Advancing Online Education in Minnesota State
Advancing Online Education – Full Report-1s94jfi
Defining Online Education
The term “online education” has been used as a blanket phrase for a number of fundamentally different educational models. Phrases like distance education, e-Learning, massively open online courses (MOOCs), hybrid/blended learning, immersive learning, personalized and/or adaptive learning, master courses, computer based instruction/tutorials, digital literacy and even competency based learning have all colored the definitions the public uses to define “online education.”
online education” as having the following characteristics:
- Students who enroll in online courses or programs may reside near or far from the campus(es) providing the course(s) or program.
- A student’s course load may include offering where attendance is required in person or where an instructor/students are not required to be in the same geographic location.
- Students may enroll in one or more individual online course offerings provided by one or more institutions to that may or may not satisfy degree/program requirements.
- Student may pursue a certificate, program, or degree where a substantial number of courses, perhaps all, are taken without being in the same geographic location as others.
Organizational Effectiveness Research Group (OERG),
As the workgroup considered strategies that could advance online education, they were asked to use the primary and secondary sources listed above to support the fifteen (15) strategies that were developed
define a goal as a broad aspirational outcome that we strive to attain. Four goal areas guide this document. These goal areas include access, quality, affordability and collaboration. Below is a description of each goal area and the assumptions made for Minnesota State.
Over twenty percent of existing Minnesota State students enroll in online courses as a way to satisfy course requirements. For some students, online education is a convenient option; for others, online is the only option available
The Higher Learning Commission (HLC) accreditation guidelines review the standards and processes institutions have in place to ensure quality in all of educational offerings, including online.
There are a number of ways in which institutions have demonstrated quality in individual courses and programs including the evaluation of course design, evaluation of instruction and assessment of student
a differential tuition rate to courses that are offered online. If we intend to have online education continue to be an affordable solution for students, Minnesota State and its institutions must be good stewards of these funds and ensure these funds support online education.
Online education requires different or additional services that need to be funded
transparency is important in tuition setting
Distance Minnesota is comprised of four institutions Alexandria Technical & Community College, Bemidji State University, Northland Community & Technical College, and Northwest Technical College) which collaborate to offer student support services, outreach, e-advising, faculty support, and administrative assistance for online education offerings.
strategies are defined as the overall plan used to identify how we can achieve each goal area.
Strategy 1: Ensure all student have online access to high quality support services
students enrolled in online education experiences should have access to “three areas of support including academic (such as tutoring, advising, and library); administrative (such as financial aid, and disability support); and technical (such as hardware reliability and uptime, and help desk).”
As a system, students have access to a handful of statewide services, include tutoring services through Smarthinking and test proctoring sites.
Strategy 2: Establish and maintain measures to assess and support student readiness for online education
A persistent issue for campuses has been to ensure that students who enroll in online course are aware of the expectations required to participate actively in an online course.
In addition to adhering to course expectations, students must have the technical competencies needed to perform the tasks required for online courses
Strategy 3: Ensure students have access to online and blended learning experiences in course and program offerings.
Strategy 4: These experiences should support and recognize diverse learning needs by applying a universal design for learning framework.
The OERG report included several references to efforts made by campuses related to the providing support and resources for universal design for learning, the workgroup did not offer any action steps.
Strategy 5: Expand access to professional development resources and services for faculty members
As online course are developed and while faculty members teach online courses, it is critical that faculty members have on-demand access to resources like technical support and course assistance.
5A. Statewide Faculty Support Services – Minnesota State provide its institutions and their faculty members with access to a centralized support center during extended hours with staff that can assist faculty members synchronously via phone, chat, text/SMS, or web conference
5C. Instructional Design and Technology Services – Establish a unit that will provide course design and instructional technology services to selected programs and courses from Minnesota State institutions.
Strategy 1: Establish and maintain a statewide approach for professional development for online education.
1B. Faculty Mentoring – Provide and sustain faculty mentoring programs that promote effective online pedagogy.
1C. Professional development for support staff – including instructional designers, D2L Brightspace site administrators and campus trainers, etc.)
more on online education in this IMS blog
- Written by Dani Babb Published: 24 March 2016
The common threads and take-aways for administrators:
- Faculty don’t like being micromanaged. Hire faculty you trust to do the job, provide guidelines and training, and let professionals do their thing.
- Pay appropriately, and give notice if you are canceling a course.
- Set expectations clearly, and communicate with faculty in the same tone you’d expect; assume the best not the worst.
- Include adjuncts as part of your team.
- Compensate when job duties increase.
- Handle student issues quickly, make sure prepared students enter programs (particularly in graduate work).
- Move away from the “gotcha mentality” into an inclusive, people-make-mistakes, “we are all in this together” model.
