Future Forecast Research Team One

Visionary Education DeliveryBryce

Heidi

Karina

Ashley

Tara

Alma

Erika

A new model for higher education

Traditional Visionary

Synthesis of ideas• Dewey (historical)

– Relevant Experiential Education – Interactive Learning – Innovative Approach

• Crow (contemporary)– Creative Comprehensive

Learning Environments – Innovative Models and Methods– Highly Evolved Interactive

Discovery and Delivery – Future Application• Friedman (global) – Collaborative Knowledge – Globalized Learning – Flat Rules

Assertion

Visionary Education Delivery is the innovative creation of an effective mode of live –time communication essential for an engaged meaningful learning experience. Delivering quality instruction using interactive online communities will enhance the student higher education experience.

From this To this

Why is visionary education delivery needed?

Assumptions• Institutions of higher education are moving toward a brick and

click model• Online learning is popular, convenient, and cost effective• Online learning is undervalued • Online learning lacks face –to –face interaction• Learners thrive in communities wherein they feel supported

and validated

Transitioning from a “brick and mortar”  to a “brick and click” model

Currently there are three types of universities and colleges: “brick” institutions, “click” institutions (primarily ‘for-profits’) and lastly, “brick

and click” academies

Traditional “brick” institutions are transforming

• Develop quickly – University of Phoenix

• Develop slowly and methodically – University of North Carolina Online

External forces responsible for transformation

• Economy - Recession

• Technological Advances

• Increased popularity in modality

• Accessibility and Affordability

• Life-long Learning

Are we ready?

• Increased emphasis on learner-centered• Student/Enrollment trends are shifting• Non-traditional faculty• Higher Education landscape is changing• Use of technology devices • Local learning is disappearing

Online learning isConvenient for students and faculty

• Staff find online learning full of intrinsic and extrinsic rewards (Parker)

• Professors notice an increase in participation from all students (Bhanoo, 2009)

• Sense of community for students and higher level of student achievement (Droste & Droste , 2004)

• Education has now become feasible for many students because of online learning (Li & Irby, 2008)

Recent economic times have increased demand for online learning

Students Point of View• Online learning is in demand for students wanting to

maintain in the competitive edge while learning at

their own time and own pace. (Garcia, 2009)• Unemployment has increased the demand of online learning (Allen &

Soaman, 2009)

Institutions Point of View• Availability of more courses online is focus of higher education institutions

(Allen & Soaman, 2009)• Budget cuts threaten the traditional classroom setting (Parker)

With the recent increased demand and popularity in

online learning higher education practitioners should

focus on providing quality instruction for this trend that is

here to stay.

Online learning is undervalued

96%

4%

Which fictional applicant was preferred among managers, one with a traditional

degree or one with an online degree?

Traditional Online

Do biases exist in regards to online education?

Why biases exist

• Lack of interaction with instructors and peers

• No spontaneous debate

• Lack of knowledge

Both reasons for biases diminish with a system for online learning that incorporates real-time discussion and interaction.

Online learning lacks face-to-face interaction

• Students value interaction.• Students are fearful to take online courses in the future due to

a lack of interaction.• Much care should be given to course development.

Berge & Muilenburg Study• “The highest mean barrier rating (M = 3.66) found in the study

was for the social interaction barrier when considering the likelihood of voluntarily taking a future online course. Clearly, overcoming the lack of social interaction in online courses is a major contributor to the decision to continue with online learning”

Successful online learning provides the ability to interface

• Students and faculty do not believe in the effectiveness of online learning*.

• Immediacy of interaction is valued.• Paying students feel they deserve attention (Taylor).

*Ekhaml & Roblyer

"Studies reveal deep doubts among students and faculty that distance learning ever can have the degree of interaction in a

non-distance environment”

Validation in Online Learning

Laura Rendon ‘s Validation Theory concludes

• Validation of the student experience fosters academic success• Learning is an interactive group process• Students who experience validation in their higher education

career feel– Increased Self Worth– Value and Acceptance – Capable of Learning

Validation in Online Learning

• Richardson and Swan’s 2003 study of Social Presence in Online education purports– Faculty’s behavior has an impact on student’s satisfaction,

motivation, and learning– Students perception of social presence in online learning

contributed to students overall learning, and instructor satisfaction

– A “better” model of online higher education “should not only present the information but should also incorporate the social aspects of learning in the design and instruction”

Visionary Education Delivery

• “Once students have experienced effective and innovative distance learning courses, it will be difficult to satisfy them with traditional lecture courses” (Armstrong, 2000)

• Integrating different communication methods will allow for classes to be interactive without being in a brick and mortar institution.(IM, video chat, phone conferences, etc.)

