blended learning goes totally virtual by design the case of a for-profit, online university by...
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Blended Learning Goes Blended Learning Goes Totally Virtual by DesignTotally Virtual by Design
The Case of a For-Profit, Online University
By Pamela S. Pease
PPT Presentation by Evelyn Davidson
Bonk, C. J., & Graham, C. R. (2006). The Handbook of Blended Learning: Global Perspectives, Local Designs. (Chapter 18, pp. 245-259). San Francisco, CA: Pfeiffer
Business ModelsBusiness ModelsUniversity of Phoenix (UOP)Kaplan CollegeJones International University
(JIU)Capella UniversitySylvan Learning SystemsCorinthian CollegesCareer Education network of
colleges/universities
Why?Why?
4 Growth Factors4 Growth Factors
1. Perceived Value of American Education
2. Acceptance of Online
Education
3. Global Workforce Needs4. Economic and Social
Pressure on Higher Education
Perceived Value of American Perceived Value of American EducationEducation
3rd largest exporter of education in the world
Perceived as valuable commodity
Foreign students attracted to US postsecondary education
Foreigners want to learn key to American commerce
Site-based institutions located in other countries
Value in ability to electronically piggy-back
Acceptance of Online Education Acceptance of Online Education FactorsFactors
Development and adoption of necessary electronic tools for online learning delivery
Learning Management Systems (LMS) commercially available and easy for faculty/students to use
Accreditation of online university (JIU) by major accreditation agencies
Global Workforce Global Workforce NeedsNeeds
Ongoing training and educationCoordination of education across different countries, time zones, work schedules
Asynchronous learningUnited Nations Development Programme’s Virtual Development Academy
Time away from work eliminated
Economic and Social Economic and Social Pressure on Higher Pressure on Higher
EducationEducationIncreasing educational
demandsNeed for educational
flexibility by older students
Comes at a time when traditional education has been hit by cutbacks in federal and state subsidies
Blended Learning ModelsBlended Learning ModelsTYPOLOGY OF FOR-PROFIT INSTRUCTIONAL
DELIVERY MODELS
Type
Face-To-Face
Face-to-Face with Online
Totally Online(Asyn-chronous)
Online Using Real Time
Enroll-ment Growth Online
Online Design Model
Faculty
Virtual-only model (e.g., JIU)
No No Yes Sometimes
ModerateOptimizes for the Web
Mostly part time
Resource-rich, opportunistic model (e.g., UOP, Kaplan, Capella)
Yes Yes Yes Sometimes
Aggressive Modify for the Web
Balance of part and full time
Low-cost hybrid model (e.g., Career Education and Corinthian)
Yes Yes Yes Infrequent
AggressiveReplicate face-to-face
Balance of part and full time
Jones International Jones International University: University:
A Virtual-Only ModelA Virtual-Only ModelFounded in 1993
Headquarters in Englewood, Colorado
Corporate business operations
Six degree models w/twenty degree offerings
Financial aid available
Ushered through accreditation
Infrastructure serves an international student population
Jones International Jones International University: University:
A Virtual-Only ModelA Virtual-Only ModelCommitted to the Technology-Based
Model
An Iterative Development Model
University Is More Than Course
ContentStudent Engagement Through
Networking and Community Building
JIU Challenges for Development
Jones International Jones International University: University:
Committing to the Committing to the Technology-Based ModelTechnology-Based Model
Internet:◦Able to reach learners around the globe◦Permits asynchronous learning◦Potential adult learners’ needs met
Other models ◦Expensive◦Time-consuming
JIU: An Iterative Development JIU: An Iterative Development ModelModel
A Multi-tiered Faculty Structure
Course Media Mix
Delivery Tools
Instructional Model
Content Ownership
Research and Development
JIU Iterative Development JIU Iterative Development Model: Model:
