Distance Education Gateway: University of Alaska

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1 Distance Education Gateway: University of Alaska The redesign of the Distance Education Gateway is divided into two phases. The focus of Phase I is to identify and refine the aspects of the current site that work into a more usable and intuitive tool and to give the front end of the site a more intuitive and visually appealing look and feel. The focus of Phase II is to further extend the functionality of the Gateway based on survey responses and user need requests as well as analysis of current underlying University infrastructure issues within the existing data sources. Phase I Outline Based on the results of a user survey and notes outlined by the CDE Design Team the following points are objectives for Phase I of the Gateway redesign: Reorganize content into a new architecture flexible enough to scale to changes/additions implemented in Phase II of the redesign. Create meaningful introductory text explaining UA s mission for distance education and how to use the site Redesign site navigation Redesign look and feel of site Refine search function: o Implement a directed search path that walks users through a logical step-bystep process that takes them from the point where they search for a course to the point they are able to register for that course. o Ensure campuses offered as search options (within the search form) are accurate and return all distance courses available at each respective campus even if a course is offered ONLY at a particular campus (as opposed to being offered statewide). o Expand search results on course delivery methods o Make a quick search available on each page for typical users and create an advanced search page for granular searches and expert users. Explain the differences between synchronous and asynchronous course delivery. Explain the differences in delivery implementation (Elluminate, BlackBoard, etc). Reorganize and update consolidated campus contact information. Create a clickable map of Alaska that allows users to select the region they live in and returns the contact information for the campus that serves that area. Provide instruction on how to use the site. Completion of the points outlined above will end Phase I of the redesign. Phase II will begin with a survey directed to the same audience as the initial survey and gather feedback on the success of Phase I as well as request input on additional functionality users would find valuable at the Gateway. Based on feedback from the survey and analysis by the Design Team Phase II will be outlined and executed.

2 Phase II Outline Much of the development within Phase II revolves around expanding site functionality and will depend heavily on feedback from users on the improvements in Phase I. Phase II will also address institutional-level issues such as the correct coding and recoding of courses to streamline and enhance course search success. Survey users on the success of Phase I and extended functionality needs for the Gateway Evaluate feedback from the second survey and plan the development of extended functionality based on survey responses and internal analysis Outline guide to coding courses properly and coordinate with registrars for implementation Add sorting and filtering tools to search results Conduct testing of Phase II improvements and data sources Launch Phase II Gateway with announcement in time for Fall Semester 05 There are development opportunities which involve changes at an institutional level that can further extend the capability of the Distance Education Gateway. These changes are not planned for Phase I or II due to the breadth of their scope. Integration of MyUA authentication to enable a seamless transition from the Gateway s course search to course registration (through MyUA). This would, however, only benefit people already in the University s system. A mechanism will have to be developed to allow people not already in the UA system to register online for a non-degree class taking into consideration the following issues: o They need the ability to create a user identity and password o User management will need to be implemented to administer abandoned registration attempts and automated password retrieval. Degree Completion Search This search would enable users to input their existing credits to discover which, if any, available distance courses would help them complete their degree.

3 Distributed Gateway Usability Testing Plan Phase I Objective: Determine who is using the Distributed Gateway, how they are using it, and identify serious issues within the existing search features and site. Specific Questions: 1. Do you use the Distributed Gateway web site (http://www.alaska.edu/distance/), and if so, was it within the past two months? 2. When you are searching do you search mainly for yourself or for a student? 3. Do you normally find what you are looking for when you submit a search? 4. Describe briefly a common scenario [of you] using the Gateway. 5. What is your perception of the purpose for the Distributed Gateway? Users: CDE Staff CRA Staff Advisors Registrars Marjorie Payton-Hewlett Method: Testing will be conducted on a handful of departments within the university. Participants will be asked respond to a short questionnaire which is to be returned by them to the design team for analysis. Testing Timeline: Questionnaires will be distributed 03 February Participants will be asked to return questionnaires 10 February Collection and summary of responses will be completed 11 February 2005 Analysis and recommendations will be gathered from team members 14 February 2005 Summary: Questionnaires will be compiled, summarized and disseminated out to each team member for review for development recommendations (thoughts). Recommendations: Recommendations will be gathered from the design team. Based on user response and team contributions, development for Phase I of the Distributed Gateway redesign will be outlined by milestone and executed. Planning for Phase II will also be addressed at this time.

