undergraduate research. The report details various applied learning models and activities used across SUNY schools. It also highlights initiatives at the SUNY Adirondack campus to expand internship experiences for students through faculty and staff collaboration.
LearnSmart adaptive teaching and student learning effectiveness An empirical ...Yann Abdourazakou
This document summarizes a research study that investigated the impact of the online adaptive learning tool LearnSmart on student learning effectiveness. The study examined the relationships between perceived competence, perceived challenge, instructors, perceived value, and satisfaction with LearnSmart. Survey responses from 197 students at a public university were analyzed. Regression analysis results showed that using LearnSmart improved students' perceived competence and increased their perceived value of and satisfaction with LearnSmart. Perceived value was also found to mediate the impact of perceived competence on satisfaction. The instructor played a significant role by facilitating student learning. Perceived challenge impacted perceived value but not satisfaction.
This instructor applied assessment techniques to evaluate the effectiveness of dynamic instructional methods in supporting student learning and confidence in an online course. A survey was administered to students to gauge how well tutorials and video instructions helped them understand assignments, software, and citation expectations. Findings indicated that software tutorials positively impacted success rates, and that video instructions helped facilitate group work. The instructor concluded that dynamic technical supports can improve student confidence in online learning environments.
Local Support for Online Learners with Possible Learning DisadvantagesTorstein Rekkedal
The document discusses support for online learners with potential learning disabilities. It notes that an estimated 10% of vocational students have severe reading/writing disabilities. While technology can benefit those with disabilities, not all students can access it. The document advocates for individualized distance learning combined with local support and guidance in a "learning room" setting. Interviews found that this approach works better than online-only or classroom learning for many rehabilitation students, providing flexibility and addressing anxiety from prior school experiences. Students and case managers believe the learning room model effectively supports returning to work.
Jisc webinar: Curriculum design: Changing the paradigmJisc
This document summarizes a webinar on curriculum design presented by Helen Beetham and Marianne Sheppard. The webinar aimed to provide a greater understanding of how a strategic approach to curriculum design can lead to better learner and stakeholder outcomes. It covered key challenges in curriculum design, areas of transformation including learning, curriculum and institutions, and actions institutions can take. Examples of curriculum design projects from various universities were also discussed. The webinar encouraged interaction from participants on polling questions regarding their institution's curriculum challenges and priorities.
Part 1 challenges presentation (josmar borg)Josmar Borg
The document discusses the challenges of integrating online and face-to-face learning in blended learning environments (BLEs). It identifies several key challenges, including finding the right blend of online and in-person instruction, educator resistance to changing pedagogies, ensuring adequate support for students, and overcoming cultural barriers to more independent online learning. The document emphasizes that successful BLEs require a student-centered design and flexible approach to address these challenges.
20140908 Alger Teacher Incentive Pay that WorksVicki Alger
This document provides a summary of a report on teacher incentive pay programs around the world. It discusses 10 case studies of effective programs that reward teachers based on student achievement. Two successful group incentive programs are from Chile and Dallas, Texas that keep teachers motivated by carefully defining incentive award groups. Two individual incentive programs that focus on student achievement are from Little Rock, Arkansas and England. The report also discusses programs that combine group and individual incentives. It provides lessons for policymakers on defining expectations, supporting teachers, rewarding performance, building sustainable programs, and promoting continuous improvement.
Administrative Support of Faculty Preparation and Interactivity in Online Tea...William Kritsonis
Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
It is well evidenced that students with visual impairments have basic learning experiences because they do not able to observe other objects and visuals and their educational needs of the visually impaired students may vary from person to person. This study focused on investigating the challenges facing visually impaired students who are in open and distance learning model using prior empirical literature review. Findings using contents analysis have indicated that university social view, inadequate resources and unfriendly university environment are the main challenges affecting their academic progress. The study have recommended that the university should ensure that learning environments for people with physical disabilities to have specific considerations in design and implementation to ensure their appropriateness and accessibility.
2011Challenges and Successess in Faculty DevelopmentWCET
This document discusses challenges and strategies for faculty development at different types of institutions. It profiles three institutions: Grand Canyon University (for-profit), Park University (private non-profit), and Boise State University (public). All three institutions face challenges related to communication, resources, and motivating adjunct and full-time faculty. However, they employ different strategies like online portals, communities of practice, and stipends to better support faculty and scale development programs. Key themes are creating community, effective communication, pedagogical focus, and flexible faculty development models.
Case Study Innovative Collaboration Technologies 2013 NovTerry Vahey
San José State University is piloting new educational technologies and methods to improve learning outcomes, increase access, and reduce time to graduation. They are testing virtual classrooms, flipped classrooms, asynchronous learning, and hybrid models using Cisco, Google, and other collaboration tools. This allows more flexible scheduling and remote participation. SJSU aims to democratize higher education and make it more affordable and accessible to diverse students. Early results show these new approaches are adding flexibility and engagement.
The document discusses issues with an uncoordinated distance learning program at Smalltown State University and proposes solutions. It identifies three main issues: 1) a lack of central leadership over distance programs, 2) insufficient student support services, and 3) multiple learning management systems causing confusion. To address these, it proposes forming a team to coordinate the distance program, select a single learning management system, and improve student and faculty support. The goal is to create a collaborative distance learning program that supports students, addresses online learning and instruction, and retains students and faculty.
The document outlines steps for developing a budget for a small healthcare organization. It recommends adopting a variable budget that recognizes fluctuating expenses and activity levels. A periodic moving budget adjusted every 3 months allows using more up-to-date information. Flexible line items that can be cut if needed include routine painting, unfilled vacancies, overtime pay, optional training and extended purchase periods. The budget serves as a planning and control tool that reflects the organization's structure and delegation of authority.