References• About online degrees.org (n.d.). Why do employers view an online degree as worth less than a traditional degree? Retrieved April

25, 2009, from http://www.aboutonlinedegrees.org/professionalism/traditional_onlinedegree.php

• Allen, I.E, Soaman, J (2008). Staying the course, online education in the united states.           

            The Sloan Consortium. Babson Survey Research Group 1-28

• Bhanoo, S. (2009). Colleges go online to cut costs in tight budgets. Retrieved April 28,

2009. http://www.pcworld.com/businesscenter/article/159570/colleges_go_online_to_cut_costs_in_tight_budgets.html

•  Beaudoin, M. F. (2003). Distance Education leadership for the new century. Online Journal of Distance Learning

Administration (6)2. Retrieved April 21, 2009: http://www.westga.edu/%7Edistance/ojdla/summer62/beaudoin62.html

• Berg, G. Csikszentmhalyi, M. & Nakamura, J. (2003) Mission Possible? Enabling Good Work in Higher Education. Change

Magazine. Sept./Oct. 2003. American Association of Higher Education.

• Berge, Z., & Muilenburg, L. (2005). Student Barriers to Online Learning: A factor analytic study. Distance Education, 26, 1, pp. 29-48.

Obtained from http://www.emoderators.com/barriers/stbarr_final_may05.pdf

• Carnevale, Dan (2007). Employers often distrust online degrees. The Chronicle of Higher Education, 53(18). Retrieved April 25,

2009, from http://chronicle.com/free/v53/i18/18a02801.htm

• Chick, S., Day, R., Hook, R., Owston, R., Warkentin, J., Cooper, P. M., Hahn, J., and Saundercook, J. (2002). Technology and

student success in higher education: A research study on faculty perceptions of technology and student success. McGraw-Hill Ryerson

Limited: Toronto, Ontario.

References Continued

• Crow, M. M. (2007). Higher Education in Global Context. Newsweek International. Retrieved

March 27, 2009 from www.myasu.edu.

• Droste, B. Droste, A (2004). A virtual reality. Independent school. 63 (4), 56-62

•  Ekhaml, L., & Roblyer, M.D. (2000). How Interactive are YOUR Distance Courses? A Rubric for Assessing Interaction in

Distance Learning. Obtained from http://www.westga.edu/~distance/roblyer32.htm

• Gallagher, R. (2003) The next 20 years: How is online distance learning likely to evolve? 2003 UCEA 88th Annual

Conference: March 28-30, 2003—Chicago, Illinois.

• Garcia, N (2009) Economy leads to increased demand for online learning. Retrieved on

April 28, 2009 http://www.9news.com/includes/tools/print.aspx?storyid=108933

• Kerka, S. (1996). Distance Learning, the Internet, and the World Wide Web. ERIC Digest.

• Neil, J. (2005). John Dewey: Philosophy of education. Wilderdom. Com. Retrieved April 19, 2009, from

http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation.html 

References Continued• Li, C. Irby, C. (2008) An overview of online education: attractiveness, benefits,

challenges, concerns and recommendations. College Student Journal. Retrived April 28, 2009

http://findarticles.com/p/articles/mi_m0FCR/is_2_42/ai_n25454154/?tag=content;col1

•  Lifelong Learning Trends: A Profile of Continuing Higher Education. 7th Edition. (2002, April) University Continuing

Education Association.

• Rendon, L.I. (1994). Validating Culturally Diverse Students: Toward a New Model

of Learning and Student Development. Innovative Higher Education Vol. 19, No. 1, 33-51.

• Richardson, S., Swan, K., (2003). Examining Social Presence in Online Sources in Relation to Students’ Perceived Learning

and Satisfaction. Journal for Asynchronous Learning Networks. Volume 7. Issue 1. February 2003.

• Taylor, R. (2002). Pros and Cons of Online Learning - A Faculty Perspective. Journal of European Industrial Training; 2002;

26,1; ABI/INFORM Global.

• Winsboro, I.D.S. (2002) Technology and distance learning lessons from the nation’s newest university: Perceptions and

Reality. The Educational Forum. 66(3): 247-252.

Thank You for Your Time and

Attention Future Forecast Research Team

One