Profiles, Opportunities and Challenges: Institutional Models of Distance Education

Opportunities and Challenges: Institutional Models of Distance

Education

Panel:

Alexandra M. Pickett, Associate Director, SUNY Learning Network, State University of New York

Shari McCurdy, Associate Director, Office of Technology-Enhanced Learning, University of Illinois at

Springfield

Pete Rubba, Director of Academic Affairs for Graduate Programs, Penn State World Campus

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Overview• Each iteration of distance education in higher education is designed uniquely to fit

the strategic goals the institution has for its distance education initiative.

• We will contrast the inherent opportunities and challenges afforded by the structural and functional profiles of three long-standing online providers:– SUNY Learning Network– University of Illinois at Springfield– Penn State World Campus

• In each profile, we hope to expose enabled exemplary practices as well as accompanying pitfalls -- opportunities and limitations. The profiles will be about 15 minutes each followed by an opportunity for a few quick clarifying questions.

• Following the profiles, there will be time for questions of the panel and sharing by audience members.

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SUNY Learning NetworkAlexandra M. Pickett

Associate Director SUNY Learning Network

State University of New York

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Mission of the SUNY Learning Network is to advance the mission of the office of the Provost by providing leadership, promoting collaboration, and supporting SUNY campuses in the pursuit of excellence in online education.

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Defining Features of the SUNY Learning Network

• SLN is an opt-in program offering a menu of services open for membership to any SUNY institution.

• The primary function of SLN is to train effective online faculty and to inform and influence the quality of online courses and instruction.

• SLN strives to cultivate communities of practice among its membership (faculty, instructional designers, DL directors)

• SLN is a SUNY-wide program under the office of the Provost with 65% of our program expenditures covered by state allocation funds through that office.

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SLN is an opt-in program offering a menu of services open for membership to any SUNY institution.

• Advantages– We provide economies of scale with centralized supports and services. -

we seek only cost recovery for 35% of our budget.– Campuses pay only for what they need. - Education, Marketing, HD,

Hosting & Apps.

• Limitations– We are membership driven.

• Must be everything to everyone.• Campus autonomy and independence.• We have no authority.

– Difficult to manage internally with a small staff. - Services intertwine.

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The primary function of SLN is to train effective online faculty and to inform and influence the quality of

online courses and instruction.

• Advantages– We provide award-winning online faculty development and

instructional design.• Focus on pedagogy, quality, satisfaction, effectiveness, learning, and

research.

• Limitations– Complex and evolving campus, faculty, and course needs. – We struggle keeping a long-term business model.

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SLN strives to cultivate communities of practice among its membership (faculty, instructional designers, DL

directors)

• Advantages– Large-scale strength in numbers.• Not alone.• No need to reinvent wheel. Share lessons learned at

faculty, course design, and programmatic levels.

• Limitations– Complexities in collaboration and consensus building.

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SLN is a SUNY-wide program under the office of the Provost with 65% of our program expenditures covered

by state allocation funds through that office.

• Advantages– We strive to advance the academic mission of the

university.

• Limitations– Parochial interests vs. university system-wide. – Program survival is dependant on state funding.• We are at the mercy of politics of the system.

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University of Illinois at Springfield Online

Shari McCurdy Smith

Associate Director, Office of Technology-Enhanced Learning,

University of Illinois at Springfield

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UIS Mission

The University of Illinois at Springfield provides an intellectually rich, collaborative, and intimate learning environment for students, faculty, and staff, while serving local, regional, state, national, and international communities. http://www.uis.edu/strategicplan/plan/sectionOne/mission.html

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Four Unique and Defining Features of UIS

• Organic process mainstreamed within the academic structure.

• Often a “reflection of the campus”. • UIS Faculty teach online on load.• Programmatic adoption.

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Organic and mainstreamed process• Advantages– Policy wise, operates in the best interest of the

institution– Brings online students to the table– Stable and perhaps less political– Faculty centric model; locating control, even in course

design, in hands of faculty

• Limitations– Shared funding– Innovative programming/collaboration

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Often a reflection of the Campus• Advantages– Synergy in instructional content and practices– Technology adoption on ground– “Gold Course”

• Limitations– Assessment– Registration; forced choice for some students

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UIS Faculty teach online on load• Advantages– Community– Training– Research– Built in quality

• Limitations– Scaling requires administrative and departmental

commitment– Tenure Review– Prep time

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Programmatic Adoption

• Advantages– Marketing– Course improvement– Retention/Recruitment– 3 courses start up– Training

• Limitations• Requires 3 course commitment upfront• Dual constraints on growth; faculty commitment/funding lines• Individual use of funds

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World Campus

Pete Rubba

Director of Academic Affairs for Graduate Programs, Penn State World

Campushttp://worldcampus.psu.edu

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Mission of the World Campus is to extend Penn State undergraduate and graduate certificate and degree programs to adult learner who otherwise do not have access to another campus of the University.

From a business perspective, that means generate net new enrollments and revenue.

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Four Defining Features of World Campus

• World Campus is a delivery unit without academic authority – we must partner with Penn State academic units

• Residential online enrollments are a secondary consideration for World Campus

• World Campus strives to maximize revenue shared with academic units

• World Campus’ domain is University policy

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World Campus is a delivery unit without academic authority – we must partner with Penn State academic units

• Advantages– Programs offered online are available in residence

• We are Penn State Online• Facilitates buy-in by academic units• Creates blended possibilities for resident students• Few accreditation issues

• Limitations– Limits programs offered– Collaborative complications– Time to market is long

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Residential online enrollments are a secondary consideration to World Campus

• Advantages– Well defined domain of responsibility, though we

have been a helpful partner, e.g., eLearning Cooperative, Blended Learning Initiative

• Limitations– Results in very complex financial arrangements,

e.g., when a full-time residential student wants to enroll in a World Campus offered course

– World Campus looks undersized

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World Campus strives to maximize revenue shared with academic units

• Advantages– Revenue sharing is a significant incentive,

especially in hard budget times

• Limitations– Revenue sharing can create greed – Revenue sharing can create internal competitors

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World Campus’ domain is University policy

• Advantages– Policy wise, clearly delineates resident instruction

and distance education domains

• Limitations– The policy should not be thought of as a

protective shield– Technology has clouded whether or when a

students is a resident student or distance student

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Questions for panel?

Sharing by audience.

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Thank You and Enjoy the rest of the conference.

Alexandra M. PickettShari McCurdy

Pete Rubba

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