The document provides instructions for creating an online tutorial to teach learners how to locate journal articles using the library's "Locate Journals" service. It includes a task analysis that breaks down the process into 4 main steps: 1) identifying the article journal from the citation, 2) navigating to the library homepage, 3) locating a database containing the article, 4) finding the article within the database. It also lists learning objectives and performance measurements to test learners' ability to complete each step of the process independently online.
Tomorrow's Learners, Tomorrow's Technologies: Preparing for the Predictionslolafrancis
The document discusses current and predicted trends in educational technology based on a literature review, including increased use of mobile devices, apps, gaming and gesture-based computing, as well as how programs are being evaluated through learning analytics and the characteristics of future learners as millennials who expect instant access to information online.
Backward chaining is a research technique where a researcher uses the references in a source to find additional relevant information. It involves following the footnotes or endnotes in sources of interest to find new sources. A tutorial is an effective way to teach backward chaining, as it includes questioning, problem solving, and testing to reinforce learning. The process overview outlines the steps: 1) find a credible source, 2) review references, 3) select relevant references, 4) determine source type, 5) find tool to locate source, 6) locate tool, 7) enter info and find source, 8) select source from results, 9) repeat for all references. Text, audio, and visuals are effective instructional media,
The document outlines a needs assessment plan to determine how to help Nebraska high school librarians assist students in UNO's Dual Enrollment program. The target audience includes librarians of varying experience levels. To understand their needs, the author will survey the librarians and collect data on their familiarity with UNO resources, time available, and skill levels. The author will also survey students, parents, and UNO coordinators. After analyzing the results, the author will design a workshop to provide training, resources, and support to help the librarians achieve their goals of assisting dual enrollment students. The author will get feedback after the workshop to evaluate its effectiveness and improve future efforts.
Irrigation management is important for plant growth in Tamil Nadu, where the percentage of irrigated land ranges widely from 0.1% to 88% depending on the district. Irrigation is necessary due to the uncertainty of monsoon rainfall, uneven rainfall distribution, effects of different regional rainfall patterns, cultivation of high-yielding crops, and differences in soil water holding capacity. The suitability of water for irrigation depends on the amounts and types of salts present, including cations like calcium, magnesium, and sodium, and anions like chloride, sulfate, and carbonate. Water is assessed based on total salt concentration, sodium adsorption ratio, and boron content.
The document proposes strategies to reduce hospital readmission rates by 50% in 12 months. It recommends that the pharmacy department educate patients on medications to contribute a 30% reduction. The transportation department will offer rides to follow-up appointments to contribute a 10% reduction. The IT department will call patients after discharge to check on medications and needs, also contributing a 10% reduction. Department heads will submit monthly reports on readmissions which will be quantified and incentives tied to goals. A study will assess if the strategies ("Educate and Follow up initiative") reduced readmissions compared to previous rates.
The best things about civil engineering and scope and benifit of studying civil engineering are discussed. Few of the slides is a copy from different presentations compiled into one. A complete idea on what a civil engineer will do and what he will learn has been discussed
This document presents innovative eco-friendly housing construction methods using recycled materials. It describes using light-weight bricks made from recycled paper, eco-concrete made by mixing bagasse ash with ordinary Portland cement, and paper tubes for inner partition walls. These materials allow for easy, cost-effective construction with less skilled labor and quick construction times. Research has shown that light-weight bricks and eco-concrete are cheaper and provide benefits like thermal insulation and shock absorption. The document concludes that these innovative materials can enable sustainable, affordable housing solutions.
A 47-year-old male presented with progressive abdominal pain for 1 month. Imaging of the scrotum and testes is discussed. The document outlines anatomy, imaging modalities including ultrasound, MRI and CT. Common pathologies are discussed such as testicular masses including different types of cancers like seminoma, embryonal carcinoma, yolk sac tumor, teratoma and choriocarcinoma. Staging and tumor markers are also mentioned.
This document provides an overview of various renal infectious and inflammatory diseases. It begins by outlining pyelonephritis, including predisposing factors, clinical presentation, imaging findings on ultrasound, CT, and pathology. Complications of pyelonephritis such as abscesses, emphysematous pyelonephritis, and pyonephrosis are then reviewed. The document concludes by discussing other infectious conditions including tuberculosis, xanthogranulomatous pyelonephritis, renal malakoplakia, and fungal disease. Imaging findings and characteristics of each condition are emphasized.
Ureteral stents are used to relieve benign or malignant obstruction of the ureter or as an adjunct to stone therapy. They are typically placed cystoscopically with the proximal coil in the renal pelvis and distal coil in the bladder. Complications can include malposition if too short or long, migration, urinary tract infection, inadequate relief of obstruction, encrustation, fracture, or erosion of the ureter. Careful positioning and timely removal are important to prevent complications.
This document discusses various cystic renal diseases. It begins with an overview of simple renal cysts and complicated cysts. It then covers specific diseases including polycystic kidney disease (autosomal dominant and recessive), multicystic dysplastic kidneys, medullary sponge kidney, medullary cystic disease, localized cystic renal disease, and renal sinus cysts. For each condition, it provides details on pathogenesis, clinical presentation, and imaging findings.
What is blended learning? Hear from the experts at Reading Horizons and learn how blended learning is permanently changing the structure of education. Visit www.readinghorizons.com or follow Reading Horizons on social media to learn more about blended learning.
Accelerating Students Forward To Excellence With UCF OnlineAllison Thompson
This document discusses the University of Central Florida's (UCF) fully online initiative called UCF Online. It aims to expand access to affordable higher education opportunities regardless of location or life circumstances. The Center for Distributed Learning leads UCF's online learning efforts and ensures quality and standards are maintained. UCF Online offers reduced fees and provides success coaches and student support services to foster online student success and transitions, especially for Florida college transfer students, through partnerships with state colleges. The future of UCF Online includes growing enrollment and continuing to advance online learning excellence.
