innovations in online learning moving beyond no significant difference
TRANSCRIPT
Copyright Statement
Copyright Carol A. Twigg , 2002. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
CONTINUUM OF ONLINE PROGRAMS
Teacher-led Traditional
schedules Residencies,
fixed sites Developed by
individual faculty One-size-fits-all
Learner-centered Modularized, self-
paced Anyplace, anytime Developed by
teams Individualized
mentoring
Individualization: The Key to Innovation
HOW CAN WE ADDRESS HIGHER EDUCATION’S CHALLENGES?
Quality Access Cost
The promise of information technology
INCREASING ACCESS: ELIMINATING CONSTRAINTS
The Groundbreakers– Rio Salado, U of Phoenix, Cardean U– Revolutionary college calendars– Consumer focus and convenience
The New Pacesetters– Rio Salado, Excelsior College, Ohio State, Drexel U – Academic resources– Full degree programs– Modularization
IMPROVING QUALITY: CREATING A RESOURCE MODEL The Groundbreakers
– Rio Salado, U of Phoenix, BOU, Cardean U
– Systems approach to course development
– High level of instructional design
The New Pacesetters– Virginia Tech, Ohio State, Drexel U– Mass customization– Buffet of learning opportunities– Measurable increases in learning
QUALITY IMPROVEMENT TECHNIQUES
Initial assessment of knowledge/skill level and preferred learning style
An array of interactive materials and activities
Individualized study plans Built-in continuous
assessment Appropriate varied human
interaction
IMPROVED LEARNING OUTCOMES Penn State - 68% on a content-knowledge test vs. 60% UB - 56% earned A- or higher vs. 37% CMU - scores on skill/concept tests increased by 22.8% U of Idaho – 30% earned A’s vs. 20% FGCU - 78% on exams vs. 70%; 54% A’s and B’s vs. 31% OSU - greater success on exams (mean of 78.3 vs. 70) UNM – 63% received a C or higher vs. 60% USM - scored a full point higher on writing assessments IUPUI, U of S Maine, U of Tenn and U of Ala - significant
improvements in course content understanding
5 of 10 (Round I), 6 of 10 (Round II), 8 of 10 (Round III) have shown improvement.
IMPROVED DFW RATES
FGCU - 45% to 21% UNM - 42% to 25%. Drexel - 49% to 38% IUPUI - 38.9% to 24% U of S Maine - 28% to 19% Penn State - 12% to 9.8%
5 of 10 (Round I), 4 of 10 (Round II), 4 of 10 (Round III) have shown improvement.
TRADITIONAL ONLINE COURSES
Emerging paradigm 20:1 ratio
Increases cost Relies on a monolithic
faculty role How can IT alter this
paradigm and enable us to serve more students cost-effectively?
REDUCING COSTS: TAKING ADVANTAGE OF IT
The Groundbreakers– U of Phoenix, Dallas CCD, BOU,
Cardean U – Upfront investment in course
development– Differentiated personnel strategies– Problem: costly delivery methods
The New Pacesetters– Rio Salado, UIUC, Virginia Tech, Ohio State, Drexel U– Increased student/faculty ratios– Capital-for-labor substitutions– Measurable reductions in cost
COST REDUCTION TECHNIQUES
Initial assessment of knowledge/skill level and preferred learning style
An array of interactive materials and activities
Individualized study plans managed by CMSs.
Automated continuous assessment
Appropriate varied human interaction
COST SAVINGS RESULTS
Redesigned courses reduce costs by 40% on average, with a range of 20% to 86%.
Collectively, the 30 courses project a savings of about $3.6 million annually.
Final Round I results show a savings of $1,006,506 compared with projected $1,160,706.
A BUFFET OF LEARNING OPPORTUNITIES
Focuses on individualization (student-centeredness): the key to innovation
Exploits the capabilities of the Internet Moves further along the continuum from
teacher-led to learner-centered Embodies principles of mass customization Employs a “pull” strategy rather than a “push”
strategy Radically improves quality while reducing costs
The Emergence of a New Instructional Form!
FOR MORE INFORMATIONWWW.CENTER.RPI.EDU
Innovations in Online Learning: Moving Beyond No Significant Difference http://www.center.rpi.edu/PewSym/Mono4.html
Pew Grant Program in Course Redesign