Here’s what some of the faculty who agreed to have their comments posted had to say about what lowers their morale:
- Sean-David McGoran noted that students allowed to bully faculty, repetitious and unnecessary training and unreasonable deadlines at final and midterm examination time can be demoralizing.
- Linda Chilson said that pay, curriculum that doesn’t make sense, student behavioral issues and school districts funding unnecessary training are issues, as well as lack of support for out of the box thinking.
- Leah Murray noted that micromanaging every little detail is demoralizing – and understandably added, “why not teach the class yourself if you are going to pay that much attention“. She also noted that lack of positive reinforcement and others taking credit for work you did is troubling.
- Mary Kay Westgate-Taylor cited poor new faculty orientation, unclear expectations, micromanagement and lack of support from administration regarding student issues as concerns.
- Dr Steve Woodsmall noted open admissions – too many graduate students who aren’t able or willing to do graduate level work or have a sense of entitlement (paying tuition guaranteeing a degree) and complaining when they receive clearly deserved failing grades causes low morale.
- Quiana Bradshaw noted that schools acting like adjuncts don’t matter causes low morale. Adjuncts often work hard with no promotional opportunities with no mentoring or encouragement, and only veteran individuals offered promotions. Not including adjuncts as part of the team or micromanaging adjuncts with reports and comments is concerning.
- Jeanie Rogers-Street noted that education not being the driving force of education (instead, finances being the main focus) is a cause of low morale.
- Christina Krepinevich Houston noted rude emails from supervisors as a cause of low morale.
- Stacie Williams commented that supervisors or administrators with a lack of experience in curriculum design and hiring skills dismissing the experience and knowledge of instructors is demoralizing.
- Traci Schneider Cull noted that not having support from online higher-ups or fixing issues in courses/not responding causes low morale.
- Nicki Favero Puckett cited continuous increases in workload without additional compensation as a cause.
- Terri Hennessy Craig stated that severely under, or unprepared, students and canceling classes (particularly without notice) is a cause of low morale.
- Maria Toy noted micromanagement and an increased workload with no additional compensation as a low morale cause
this conversation continues in this LInkedIn discussion group: https://www.linkedin.com/groups/2774663/2774663-6341436320048648193
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company or group who is doing online program evaluation?
this information is extracted from the Blend-Online discussion list
Do you know any company or group who is doing online program evaluation? Our school is seeking a consulting group to come to review our online programs and identify areas relate to online learning that we need to improve.
Carrie Halpin, Ph.D. Professor/Instructional Designer & Technologist eLearning & Instructional Technology (eLIT) Virginia Western Community College 3095 Colonial Ave. SW, Roanoke, VA 24015 Office: Brown Library 102 Phone: 540-857-6636 Fax: 540-857-6138 Email: firstname.lastname@example.org
will do both of those things using a fee-for-service model versus a revenue-sharing model like Academic Partnerships or 2U. I have no personal experience with any OPM, but iDesign is the only one I know of that offers that ala carte type service.
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he EDUCAUSE Blended and Online Learning Constituent Group Listserv
Quick poll – do you require your faculty to be trained how to teach online before they are allowed to teach an online course at your institution?
Kristen Brown, Assistant Director, UofL Online
YES. Our faculty are required to complete two classes. One on using the LMS and the other is a 5-week moderated course called Teaching Online. Both courses are offered online.
Linda C. Morosko, MA Director, eStarkState Division of Student Success
Chad Maxson, EdD │ Dean of Online Learning, Olivet Nazarene University │ Center for Teaching and Learning One University Avenue │ Bourbonnais, IL 60914
Gina Okun Assistant Dean, Online Berkeley College 64 East Midland Avenue, Suite 2 Paramus, NJ 07652
The online academic program director (i.e. MBA, M.Ed.) and I meet with each new instructor to go materials that cover providing instructor presence and best practices in general. I also ask that they sign something that lists 14 online teaching practices we expect as an institution. They also have to complete some LMS training so that they can post announcements, participate in discussions, and manage their gradebook.
We are currently designing a more formal 6 hour online training that is required.
Course design is separate and that’s a 16 week process with our designers.
Tex Brieger Director of Distance Education (814) 871-7134
Absolutely. Also, we give them a stipend to attend the training and develop and online course.
Linda S. Futch, Ed.D. Department Head, Course Design and Development Center for Distributed Learning University of Central Florida
I think the bigger need is for ongoing training for recertification to teach online as technology and online pedagogical models evolve over time.
Kelvin Kelvin Bentley <timelord33@GMAIL.COM>
At Suffolk yes, we do. Over time that went from essentially “how to make the LMS work” to a Faculty Academy where faculty spend an entire semester working as a cohort to examine online pedagogy and best practices. The latter works much better for sound course development.