The document proposes updates to Central Connecticut State University's early intervention program to improve student success and retention. It recommends implementing a new StudentPRO system to provide students with self-assessments and notifications about their academic progress. Faculty would use the system to flag at-risk students, who would then be required to meet with an advisor ("PRO") to develop a success plan connecting them with campus resources and support services. The proposal aims to increase collaboration between faculty, staff and administrators to better engage and support students through an early intervention program.
This document provides a research proposal that examines the role of tutorials in distance and non-formal education. The objectives are to identify the impact of tutorials on distance learners, explain the role of tutorials in distance learning, uncover tutorial practices of course tutors, and provide recommendations for improving tutorial strategies. The methodology will use a mixed methods approach, collecting data through a validated questionnaire distributed to a stratified random sample of 300 students enrolled in education programs from multiple tehsils in Bahawalpur district. The research aims to evaluate tutorial effectiveness and tutor performance to enhance distance learning outcomes.
Academic Support Services And Administration In ODL SystemsBecky Gilbert
This document discusses academic support services and administration in open and distance learning (ODL) systems. It defines learner support services and explains their importance in ODL, noting they help meet students' academic and socio-psychological needs. It describes different models of study centers, which are important for providing support services. It outlines the roles of various staff in delivering academic support, including study center directors, instructional facilitators, and knowledge technologists. Overall, the document emphasizes that academic support is crucial for students' success in ODL systems by providing guidance, facilitating learning, and supporting their progress.
This document summarizes a study on the challenges and opportunities faced by faculty members in participating in online learning for professional development. The study was conducted with faculty across 28 countries in the Laureate International Universities network. Key findings were that time management was the main challenge reported, while the opportunity to reflect on their teaching role was most commonly cited. The document provides background on the need for improved faculty training and development, and how online learning is a scalable option to reach faculty globally. It reviews literature supporting online learning as an effective means of professional development.
This session is aimed at managers with responsibility for the delivery and evaluation of online learning and teaching. As a result of the Covid-19 pandemic colleges have been forced to make an abrupt shift to remote learning, often existing in makeshift offices. Join us as we examine the challenges that this new environment presents and the lessons learned thus far from approaches developed in other UK nations and further afield.
We will share our thoughts on what leaders have learned about how to manage their institution during this difficult time and how they are addressing the challenges now and anticipating those in the future. Colleagues will be invited to join the discussion, raise questions and contribute examples from their own experience.
Presentation delivered by Ian Beach, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=kG0lCuRRX2U
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...Sheila Sinclair
This study evaluated the effectiveness of a rubric for assessing competency-based course design and student success in an undergraduate program. The rubric was used to evaluate 12 new competency-based courses in the program. The results showed a correlation between high-scoring courses on the rubric and higher student assessment scores, suggesting the rubric is effective in evaluating course quality and predicting student success. The study recommends focusing on active student learning, increased mentor support and feedback, and opportunities to practice skills to improve course design.
Example chartRunning head HIGH IMPACT LEARNING.docxSANSKAR20
Example chart
Running head: HIGH IMPACT LEARNING
1
HIGH IMPACT LEARNING
9
High Impact Learning
Student Name
Institutional Affiliations
Course
Professor’s Name
Date
Positive impacts of High Impact Learning
In the recent past, there have been low rates of student retention in colleges and universities. There is a very high disparity between students that joining first year and those that would finish their fourth year (Kuh, 2008). Due to the increasing rates of student dropouts, universities have come up with high impact programs that are aimed at increasing the rates of student retention in universities. The first strategy that is showing hope in the current times is that one which is geared towards ensuring that the first year students enroll in seminars that allow them to develop teams that they are going to help each other learn and do some extracurricular activities throughout their time in the university. The second strategy that has been used by universities is learning communities where students are expected to write some assignments and do funded research in their field of study(Kilgo, Sheets, & Pascarella, 2015). Apart from that, students also get to interact with other students from all over the globe not mentioning the internship and capstone courses and projects. All these strategies are focused on making education more engaging, easy and involving for each and every student in the university. Examples of Universities that have implemented high impact programs are, Brock University, Florida state university, and Trent University.
High Impact Learning Programs In Specific Universities
Brock University
Located in St. Catherine, Ontario, Canada, Brock University has come up with some strategies through which they could increase the rates of retentions for their students not only in the freshman year but also throughout their entire course in the university.
Type of program
Providers
Target students
Targeted effects
Online working skills workshops
Faculty of art and social sciences
First year students
To reduce the chances of drop outs in order to get a job.
Study skills workshops
The university through organized workshops with paid speakers
All students
To make It easy for students to study and thus get the most out of their learning.
Documentation workshops
The university
All students
To help the students have an easy time when doing their assignments and exams
Exam preparation communities
The student body
All students
This program aims at helping students have an easy time when preparing for their exams.
Enrolling all students in extracurricular activities
The university
All students
This program is meant to tie down the students to the university since if most students have what to do at the university, they will not abscond studies at any given time.
With the implementation of the strategy, Brock University as witnessed a significant 5% rise in the rate of student retention since 2011. ...
Augmenting Higher Education Students Work Experiences Preferred Purposes An...Tony Lisko
This document summarizes a study that examined higher education students' preferred purposes and processes for augmenting their work experiences. A survey of healthcare students found they prefer processes that help gauge and develop their occupational capacities and readiness for employment. They prefer interventions led by teachers or experts over student-led ones. However, students placed low value on peer assistance and feedback, contrary to recent literature indicating peers are highly valued. The study aims to identify effective ways to utilize work experiences and resources invested in them.
Distance education is education that uses technology to deliver instruction to students who are separated from the instructor. It allows students who cannot be physically present in a classroom to still participate in learning. While it provides flexibility and accessibility, distance education may lack hands-on interaction. Successful distance education requires developing a learning community and classroom culture through online communication and establishing expectations for student participation and etiquette in virtual settings.
