professor john v. dempsey, university of south alabama, mobile, alabama, usa
TRANSCRIPT
Professor John V. Dempsey, University of South Alabama, Mobile, Alabama, USA
The Future of E-Learning and How The University of Macau Can Lead
The Way
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Who am I?• Brenda’s spouse• Director of Innovation in Learning Center
• USA Online – University’s online campus Faculty Development• E-learning and course redesign initiatives
• Professor of Instructional Design and Development• Former Fulbright Scholar in Malaysia
• Happy to be here!
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What am I going to discuss?
• E-Learning formats and their effectiveness• Trends and demographics in US e-Learning• Trends and demographics in Asian e-
Learning• Case: How we increased quality and
reduced costs at my university• Changing face of public university
education• How the University of Macau could lead
the way• Other questions?
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E-Learning Is• E-learning comprises all forms of
electronically supported learning and teaching. (Wikipedia)
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E-Learning Formats at Universities
• Web-enhanced •Less than 5% online or out of class
• Blended (hybrid)•5-85% online or out of class
• Online • 85-100% online or out of class
Current Best Evidence
USDOE meta-analysis*
“Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.”
“Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction.”*Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of
Online Learning Studies, Washington, D.C., 2010.
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Current State of e-learning in AsiaAverage growth rate in e-learning is 28.4%
• Australia • South Korea • Japan High use
• Singapore• India• China • Malaysia• Thailand
• Sri Lanka• Indonesia Mid use
• Philippines• Pakistan• Nepal• Vietnam Low
use• Cambodia• Laos• Bhutan
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Current trends for e-Learning in Asia
• Indonesia strictly controls the quality of academic distance learning content. It is difficult for foreign companies to enter into their domestic market.
• China has a strict system to approve e-learning programs. No foreign countries are allowed to tender for government contracts.
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Current trends for e-Learning in Asia
• South Korea intends to use e-learning solutions to train all primary and secondary school students.
• Thailand has plans to provide all students with tablets by 2012.
• China aims to have over 200 million students online by 2020
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China: Online learners in millions
2004 2005 2006 2007 2008 2009 2010 20110
0.5
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E-Learning in China• Private K-12 - Edu.china.com and Yuloo.com
• ChinaEdu Corporation 165,000 students in online degree programs
• Corporate training China-training.comEnterprise Learning Center – Xuexugang.comChinaonlineedu.com
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E-Learning in China
• University - Chinese Learning Net & Renmin Univ
• Open University of China (Central Radio and TV U)
68 online colleges 140 majors in 10 areas 2,027 off-campus learning centers Total enrollment of 1.4 million
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Languages of e-Learning courses
• 33% English
• 16% Chinese
• 7% Japanese
• 3% Korean
• 3% Arabic
• 38% Other
Opportunity?
Institutional Backdrop• Financial crisis• Decreasing state support • Increasing demand for
flexible learning opportunities
• LMS decision• Better technology options
Administrative Initiative:• Critical support--by Senior VP
(Provost)• Strong buy-in from Deans• Involved faculty leadership
Course Redesign InitiativeFirst Round
• 37 faculty Proposals respond to SVPAA’s call
• Up to 18,000 annual course enrollments affected long term
• 25 pilots started fall 2010 semester
CollegeProposal
sCourse
Enrollments
A&S 20 12,220
CESP 6 1,946
CIS 2 1,887
COE 4 445
MCOB 5 1,418
37 17,916
Research Support
USDOE meta-analysis*
“Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.”
“Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction.”*Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online
Learning Studies, Washington, D.C., 2009.
Redesign RFPs• Description of specific
innovation• Instructional efficiency
goals as measured by instructional salary/credit hour production
• Rationale for choosing the innovation
• Costs associated with implementation
• Time frame for piloting redesign
Faculty Proposal
Redesign RFPs
• Evaluation plan to demonstrate improved quality and cost efficiencies
• Sources of baseline information
• Baseline instructional costs• How active learning results• How student learning is
measuredProposal Review
Cont’d
Six Models of Course Redesign(based on NCAT)
• The Supplemental Model • The Replacement Model • The Emporium Model • The Fully Online Model • The Buffet Model
• Linked Workshop ModelMath Emporium Lab at Univ. of South Alabama
Quality and Cost Efficiencies
• Creative eLearning technologies • lecture capture• interactive instructional materials from publishers
• online tutoring• guided examples• team case studies• expert guests
Quality and Cost Efficiencies
• Active on-campus learning sessions• Structured team-based problems• Cases and inquiry learning scenarios• Oral and project presentations• Large group content review• Strategic quizzing; practice tests• Critiques and discussion
How have we supported?Professional Development
• NCAT and Sloan-C Conferences and workshops - 3 groups of faculty
• Innovation in Learning Center workshops
• ILC Redesign website• Evaluation assistance• Redesign Academy (3
days w/ honorarium)• Redesign Faculty Get-
Togethers
How have we supported?Direct Support• New Institutional
tools (iTunesU, Camtasia Relay, Kaltura, Big blue Button)
• Personal Tools (laptops, software)
• E-Learning Assistant Program
ILC staff shooting video of blended course activities
How have we supported?
Peer Modeling• Some eLeader program
topics:• Creating screencasts for Political
Science• Using online debates in
Community Health courses• Assessment--matching
Engineering outcomes • iTunes U in Real Estate courses• Using Wikis in Library Science• Presentation skills for video in
Nursing courses• Preparing student review
podcasts om Business• Virtual Engineering chalkboard
How did we measure?