Doug Kahn College Assistant Dean for IT Operations Suffolk County Community College 533 College Road Selden, NY 11784
I can’t speak of other accrediting bodies, but SACS-COC is fairly clear in its documentation that faculty should be adequately trained before teaching online. Prior to my arrival at U of R in 2015, I worked for 20 years at E. Carolina U. which has a large assortment of online programs and courses. I assisted in the process of designing several online training modules that were to serve as “basic training” (with assessments) for online instructors…directly due to needing to meet accreditation guidelines. As part of documentation for reaffirmation/reaccreditation, had to provide documentation showing that faculty had successfully completed the training. I believe it is required to complete every three years.
Michael Dixon, Assistant Director Center for Teaching, Learning & Technology University of Richmond
I wish we did, but we do not. We run up against contract issues with. Certainly, this could be changed with institutional will but would require a shift in how our agreements with the faculty union.
TRAVIS FREEMAN, MFA EDUCATIONAL DEVELOPER FACULTY AND CURRICULUM DEVELOPMENT CENTRE (FCDC) Office Location: 113 McCaul St, Room 501 T 416 977 6000 x3358 E email@example.com
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A New World: VR and AR Tech Developments
Authors: by Emory Craig and Maya Georgieva Monday, July 17, 2017
We’re now seeing a move toward mid-range, standalone VR headsets with everything built into the device. Some include their own processors, while others, like the forthcoming Microsoft headset, will work with current desktops. Microsoft’s device claims to do both VR and a modified version of mixed reality
The low end of the VR spectrum has been dominated by Google Cardboard, with over 10 million distributed
AR burst into the public’s consciousness with the Pokemon Go craze in 2016. And Snap (formerly Snapchat) expanded the range of their social media platform with the release of Spectacles, their wearable glasses and World Lens filters that add digital objects to your environment. A second version of Spectacles may include far more extensive AR capabilities.
At Facebook’s spring F8 conference, Mark Zuckerberg made the case that our mobile cameras will be the first popular AR platform. Apple just announced ARKit for iOS at their June WWDC developers conference.
Meta Glasses has been developing its own mixed reality unit that offers a wider field of view than the 40° of HoloLens. And Intel’s Project Alloy promises a “Merged Reality” headset prototype combining both VR and AR by the end of this year.
Aryzon which is creating a Google Cardboard-like device for simple AR experiences. Another is the NOLO Project, which offers an HTC Vive-like experience with full freedom of movement using only a plastic headset and your phone.
Google Glass 2.0
Top 5 Vendors in Global AR Education Market
Market research firm Technavio has identified the top five vendors in the global augmented reality (AR) in education market. The companies are EON Reality, DAQRI, GAMOOZ, Magic Leap and QuiverVision, according to a newly published report.
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20 essential apps to include in online courses
From attending class to talking with peers and professors, and from going to the local bookstore to having everything on a laptop in a dorm room, students on campus typically have a more “organic” learning experience than an online student who may not know how to best access these features of a higher education in an entirely mobile setting.
The essentials for getting started
Computer terms (Android) (Apple): Online learning means you’ll need to know basic computer technology terms. Both apps are free and break down terms ranging from words like “cache” to “hex code,” all in layman’s language.
Mint (Android) (Apple): Online learning students are usually financially savvy, looking for less expensive alternatives to traditional four-year tuition. This app allows students to keep careful track of personal finances and spending.
Study Tracker (Android) (Apple): These paid apps help track the time spent on courses, tasks and projects to help online students better manage their time and be able to visualize unique study patterns with the aim of ultimately improving efficiency.
Wi-Fi Finder (Android) (Apple): It’s a no-brainer: If you’re learning online and on-the-go, you’ll probably need to find a connection!
To access actual courses (LMS)
Blackboard Mobile (Android) (Apple): Access all courses that are integrated with Blackboard’s LMS.
Canvas (Android) (Apple). Access all courses integrated with Canvas by Instructure.
Moodle (Android) (Apple): Access all courses integrated with this open-source learning platform.
My note: No D2L in this list, folks; choose carefully in 2018, when MnSCU renews its D2L license
For access to files and remote annotation
Documents to Go (Android) (Apple): Students can access the full Microsoft Office suite, as well as edit and create new files without requiring a cloud app for syncing.
Dropbox (Android) (Apple): This app allows students to access any-size files from their computer anytime, anywhere. My Note: Google Drive, SCSU File space as alternatives.
iAnnotate (Android) (Apple): Read, edit and share PDFs, DOCs, PPTs, and image files.