There is a information about;
1- What is distance education?
2- What are the advantages and disadvantages of distance education?
3- How can you evaluate your student in Distance Education?
4- What are the criteria to evaluate in Distance Education?
This is a Walden University course (EDUC 8103), A8: Course Project—Program Proposal. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
A Tracer Study on the Graduates of Bachelor of Secondary Education Major in E...Erica Thompson
This document provides background information on a study that aims to trace graduates of the Bachelor of Secondary Education in English program at Tarlac State University College of Education from the 2014-2015 batch. The study seeks to understand the graduates' employment profiles, acquired teaching skills and competencies, ratings of university support services, and implications of the program. Conducting tracer studies is important for evaluating curriculum relevance and graduate outcomes. The results of this study will provide feedback to improve the English education program and help the university adapt to current needs and demands.
Running Head EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1EV.docxtodd271
Running Head: EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1
EVOLVING NEEDS OF COMMUNITY COLLEGE SUDENTS5
Evolving needs of Community College Students
Students Name
Institutional Affiliation
Evolving Needs of Community College Students
Historical Background
Community colleges were initially not distinctly identified on their own. Until the Clinton reforms of community colleges in the 1980s, community colleges were no different from junior colleges. The programs and organizational culture were not as developed, and the student needs were rarely attended to in the diverse way that they are today (Gavazzi et al., 2018). Students were assumed to be homogenous, with either a low economic background or substantially flat academic prowess. After the recognition and reinstatement as accredited institutions of merit, community college missions changed and became more student-centered.
The core programs were initially only vocational and for transfer to university purposes. Developmental education was not adequately developed, yet it contributed in a massive way to student retention and the student's ability to finish the program and progress to higher education. Community colleges have been very rigid in their approach to learning, governance, and even administration (Beach, 2011). Most of the changes that occur do not affect the entire institution but are marginalized to transform only a select few. These changes either influence a certain courses based on profitability or the trends in the business world, but rarely extend to other programs within the colleges.
Fiscal policies in community colleges are primarily dependent on the federal government because community college facilities are supposed to encourage the most economically disadvantaged. Tuition is very low compared to the capacity building needed to run the institutions, and the result is that the community colleges suffer from an ultimate shortage in the facility and consolidated programs that undermine the skill sets offered to the students (O'Banion, 2019). Traditionally this has been crippling the system’s ability to change the approach in which the curriculum, administration and governance is run.It creates a shortage of staff for capacity building purposes and an overall decline in the quality of education offered within the institution.
Current issues
Current issues relating to students' evolving needs include student performances that have been diverse depending on factors such as program choice. Programs in health sciences, for instance, have seen a very consistent high-performance culture that has been aided by the level of competency that the students in the courses (Fugle & Falk, 2015). About 98 percent of the students in classes such as a physician assistant, physical and occupational therapy, radiologic technicians, and nursing assistance have seen a very high return on investment in terms of their absorption into the workforce or their progression into b.
This document provides an overview of competency-based education (CBE), which focuses on assessing what students know rather than how much time they spend in class. It discusses how CBE differs from traditional college degrees by being self-paced, rewarding prior learning and experience, and measuring success through completing assessments that demonstrate learning outcomes. The document also notes growing support for CBE from the US government, Department of Education, National Governors Association, and Carnegie Foundation.
1) The document discusses advocating for standards in student affairs departments at African universities, using the University of Botswana as a case study. It argues that establishing standards can help professionalize student affairs and add value to higher education institutions in Africa.
2) Some benefits of professionalizing student affairs discussed include developing a common language of assessment, gaining legitimacy from internal and external stakeholders, and better addressing students' personal needs through comprehensive support services.
3) The document examines characteristics of a profession and how student affairs has evolved from a practice to a profession in Africa. Developing professional organizations and standards can help student affairs professionals gain confidence and promote student success.
Distance education case study 1 describes an online distance learning program offered by Coleg Sir Gâr. The program delivers fully online ICT certificate courses through a virtual learning environment. Learners complete self-paced study of online course materials and assessments with tutor support available. The program aims to provide flexible, online education to workers and individuals in rural areas with limited campus access.
The document discusses developing training for higher education institutions to improve student retention. It proposes that training focus on creating a student-centered experience through proactive communication and relationship building between students and staff. The training would teach departments how their interactions impact student success and retention. It then outlines a plan to implement the training, including gathering input from students and staff, developing the training with educational experts, testing it on a group, and rolling it out online and in-person to all employees. The goal is for training to make employees sensitive to student needs and how their communication can build relationships and support student retention.
1. Running head: DISTANCE LEARNING PROGRAM RECOVERY PLAN 1
Smalltown State University Distance Learning Program
Lola Gilbert
Capella University
ED 7212
Lola Gilbert, MISLT (MLS)
1216 Greenfield Place #201
O’Fallon, IL 62269
lfgilbert@mckendree.edu
2. DISTANCE LEARNING PROGRAM RECOVERY PLAN 2
Business Proposal Summary
This proposal outlines the plan for addressing the challenges currently being experienced by the distance
learning program at Smalltown State University. Areas addressed include the following: faculty buy-in,
faculty development, policies addressing faculty concerns, faculty selection, faculty compensation, faculty
workload, faculty support, faculty satisfaction, online student services, faculty-student interaction, and
learning management systems.