3 Significant Changes3 Significant Changes1. Developing content and delivery
instruction using new electronic tools made easier
2. Decrease in costs for developing content from $75,000 to $25,000 per course.
3. Moving from outsourcing to internal instructional design staff.
JIU Iterative Development JIU Iterative Development Model:Model:
A Multi-tiered Faculty A Multi-tiered Faculty StructureStructure
Four Faculty Bodies:1. Academic Program Board
Provides overall program curriculum assessment
2. Academic Program Chair Administrative oversight
3. Content Experts Develops specific JIU courses
4. Teaching Faculty Implementation of course and facilitating
learners’ needs
JIU Iterative Development JIU Iterative Development Model:Model:
Course Media MixCourse Media MixCourse Home PageMultimedia SimulationsStreaming Audio and VideoAsynchronous Web-Based Forum
w/WhiteboardAsynchronous or Real-Time Tools for
Small Group InteractionsPrint or Electronically Delivered
Textbooks; Occasional Supplemental CD-ROM
English and Spanish Course Components
JIU Iterative Development JIU Iterative Development Model:Model:
Delivery ToolsDelivery ToolsSeparate HTML pages for each
course in 1995Specific listserv developed in
1995 to support student-faculty interactions
Internal creation of Jones Standard Software developed and implemented by 1997
JIUs Iterative Development JIUs Iterative Development Model:Model:
Instructional ModelInstructional ModelCourses offered first week of each month
Three-credit course in eight weeks
Instructor led
25 students per courseUnlimited enrollment in courses
(average is 3.5 per year w/some degree programs averaging 5 courses per year taken)
Formal online orientation
JIUs Iterative Development JIUs Iterative Development Model:Model:
Content OwnershipContent OwnershipGenerous Fees to Experts
◦Development fees◦One-time copyright fee
JIU Retains Ownership of All
Content◦Ability to use learning models and
courses for any purpose
An Iterative Development An Iterative Development Model:Model:
Research and DevelopmentResearch and DevelopmentFormal Evaluation Questionnaire
◦Feedback used to: Improve content, technology, support services,
and teaching faculty
Web-Based Language LaboratoryMultimedia Components Stand
Independently◦Allows for component re-usage◦Allows multimedia team to focus on new
applications
JIU Is More Than JIU Is More Than Course ContentCourse Content
Students:◦Myriad of support services via
passwordFaculty:
◦Certified◦Access to similar services as students◦Monthly electronic meetings
Ongoing professional development and faculty-to-faculty interaction
Student Engagement Student Engagement Through Networking and Through Networking and
Community BuildingCommunity Building
JIU Student Associati
on (Informal
)
JIU Challenges for JIU Challenges for DevelopmentDevelopment
Significant Issues and TrendsSignificant Issues and Trends
Common Standards and Measures for Quality
Hybrid versus Virtual: What Works?Role of Competing Traditional Universities
Optimization of a Virtual Learning Experience
Role for Blending Foreign Language into Model of Blended Learning
QUALITYQUALITY
Institutional Mission and
Purpose
Regional Accreditation
24/7 Technology
SupportCustomer-focused services
Web-Course Design
Commitment
High Standards Commitment
Continuous Improvements
Common Standards and Common Standards and Measures for QualityMeasures for Quality
Quality Important◦Credibility◦Integrity
Quality Assurance Model◦Measure◦Evaluate◦Discriminate
Espoused Beliefs But Few Common Core Values
Model for Change Model for Change ConceptsConcepts
Mission EvolvesMarketplace Pressures
◦Student Enrollment◦Cost Containment
Board/Management Leadership
Hybrid versus Virtual: What Hybrid versus Virtual: What Works?Works?
Virtual Models Attract Students◦ Access◦ Schedule appeasement
Physical Environments Attract Students◦ Brand recognition◦ Credibility◦ Conceptually important
What Will Happen?
Role of Competing Role of Competing Traditional UniversitiesTraditional Universities
Traditional universities will compete with for-profit institutions in marketing and online strategy eventually.
Virtual Learning Virtual Learning OptimizationOptimization
Multimedia ParadigmInteractive Strategies for Students
Role for Blending Foreign Role for Blending Foreign Language into Model of Language into Model of
Blended LearningBlended LearningWeb-Based Instruction CustomizationJIU Model (only Spanish)Future Institutional Exploitation
OpportunitiesOpportunitiesNew Generation Educational ModelsCross-Cultural Partnership Models
ConclusionConclusionGrowth in For-Profit, Online
Universities
Blended Learning Models
Virtual-Only Models
Significant Issues and TrendsNew Generation and International
Institutional Partnership Opportunities Abound for American-Based Universities
Higher Education
= Global Business &
Competitive Commodity
SIMPLY PUT:SIMPLY PUT:
??Questions????Questions??