Instapaper (Android) (Apple): Recall websites for research purposes; strip away clutter for an optimized view of content; and read anywhere, since no internet connection is needed.
Marvin (Apple): A completely customizable eBook reader that includes DRM-free books, customizable formats, layouts, and reading gestures, as well as highlighting and annotations tools. Considered one of the best replacements for the Stanza app, which is now discontinued.
Pocket (Android): An app that allows students to save websites, blog posts, videos, and other online resources to access at a later time. It also saves the information to the device, meaning no internet connection is needed.
Wolfram Alpha (Android) (Apple): Considered the scholar’s version of Google, this app is a search engine that reveals precise information for natural-language searches. For example, if you ask “What is the graduation rate for Harvard?” the engine will bring up exact numbers with citations and suggestions for similar queries.
For online communication with peers and profs
Dragon Dictation (Android) (Apple): Create text messages, social media posts, blog posts and more by using your voice (speech-to-text). According to the company, Dragon Dictation is up to five times faster than typing on the keyboard.
Evernote (Android) (Apple): Whenever you look at a list of education apps, Evernote is usually listed. This app allows students to scribble notes, capture text, send notes to computers and other users, and much more for ultimate multi-media communication.
Hangouts (Android) (Apple): Google’s social network shines for its own online video chat solution, which lets teachers, students and third-party experts easily videoconference in groups—it’s even been used to broadcast presenters live to packed auditoriums. My note: desktopsharing is THE most important part. Alternatives: SCSU subscription for Adobe Connect. Skype also has desktopsharing capabilities
Quora (Android) (Apple): Ask questions to experts including astronauts, police officers, lawyers, and much more to receive industry-insider responses.
Smartsheet (Android) (Apple): An app that allows students to create task lists and assign deadlines to share with remote group/team members.
Tom’s planner (Web): A Gantt chart-based, online planning tool that uses color-coded charts to reveal work completed and many more features for project management.
more on online learning in this IMS blog
Survey: University Deans Predict Significant Change in the Next Decade
By Rhea Kelly 06/28/17
new study, “The State of Innovation in Higher Education,” in which 2U and the Academy for Innovative Higher Education (a partnership between Arizona State University and Georgetown University) polled 109 deans across the country about their views on innovation in higher ed. Sixty-one percent of respondents come from public universities and 60 percent have at least five years of tenure in their jobs.
The survey findings reveal a mix of confidence and concern about an uncertain future for U.S. higher education:
- 83 percent of respondents believe that the higher education system today is the best or one of the best in the world;
- 61 percent think the higher education system will still be the best or one of the best in the world in 10 years;
- 91 percent expect the number of online programs at their institution to increase in the next decade;
- 78 percent said colleges and universities are doing a good, very good or excellent job of fostering academic innovation;
- A quarter of respondents think the higher education system is heading in the right direction; and
- A third of respondents said the pace of change at their own institutions is “too slow,” citing lack of money as the biggest hurdle to change.
“We also found that, amid rising tuition prices and student debt, most deans still believe that higher education is a good return on the investment,” added Selingo.
The full report is available here.
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Stunning market data predicts the future of online learning
Cloud services, compatible LMS will be critical to online learning classes and courses.
By Meris Stansbury June 26th, 2017
e “6 million students? Must-know facts about online enrollment.”]
- The numbers reveal a year-to-year online enrollment increase of 226,375 distance education students–a 3.9 percent increase, up over rates recorded the previous two years. More than 6 million students are now online learners, according to the report.
- More than one in four students (29.7 percent) now take at least one distance education course (a total of 6,022,105 students).
- Graduate students are twice as likely to take all of their courses online (26 percent) as undergraduate students (12 percent).
- The number of students studying on a campus has dropped by almost 1 million (931,317) between 2012 and 2015.
- The majority of “exclusively distance” students live in the same state as their institution (55 percent), while 42 percent are studying online at an out-of-state institution.
- Public institutions educate the largest proportion of online students (67.8 percent), though more online learners in private institutions attend nonprofit schools than for-profits, according to the data.
And according to LMS provider Docebo, the 2016 world-wide revenue for self-paced online learning products and services (in US$ millions) exceeded $23 million in North America, beating out Europe and even Asia by a large margin.
Going corporate: According to the latest market study by Technavio, the size of the global corporate online learning market is predicted to reach an approximate amount of USD 31 billion in revenue by the end of 2020.
An important component: Within online learning, the LMS market is expected to grow at an incredible rate—a CAGR of 24 percent by 2020.
The biggest growth: Within online learning, the cloud is also growing at a tremendous rate. IT spending is steadily shifting from traditional IT offerings to cloud services, and the aggregate amount of cloud is expected to go from $111 billion in 2016 to $216 billion in 2020.
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