Keywords: business plan proposal, distance learning, student satisfaction
3. DISTANCE LEARNING PROGRAM RECOVERY PLAN 3
Table of Contents
Section Subsection Subsection of Subsection Page
Purpose 4
Current Situation 4
Existing Programs 4
Distance Program Issues 5
Central Leadership 5
Concerned Student Perspective 5
Vision 8
Areas to Address 8
Faculty 8
Faculty Buy-in 8
Faculty Development 9
Policies Addressing Faculty
Concerns
9
Faculty Selection 10
Faculty Compensation 10
Faculty Workload 10
Faculty Support 11
Faculty Satisfaction 11
Learners 11
Online Student Services 12
Faculty-Student Interaction 12
Learning Management Systems 13
Future Situation 14
Goals 14
Team Structure 15
Team Goals 15
Benefits 16
Challenges 16
Conclusion 16
4. DISTANCE LEARNING PROGRAM RECOVERY PLAN 4
Business Plan Proposal
Purpose
The purpose of this business plan proposal is to examine the current issues affecting the distance
education program at Smalltown State University (SSU) and to explore possible methods for resolving
those issues.
Current Situation
Existing programs.
Three distance learning programs currently exist at SSU. During the last five years, the College
of Business implemented a Bachelor of Science in Business Administration distance learning program at
SSU. Shortly afterwards, the College of Arts and Sciences began offering courses online. Following that,
the Information Systems department launched its own distance learning courses. Each of the three
programs has its own leadership team and learning management system.
Table 1
Distance Learning Programs by School
School Offerings Area Technology
College of Business
Bachelor of Science
Degree
Business
Administration
Open Source Learning
Management System
College of Arts &
Sciences
Courses Arts & Sciences
Commercially Produced
Learning Management
System
Information Science
Department
Courses Information Science Customized Web Pages
Image Caption: Table 1
According to the Office of Postsecondary Education’s 2006 report, institutions need to justify the
existence of any distance education programs that they provide. Institutions should also clarify the
mission of these distance education programs and how the program fits into to the mission of the school.
The report specifically addresses institutions with limited offerings, such as SSU, and advises institutions
what reviewers expect to find during the accreditation process, “For an institution that is offering courses
but no full programs, or only a program or two, the reviewer expects to find a well-articulated statement of
why the institution is developing the courses/programs. This might be included in planning documents or
be noted by the academic dean or department head during interviews” (Office of Postsecondary
5. DISTANCE LEARNING PROGRAM RECOVERY PLAN 5
Education, 2006, p. 4). The existence of a clearly defined distance education mission is necessary not
only to show just cause for having the program, but also for guiding the university with program planning
and evaluation.
Distance program issues.
Smalltown State University has already determined the issues that are preventing the
current programs from being meeting an acceptable standard. The issues that have been identified are
the lack of central leadership and a concerned student perspective regarding the distance programs.
Students have expressed concerns regarding the lack of Student Services support that is available to
online distance learners, the varied levels of interaction received from online faculty, and the use of
multiple learning management systems.
Central leadership.
At the present time, central leadership for the university’s distance learning programs is
non-existent. Undoubtedly, each program has done a commendable job of establishing and maintaining
its distance learning program. Learner enrollment in the programs is evidence that there is a need for a
distance learning program at this institution. Unfortunately, the dedicated efforts of each school have
resulted in three separate programs, with three different points of leadership. Each school program is
functioning as a silo, instead of joining their combined resources and talents to create a university wide
distance learning program. In 2001, the University of South Australia faced a similar situation. Under
considerable thought, it successfully restructured its separate distance learning programs under one
central leadership model, “From the outset, the university benefited from a strong central leadership that
forged a blueprint for institutional development” (King & McCausland, 2001, How Conversion is
Influenced section). An opportunity has presented itself and the time has come to combine this
institution’s wealth of knowledge, talents, resources, and ideas in order to develop one university-wide
distance learning program to offer its distance learning students. Implementing central leadership is the
first step in accomplishing this goal.
Concerned student perspective.
Understandably, learners that participate in the distance learning programs are
concerned about the inconsistencies that are present due to the lack of central leadership. Concerned
6. DISTANCE LEARNING PROGRAM RECOVERY PLAN 6
distance learners quite often become dissatisfied learners and either drop their current distance learning
course load or drop their distance learning program completely. Ravai and Downey (2010) reported that
despite the popularity of distance learning, retention rates in these programs are low , “Although the
growth of online learning is well document, a number of studies (e.g., Brady, 2001) provide evidence that
course completion and program-retention rates are generally lower in distance education courses than in
face-to-face courses” (p. 145). Revenues generated from learner tuition make it possible for the distance
education programs to exist in the first place. Loss of these revenues places the distance learning
programs in jeopardy. In order to ensure the continuation of these programs, then the existing student
concerns must be addressed. Items that need to be addressed include the lack of support from student
services that is provided to online students, the varied levels of interaction provided by faculty that teach
online courses, and the multiple learning management systems that are being used to provide distance
learning.
Lack of Student Services support available to online distance learners.
The majority of learners who participate in distance learning programs do so for similar reasons.
Learners want the convenience and flexibility inherent to online programs. Also, many are able to attend
institutions that are not within a feasible driving distance. Song, Singleton, Hill, and Koh supported this
reasoning when they wrote (2004), “For example, some sources indicate that online learning enables
institutions and/or instructors to reach new learners at a distance, increases convenience, and expands
educational opportunities (Bourne, McMaster, Rieger, & Campbell, 1997; Hara & Kling, 1999, 2001; Hill,
2002; Hofmann, 2002; Owston, 1997; Rourke, 2001; Schrum, 2000)” (p. 60). While these advantages
may exist, there are also disadvantages to online learning. Distance education learners often feel closed
off from the school because no physical link exists. Services that students attending courses onsite are
not available or do not provide adequate support to keep students enrolled. Rovai and Downey (2010)
assert, “Students in distance learning programs may be more like to experience isolation and alienation
from the institution because of their physical separation from the school and the services and from other
students” (p. 145). Successful distance learning programs must provide Student Services supports. The
types and availability of the supports will depend on the needs of the students who are enrolled in the
distance education courses and programs.
7. DISTANCE LEARNING PROGRAM RECOVERY PLAN 7
Varied levels of interaction received from online faculty.