Cost Indicators
• Comparison of Methods
Institutional • Personnel cost per
Student• % Change in personnel
cost per student• Course enrollment• Reduction in part-time
instructors and GAs
Course Specific• Reassign faculty
assignments • Time for research
and grant-seeking
How did we measure?
Quality Metrics
• Comparison of Methods
Institutional • Student Success rates• D/Fs,• WDs
Course Specific• Common Final
Exams• Common Content
Items Selected from Exams
• Pre- and Post-tests• Student Work
Using Common Rubrics
Personnel Costs fall 2010
Redesign Comparison % Change
Course enrollment 3300 3916
Full-time instructors
29 54
Part-time instructors
20 38
GA’s (teaching only)
0 1
Avg FT instructor cost per student
$87.17 $123.85 -28.8%
Avg PT instructor cost per student
$15.53 $25.05 -38.0%
Total Personnel cost per student incl. GAs support personnel
$125 $152 -22.3%
Personnel Costs Spring 2011
Redesign Comparison % Change
Course enrollment 3,150 3,296
Full-time instructors
25 38
Part-time instructors
24 31
GA’s (teaching only)
0 1
Avg FT instructor cost per student
$78.21 $108.83 -28.2%
Avg PT instructor cost per student
$16.73 $22.43 -25.4%
Total Personnel cost per student incl. GAs support personnel
$110.28 $133.35 -17.3%
Fall 2010 Grade Comparisons
Redesign Comparison
Frequency Percent Frequency Percent
Success Rate 2,078 63.0 2,640 67.4
D/F Rate 830 25.2 886 22.6
WD Rate 389 11.8 390 10.0
Incompletes 3 0.1 0 0.0
Total Students 3,300 100.0 3,916 100.0
Spring 2011 Grade Comparisons
Redesign Comparison
Frequency Percent Frequency Percent
Success Rate 2,008 63.7 2228 67.6
D/F Rate 739 23.5 716 21.7
WD Rate 402 12.8 352 10.7
Incompletes 1 0.1 0 0.0
Total Students 3,150 100.0 3,296 100.0
Continue Formative Focus• Working with
administrators and faculty to improve or restructure course redesign
• Alert chairs and deans to problems
• Discuss course redesign changes with Depts.
• Ongoing reports to VP
Formative Focus
• Identify most effective and efficient courses
• Determine commonalities that resulted in success
• Structure• Activities• Course formats
• Targeted faculty training• Student support from faculty
members
USA Redesign Academy
Some Improvements
• Initial student orientation help create structure
• Changing from online to more structured blended format for 100-level courses
• Evaluate savings in classroom use
Student Orientation Video prepared by the USA Innovation in Learning Center.
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Student Success Rates first year (2010-11 academic year)
On average (all courses) :• Success rates were highest for blended
and online courses versus the traditional or web-enhanced course format.
• Withdrawal rates were lowest for blended courses and highest for online courses.
• Class sizes were largest for the blended format; smallest in the traditional format.
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Exploding Global Mrket• Students in tertiary education
worldwide increased from 28 in 1970 to 165 million in 2010—almost 600% more students.
• Academic degree standards and quality assurance standards becoming more compatible (e.g., Bologna Accord)
• Alliances among universities to spread out costs (e.g., software services) and inter-institutional exchanges.
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Limited transmission learning• What usually occurs in university
classrooms will move from presenting to managing interactions:
• Between students and instructor• Between students and students• Between students and learning technologies
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Open Educational Resources (OER)• Complete Lectures and Materials
• Edx (Harvard & MIT)• Peer-to-Peer University• Stanford Project
• Repositories• Merlot• EdReNe• Multimedia University (Malaysia—local to University and partners)
• Khan Academy
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What it takes to get it going• Institutional administrative support -
KEY• Planning – maintaining standards• Intense redesign initiative
• Instructional design• Faculty development• Student development
• Monitoring & Evaluation
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Some logistics1. Make sure you have a clear business case
Using resources (time, human talent, space, money) strategically IS critical to any institution
2. Use Data to guide decisions Published external research, institutional research and evaluation systems, analysis of market, timely opportunities,
3. Engage early with all relevant stakeholdersInstitutional change is political and personal
4. Focus on integration, open standards and build upon existing communities of practice
For content (collaborative institutional partnerships, learning repositories, open educational resources, open-source software communities)
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Concentrate on opportunity & innovation
Opportunity• Bilingual faculty
• Limited summer courses
• Working professionals need educational upgrades
Innovation Possibility
• Bilingual courses
• Online and blended
• Flexible formats for busy professionals
Mobile Learning PossibilitiesJust a few…• Electronic textbooks• Podcasts• Virtual field guides• Mobile data collection• New content creation• Mobile computing labs
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Use Technology for Transmission
• Why is the classroom lecture the best format to transmit information?
Introduce topic Illustrate procedure
Provide guidance
Scenes from an instructional podcast
Use evangelists and early adopters to inform the process
• Just wanted to let you know--we’ll be in your living room soon..
We’ve been asked to transport among you for 2 reasons
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What UM can do• Value change and innovation• Don't reinvent wheel• Look for best practices• Visit other places• Bring in a few consultants• Pick and choose and get the best fit
for UM• UM can lead the way in developing e-
Learning for the region