Battle of the Online Kingdoms Angela M. Gibson Scott Dalrymple.
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Transcript of Battle of the Online Kingdoms Angela M. Gibson Scott Dalrymple.
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Battle of the Online Kingdoms
Angela M. Gibson
Scott Dalrymple
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Marie-Anne Mundy
Lori Kupczynski
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Convenience and Cost
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Convenience and Cost• Promote individual growth and mastery of course
• Busy professionals need the flexibility these programs provide
• Student learning can be self-paced (PhD)
• Programs are centered around customer satisfaction
• The larger online program size provides a greater funding source from tuition revenues
• The typical cost of maintenance and operations for faculty are not as large as traditional educational settings (paper)
• Large programs tend to reflect a broader diversity of students from both the national and international levels.
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Convenience and Cost• APUS is among the largest online universities in the United States
serving approximately 110,000 active students during the year 2011, a year-over-year increase of 31%
• AMU is the #1 provider to active duty military
• A leading provider to Veterans
• Majority of students are working adults
• Prior Learning Experience evaluated
• Undergraduate Tuition $250/credit hour
• Books provided
• Graduate Tuition $300/credit hour
• Minimized costs for books
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Convenience and Cost• Excelsior’s online courses are all asynchronous
• We used to have synchronous faculty office hours, but found that students didn’t come– now by appt.
• Excelsior (formerly Regents College) acts as a credit aggregator
• Only a 3-hour academic residency requirement
• Most students are transfer students who arrive with an average of 5 transcripts
• Cost is $390 per credit hour for courses taken at EC
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Convenience and Cost
• Large number of the local student population also takes DL
• Cost is equivalent to face-to-face courses
• Currently no DL fee attached to any courses nor do online students pay any less in student fees
• Looking at the benefits of both assessing DL fee to courses and reduced student fees for online courses
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Training and Preparation of Faculty
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Training and Preparation of Faculty
• 1,750+ full time and part-time faculty members
• Professors work from around the world
• Active professionals
• Prior & current teaching at other universities
• New Faculty Training Course
• Regular training updates for LMS
• Community of Inquiry Framework training
• Professional Development
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Training and Preparation of Faculty
• Mandatory 4-week course for faculty new to Excelsior
• Covers our Learning Management System, academic policies, adult ed theory
• Even the Dean has to take it!
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Training and Preparation of Faculty
• Faculty wishing to teach hybrid/online courses must complete a training course with DLIT
• Course consists of 15 one hour modules offered fully online, face to face or hybrid delivery
• Additionally, there are Professional Development seminars designed to enhance technical skills for online and distance deliveries
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Training and Preparation of Faculty
• New faculty members are required to possess the proper credentials, content knowledge, and technology skills necessary for ease of instruction.
• Mentoring courses required for new faculty prior to participating in on-line instructional programs
• online training incorporates technical learning skills and strategies
• Support during first online course
• Ongoing training
• Ongoing faculty evaluation
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Curriculum and Course Design
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Curriculum and Course Design
• Courses are designed by a Subject Matter Expert (SME) and Instructional Designer (ID), who work under the guidance of a Program Director
• Course outcomes, content, assessments, etc. are fixed across all sections
• Good news: less chance for a poor faculty member to screw things up
• Bad news: less chance for faculty creativity & little pride of ownership
• Excelsior owns the intellectual property
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Curriculum and Course Design
• Department follows the ADDIE principles of instructional design
• Basic course template launched at a starting point for all classes
• Each faculty member meets for an instructional design course mapping session with instructional designers prior to the design process
• Self-review handout modeled after principles of best practices (SACS and THECB standards)
• Quality Matters standards are used as a guideline for designing courses in addition to future development of review prior to course launch
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Curriculum and Course Design
• Ability to invest heavily in course development
• Content/Field experts develop courses
• Faculty are required to adhere to the content as designed
• Ongoing faculty feedback to aid in course revision
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Curriculum and Course Design
• Utilize the Sakai LMS
• Community of Inquiry Framework
• Training and professional development for faculty in course design
• Institutional & specialized/professional accreditation
• Satisfying demanding requirements
• Demonstrating focus on academic excellence
• Member of Academy for Assessment of Student Learning of the Higher Learning Commission
• Continuous evaluation of student learning
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Retention and Success
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Retention and SuccessEnrollment and Growth
School Year (includes Fall/Spring/Summer)
Online Hybrid
FY2008-2009 130 18
FY2009-2010 168 92
FY2010-2011 169 65
FY2011-2012 207 95
FY2012-2013 (Fall only)
95 32
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Retention and Success• Peer to peer mentoring
• Faculty-student mentoring
• Critical orientation course for all entering students
• Online instructor course
• Writing Center
• Student Services Team
• Success Coach
• Enrollment Advisors
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Retention and Success• 98% of seniors were satisfied or very satisfied with the
education they received
• 97% of seniors would recommend APUS to a friend or colleague
• 98% of seniors evaluated their experience as positive compared to 82% of students at all other schools (NSSE 2009)
• More than 50% of alumni return for a second degree
• 40% of new students referred by others
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Retention and Success• The faculty role at EC is unbundled: faculty teach,
advisors advise
• School of Liberal Arts has 19 full-time Academic Advisors, each with at least one Master’s degree
• Small team of Retention Advisors who contact “at risk” students
• Switched from a “call center” model to an individual caseload model
• Provides more personal connection with the College
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Thank You