Learners perform better when they have a clear understanding of the expectations and to what
level it needs to be accomplished. Even when provided with instructions, learners want feedback on their
performance from their instructor. According to Bradford and Wyatt (2010), “Indeed visibility if the key—
even more so than in a traditional classroom (Young, 2006). Howland and Moore (2002), support this
idea; instructor feedback greatly impacts students’ perception of the value of their work” (p. 110).
Consistency is crucial in helping students succeed. Feedback is not the only interaction that students
desire. Students will have questions and they want to know that if they contact their instructor that their
instructor will respond to them in a timely and consistent manner. Students want instructors who are
accessible. Bjorkland, Parente, and Sathianathan (2002) contend that faculty who want to create a
successful online environment will be perceived as accessible by their students , “Success in creating an
environment conducive to faculty-student interaction depends largely on the personality of the instructor
and to what extent the students think the instructor is accessible [12,14]” (p. S1B-14). Faculty members
who teach distance learning courses must understand and respond to the students’ need for feedback
and provide that feedback in a timely fashion that will allow students to succeed in their studies.
Multiple learning management systems.
Distance learners have expressed their dissatisfaction with the distance learning
programs using three different learning management systems. Many organizations do not have the
benefit of knowing what their customers think without completing timely and costly research. This
university has the luxury of knowing what its students’ concerns and the resources to address them.
Naveh, Tubin, and Pliskin believe that it is time to consider student satisfaction in the LMS equation,
“First, past research has shown that LMS use supports, rather than modifies, existing teaching and
learning approaches. Thus, it makes sense to redefine LMS success and shift indications of success
away from achieving a pedagogic revolution (Haraism, 2000) toward improving student satisfaction” (p.
128). The trick may be determining which of the existing systems to select. Further investigation into
what features and platforms students prefer and perform better with will help provide insight into which
learning management system will be the best option for this institution.
8. DISTANCE LEARNING PROGRAM RECOVERY PLAN 8
Vision.
Imagine a distance learning program where the students get to spend their time learning about
business, psychology, art history, computer science, or whatever subject they are studying instead of
having to spend their time learning numerous learning management systems. Now consider reading
discussion posts and assignments that reflect that students are actually engaged and learning? How
about a program that retains its students long enough to have them graduate and enter the workforce?
Finally, what about a program that actually makes enough money to sustain itself? This is our vision. Our
vision can result in a successful distance learning program with a collaborative and supportive
environment for both students and faculty. But a vision isn’t enough. A vision needs a plan of action and
participants committed to goal of transforming it from a vision into a reality. Identifying the issues that are
preventing the vision from happening and replacing those issues with resolutions can be that plan of
action. Let’s examine those issues and some potential resolutions.
Areas to Address
Faculty.
In 2005, Kaye Shelton and George Saltsman conveyed that that administration must address the
following issues for a successful online program, “faculty buy-in, policies that address faculty concerns,
selection of faculty, faculty compensation, an understanding of faculty workloads, faculty support, and
faculty satisfaction” (p. 59). Creation of a collaborative distance learning program that supports students’
needs by addressing specific areas of online learning and instruction that will motivate faculty to teach
online courses and support faculty through the implementation of policies and procedures, a technological
infrastructure equipped to handle online instruction, support staff and resources, training, and professional
development.
Faculty buy-in.
While there would be no need for distance education programs with students, there
would be no distance education program without faculty. Certainly, there are more people who make the
program possible than faculty. However, typically the efforts of those people are to support faculty,
students, or both. Faculty must buy-in to a distance education program in order for it to be successful.
According to Otte and Benke (2006), “The Sloan surveys [1] have indicated that faculty buy-in is the great
9. DISTANCE LEARNING PROGRAM RECOVERY PLAN 9
bottleneck, but then faculty sit precisely where workload concerns are concentrated and where perceived
threat by online instruction seems greatest. Such concerns cannot be waved away by mere training in
the technology” (Faculty Development section). Steps must be taken to ensure faculty that what is
presented before them is not a threat, but rather an opportunity that is accompanied by support.
Faculty development.
Teaching online courses differs from teaching onsite courses. Course development is
different, especially if the teaching style most commonly used is lecture, or some other teacher-centered
approach. Faculty not accustomed to teaching with a learner-centered approach may need guidance on
how to structure their courses to fit this approach. Distance learning relies on technology. As
technologies emerge, it often makes sense to incorporate them into an existing course or to use when
planning a new course. Faculty who are required to meet such expectations should receive support
through faculty development. The Office of Postsecondary Education (2006) supported this practice
when they wrote, “Good training is broader than software training. It addresses distance education
pedagogy, with specific emphasis on instructional strategies to foster interaction, convey concepts, and to
assess student learning. It also provides guidance to a faculty member on how to translate onsite
courses to the distance delivery mode being used in order to achieve specific learning outcomes” (p. 8).
It only stands to reason that if an institution wants a quality program, then the institution needs to commit
to providing quality training and adequate support to its faculty members.
Policies addressing faculty concerns.
Distance education requires technology. Faculty members are often hesitant to embrace
technology for many reasons. McClean (2005) advised readers that ensuring the right structures are in
place is important in successful distance learning programs , “Faculty and staff development programs
must target not only individual skill and knowledge, but must also address contextual factors such as
organizational policies and institutional support structures if technology integration is to be a success
(Edmonds, 1999)” (Failure to Address section). Putting policies into place can help provide guidance
while also alleviating concerns. The implementation of needed policies is well within the scope of the
university administration and should be done prior to the onset of any major changes. Steps should be
taken to identify, develop or revise, and implement any needed policies.
10. DISTANCE LEARNING PROGRAM RECOVERY PLAN 10
Faculty selection.
