the “spill-over” effect of e-learning claudine schweber, ph.d. office of distance education and...
TRANSCRIPT
The “Spill-Over” Effect of E-Learning
Claudine SchWeber, Ph.D.Office of Distance Education and Lifelong Learning
www.umuc.edu/distance/odell/
Tel Aviv University, Israel, February 2002Fulbright Senior Specialist Program
The “Spill-Over” Effect
Online Services initially provided for distance faculty and students,
now required for everyone.
• Services that support teaching and learning
• Administrative support
• Assessing costs
• Linking quality and cost
• Planning for the immediate future
ISSUES
The “irreversible transformation of higher education”
Supporting Teaching and Learning
• Library resources • Course materials• 24/7 IT Support• Instructional design support • Advisement Online• Access to Faculty
Administrative Support • Application• Registration/drop-add
– long term class schedules
• Grade Reports• Book purchases• Tuition• Robust IT infrastructure
– high % “up” time– 24/7HELP - telephone (synchronous); online (asynchronous)
– Problem solutions needed quickly
Examples (1)
• UMUC offers over 100 databases-free to students, faculty worldwide
• E-reserves in the online class• 24/7 librarian help• Required library resources course/tutorial for all students
and new faculty• Faculty workshops online: plagiarism detection; use of
resources, developing interaction • Faculty resources and plagiarism guides
www.umuc.edu/library/faculty.html
Library and Information Resources
Examples (2)
• Instructional design and IT support (ex., LTAs or simulations)
• Training about teaching online
• Workshops
• Mentors
• Course Updating
• Discipline focus• For 3 models:
– Online– F2F and Online Enhanced– Web-Integrated
Faculty Development
Administrative Support
• Text purchases– Online: contract with a company
– Onsite: bookstore
• Articles, reports, etc– Databases
– In the online classes • Reserve reading (with copyright permission obtained)
• Webliography
Example (1): Books, Articles
Cost Issues
• Is the cost for online education distinguishable from the cost of higher education?
• Prioritizing and allocating funds
• Cost models– cost-effectiveness– cost-benefit– cost-feasibility
• Linking quality and cost
Linking Quality and Cost
• Identify institutional quality indicator (s)
• Identify measure (s) for each indicator
• Identify desired impact/goal
• Select and apply cost model
Future Plans
• Scope of virtual services and support
• Input from key stakeholders
• Communicate to all parties
• Re-assess plans/scope, priorities, funding costs feedback update/change plans
Toda Raba
Sheelot?