If faculty hold a core responsibility in distance learning programs, then having quality
faculty is essential for a quality distance learning program. A process should be implemented to assess
the skills of distance learning faculty candidates prior to those individuals being placed into available
positions. In 2002, Tracy Wright and Linda Thompson of Northwest Technical College (NTC) supported
this premise when they wrote, “NTC expects distance courses to meet or exceed on-campus quality so it
pays attention to the factors supporting quality. Faculty selection is central to establishing a quality
learning experience for students. NTC recruits distance learners from its own established faculty focusing
on those who want to be part of a distance and have taught at least one-year on-campus” (Faculty
Involvement and Recruitment section). In addition, faculty should be given enough information to have a
clear understanding of the expectations and demands that often come with teaching online education
prior to accepting an online teaching position or course.
Faculty compensation.
Compensation ranks high on the list of items that cause problems in distance education
programs. In 2003, Hentea, Shea, and Pennington reported that lack of adequate faculty compensation
can be a deal breaker, “A survey of instructors and students involved with distance education, suggested
that faculty compensation and time were the highest ranked barrier on reaching successful distance
learning programs” (Unsuccessful Learning section). Compensation is typically thought of as money,
although it can come in many forms such as assistance from instructional designers, technology experts,
or graduate teaching assistants.
Faculty workload.
Delivering distance education is a time consuming process. Unfortunately, in many
institutions the majority of the work falls to the faculty members who often are already managing heavy
workloads. It is difficult to recruit or maintain instructors when the work expended is immense and the
perceived rewards are few. O’Quinn and Corry shared some reasons faculty members choose not to
teach online courses in their 2002 article, “’Classroom faculty’ who had previously taught via distance
cited many of the same reasons as did their colleagues for not participating, mainly the heavy workload
involved in delivering distance education courses, the lack of rewards and the absence of intellectual
11. DISTANCE LEARNING PROGRAM RECOVERY PLAN 11
property rights” (Analysis of Faculty Responses section). Proper distribution of course loads, along with
support from other departments such as the library, Information Technology, Copyright Clearance Center,
and continual evaluation of faculty workloads can help alleviate the problem of workload overload.
Policies addressing course loads and intellectual property rights should be established prior to course
development.
Faculty support.
Support, much like compensation, can come in many forms. Some of those forms may
include, but are not limited to assistance from others, resources or tools, or any other means to help
make delivering education easier and less of time constraint. While administrators may not be providing
the actual support, making support systems available is within the scope of their position as well as one of
their many responsibilities. Shelton and Saltsman (2005) reminded administrators and other readers of
this fact when they wrote, “Institutions can provide to faculty course creators in different ways such as
instructional design support including intellectual property and copyright, technical support and media
creation, and allowing faculty to work as a design team rather than just individually” (p. 75). When one
considers the collaborative nature of distance learning environments it only makes sense that that
courses would be developed in a collaborative environment as well.
Faculty satisfaction.
Many factors, not just one, contribute to faculty satisfaction or lack thereof. As in any job,
the environment or organizational culture, compensation, benefits, and professional development
opportunities contribute to job satisfaction. It is no different for faculty members. Wasilik (2009) outlined
the areas of job satisfaction with which most faculty are concerned, “Issues of faculty satisfaction in the
online environment can be categorized into three groups; (a)student-related, (b)teaching –related, and (c)
institution-related (“Faculty Satisfaction, “ 2006; Wiesenberg & Stacey, 2005)” (p. 174). Addressing these
three areas is essential in order to define the components that create satisfied employees.
Learners.
As the reason for the existence of any learning program, it is the learners that make the program
necessary. Without learners there is no need for any program. Just as differences exist in distance
learning faculty as compared to traditional onsite faculty, there exist very real differences in the needs,
12. DISTANCE LEARNING PROGRAM RECOVERY PLAN 12
skills, and goals of distance learners compared to traditional students. Institutions must address and
respond to the diverse needs of this student population, “As distance education continues to expand its
course offerings, student services must catch up and alter the traditional format of support services to
meet the needs of this newest population of learners” (Raphael, 2006, Conclusion section). More flexible
hours or hours of availability, user friendly documents, and perhaps even offering virtual support are a few
ways that can change the concerns that online students currently have into satisfaction.
Online student services.
Student services are provided on campuses for the simple reason that students need
them. The fact that students do not physically visit a campus does not make their need for these services
any less. In fact, it may be the case that online students need services even more than onsite students.
Dr. Amy Raphael (2006), Director of Career Services at Barry University asserted, “As many distance
learners work more than 40 hours per week outside of the home in a job unrelated to their status as a
student, they are clearly committed individuals undertaking a variety of roles. (Schwitzer, Ancis, & Brown,
2001); Thompson, 1999). These students want what they need, when they need it, in a variety of
formats” (What Services Are Perceived section). Further examination to determine the exact needs of
distance learning students will determine the needs to address. Analysis of the needs will yield guidance
with how to best meet those needs.
Faculty-student interactions.
According to Tomei (2006), Teacher-student interaction plays perhaps the pivotal role in
student attitudes about online learning and distance education. Research accepts that student attitudes,
in turn, are significantly affected by the manner and degree of this interaction (Simmons, 1991; Ritchie &
Newby, 1989)” (p. 532). Learners expect a certain level of interaction from their instructors. They depend
on the comments of the instructor to determine how they performing and to provide clarification for
questions that they might have. Interactions also help instructors gain insight as to what one, or many,
students may be confused about. Bender (2003) supported this assertion when she wrote, “Students can
pool their knowledge and learn new concepts, and feel safe admitting if they are confused. Admission of
confusion is often a ripe launching point, if a new explanation is given, for the student to hopefully
experience the wonderful feeling of pure insight and clarity, as the new concept makes sense and
13. DISTANCE LEARNING PROGRAM RECOVERY PLAN 13
becomes meaningful” (p. 30). Not only do the amount and quality of these interactions affect students’
attitudes, but they can also affect the quality of a student’s performance in the course. Picciano (2002)
wrote, “Interaction may indicate presence but is also possible for a student to interact by posting a
message on an electronic bulletin board while not necessarily feeling that she or he is part of a group or
class. If they are different, then it is also possible that the interaction and presence can affect student
performance independently” (Introduction section). Students with a sense of belonging often perform
better than those students who feel alienated. Interactions from instructors can help give those students
who do feel alienated a sense of belonging through encouragement or by introducing them to group.
Since work overload can affect the amount and quality of interactions faculty members
have with their students, course size and coursed distribution should be considered heavily in order to
achieve a manageable balance. Tomei (2006) reported that the ideal online course size is around ten
students, “Finally the ideal class size was calculated for each instructional format. The ideal traditional
class size was 17 students while the ideal online class size was 12 students” (p. 540). Policies should be
developed and implemented in order to ensure proper course size.
Learning management systems.
The most prevalent and growing technology that has recently emerged is mobile
technologies using SmartPhones. While SmartPhones are wonderful tools for accessing and
downloading information, they are not the most efficient tool for inputting information. Badge, Johnson,
Mosley, and Cann (2011) asserted the following, “The nature of mobile devices means that they score
highly for flexibility, but other than for audio and video, are poor input devices. For example, it is
challenging to enter large amounts of text (Nielsen Norman Group, 2008).” (p. 91). Simply put, a variety
of technologies that are compatible with each other offers faculty and students the optimal environment.
Today's learners, and tomorrow's, are quite adept at using multiple platforms or methods,
for completing courses. While current and emerging technologies offer opportunities for courses to
provide a more engaging environment for learners, implementing and providing support for such
technologies can prove overwhelming for some institutions, while lack of support can prove frustrating to
learners. An institution that is committed to ensuring the success of its program must provide adequate
support for both technology and instructional design with adequately trained support staff.
14. DISTANCE LEARNING PROGRAM RECOVERY PLAN 14
While current trends indicate that social media and mobile technologies will be the
standard distance education technologies of the future, further learner assessment and collaborations
with faculty and other designated departments will need to occur in order to select the most appropriate
technologies and a standardized learning management system.
Future Situation
A coordinated distance learning program needs central leadership with unified departments. This
consolidation will both solidify the program and provide students with a sense of attending one school
instead of several. It will also put the responsibility of dealing with technical problems and delivering
courses where it belongs, with the university and not with the students.
Image Caption: Organizational Chart Addressing Distance Education Program Issues
Goals
Table 2
Distance Learning Program Goals
Goal 1 Coordinated learning program with central leadership.
Goal 2
Positive student perspective due to online student services support, consistent levels of
interaction from online faculty, and a single standardized learning management system.
Bachelor of Science Degree Open Source Learning Management System.
A Support for online students from student services.
B Consistent levels of interaction from online faculty.
C A single standardized learning management system.
Image Caption: Table 2
15. DISTANCE LEARNING PROGRAM RECOVERY PLAN 15
Team structure.
The creation of a Distance Learning Program Planning Team will bring together a core group of
individuals with different skills, but one common vision. A central leader will guide the team of many
diverse representatives. The team will plan and develop a university-wide distance learning program with
the input of those they see necessary who may not be included on the team.
Program Administrator (leader)
Faculty members from the applicable programs
Instructional Designer
Student representatives from applicable programs
Information Technologies representative
Student Services representative
Library representative
Team goals.
Team goals will provide direction for the Distance Learning Program Planning team. Goals may
be added or revised as determined by the team.
o Develop coordinate distance learning program with central leadership
Develop time-line for future program
Design structure
Define member roles
Develop necessary policies and procedures to administer program including, but
not limited to, faculty expectations and learner expectations.
Investigate and select learner management system
Design, develop, and integrate modules into learning management system
Implement technology support for faculty, support staff, and students
Implement training program and develop training tools necessary to adequately
prepare faculty, support staff, and learners to use learning management system.
16. DISTANCE LEARNING PROGRAM RECOVERY PLAN 16
Benefits
One benefit of a distance learning program with central leadership and a satisfied student
perception include faculty who desire to teach and are qualified in teaching online courses who will be
provided adequate support in order to help them provide quality courses while maintaining job
satisfaction.
Another benefit of the newly designed program will be that students will be able to focus on
completing their courses and their programs, instead of focusing on issues that the university should
address and resolve. Less concern will result in more satisfaction, which will help strengthen the student
retention rates and contribute more revenues to the university.
Challenges
Most plans contain both benefits and challenges, this plan is no different. Planning and
implementing new program structures take time and cost money. Also, as with any change there will be
those who will be reluctant or hesitant to commit to a new program. These are challenges that all
organizations implementing any kind of change face. They are also challenges that many organizations
have shown, can be overcome.
Conclusion
It is the role and the responsibility of the distance education program administrator to ensure the
successful existence of the distance education program. Distance programs consist of many
components. According to Simonson (2009), “Anthony Kaye’s (1981) four subsystems of a distance
education system—the regulatory subsystem, course subsystem, student subsystem, and logistical
subsystem. The distance education manager could be responsible for part or all of any of all of these
subsystems” (p. 322). The administrator’s role cannot be accomplished by the administrator alone. It
must be a university-wide process to plan, develop, implement, and maintain a program that is both
successful and self-sustaining. Howell, Saba, Lindsay, and Williams (2004) advised some and reminded
other administrators that it is a team process, “These strategic plans must be developed not in isolation at
the institutional level but by engaging those at the department and college levels such that much of the
control for these initiatives is strategically localized” (p. 46). It is the administrator’s job to make sure that
those who should be included are included and to also make sure that they have any needed resources.
17. DISTANCE LEARNING PROGRAM RECOVERY PLAN 17
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