4 Recommendations for the Distributed Gateway Phase I Summary During initial planning and research on the existing Distributed Gateway web site the Design Team discovered there were no records or statistics gathered on who has used the Gateway or users search pattern history. In an effort to gain a broader understanding of if, how and why the Distributed Gateway (http://distance.alaska.edu) is being used we created a survey to gather data on the user experience on the current site. Based on our own experience and analysis of the Distributed Gateway, we expected participants to respond with overall dissatisfaction with usability and effectiveness of the site interface and search function (See Appendix A for actual responses). Methodology A survey used to gather user feedback of the existing site was directed to advisors, CRA staff, and CDE staff who had used the Distributed Gateway before and is designed to gather basic data on who is searching the Gateway, why they are searching, and how they conduct their searches. The survey questions were as follows: 1. Your name? 2. Your ? 3. Do you use the Distributed Gateway web site (http://distance.alaska.edu), and if so, was it within the past two months? 4. When you search do you search mainly for yourself or for a student? 5. Do you normally find what you are looking for when you submit a search? 6. Describe briefly a common scenario in which you use the Gateway. 7. What is your perception of the purpose for the Distributed Gateway? Results Overall response to the survey was small with only seven staff member responses. The survey was not made available to non-staff students, although some of the staff that replied had used the Gateway for themselves as students. The majority of participants (with one exception) had used the Gateway within the past two months. Half of the participants were not consistently successful searching for courses, noting that accurate results were not always returned concerning who is eligible to enroll, and did not provide clear direction on who to contact to enroll and where students should go to get started. Scenarios that result in success seem to involve both an advisor and the student where the advisor is able to augment search results with informed information about what the student needs to do to enroll in the course they want. This is information not available on the current site. There have been many comments that program information offered on the site is often outdated, or not available.

5 Overall, the Gateway is perceived to be a resource for students to locate distance-delivered classes that are available to them. Although its potential as a unified search resource was realized by the survey participants, inaccurate information and vague - even non-existent - instructions for students to follow currently inhibits the site from being a truly valuable and successful tool. Recommendations Based on the results of this survey and the notes outlined from the Design Team meeting dated 06 December 2004 (see Appendix B for notes) the following points are recommendations for objectives to meet in Phase I of the Gateway redesign: Redesign site navigation Reorganize content into a new architecture flexible enough to scale to changes/additions implemented in Phase II of the redesign. Redesign look and feel of site Refine search function: o Implement a directed Search Path that walks users through a logical step-bystep process that takes them from the point where they search for a course to the point they are able to register for that course. o Ensure campuses offered as search options are accurate and return all distance courses available at each respective campus even if a course is offered ONLY at a particular campus (as opposed to being offered statewide). o Expand results on course delivery methods Address the differences between synchronous and asynchronous course delivery. Explain the differences in delivery implementation (Elluminate, BlackBoard, etc). Reorganize consolidated campus contact information. Provide instructions on how to use the site. Completion of the points outlined above will end Phase I of the redesign. Phase II will begin with a survey directed to the same audience as the initial survey and gather feedback on additional functionality that users would find valuable at the Gateway. Based on feedback from the survey and analysis by the Design Team Phase II will be outlined and executed.

6 Appendix A Survey Responses: Raw Data User I: I am the academic and career counselor at Kodiak College. I use the Distributed Education Gateway often (at least a few times a week) with students who are either wanting to take a course or a whole program through distance education. When I am advising students looking for a course online, we enter the term and department to determine what is being offered throughout the state. I have a lot of success using the database in this fashion. The other way I commonly use the Gateway is to show students what programs are available in University of AK System by distance. Many of our students cannot or will not leave Kodiak. My biggest frustration in those scenarios is broken links to program web pages, outdated information on program web pages, and lack of advising tools (like program check sheets, admission requirements, names of advising contacts). It is important that students and advisors have access to current accurate information about distance programs. I am doing academic advising (on some level) for most of the distance delivered programs in the state. I need training on the distance delivered programs and advising materials to perform this task better. User II: Do you use the Gateway and has it been within the past 2 months? I have used it, but not in the past 2 months. It's much easier to use the CDE web site, which I recently used to register online for ANTH F242 with Howard Maxwell. I received a friendly 'hello' message from Kim! I felt her caring attitude immediately ~ Go CDE. Do you search for yourself or someone else? Students Search Success: No, it's difficult to find classes even when one knows and understands the 3 MAU's and the complexity of the UA System. Usage Scenario: As an Academic Advisor, staying abreast of Distance Education courses was vital to assisting many students acquire classes that fit into a non-typical traditional college student's schedule and lifestyle. Students working in Bush AK or in Prudhoe Bay do not fit into the common university classroom courses. Many students need courses delivered anyway, anytime and anyplace. Participant Perception of the Gateway: The name 'Distributed Gateway' fits the university language, but is not helpful to a large population of students in knowing it means Distance Education. Please think about the

7 university's audience when designing web sites for students. It's very important for students and potential students to be able to surf easily through the UA Distance Education web site in order to register. Short, brief bites are very effective for busy adults who are becoming an important client/customer for universities. Remember, these students do not need to know the UA history of departments ~ they want simple and easy steps to follow. Students just want the facts. UAS has a Distance Education button on their homepage ~ Wow, as a potential student, I know right where to go for course information. Let's integrate information across department/college borders instead of having information silos for each department/college. "Real time" (a real person to talk with via ) Virtual Student Services is also a \'next step\' for UA. Alaska Airlines has "real time" services ~ I appreciate this service ~ many times it's better than answering machines or being transferred to the department that can answer questions between 9-4 only on M, Tues. Thurs. and F; (there's staff meetings on Thurs morning, please call after 11:30am.) I believe a UA web site is important for our students in Alaska and also for our students throughout the world. UA has so much knowledge to share with the world ~ let's continue to update/upgrade the web site to meet tomorrow's clients/customers' needs. Good luck in designing; I look forward to using the web site. User III: Do you use the Gateway and has it been within the past 2 months? Yes! Do you search for yourself or someone else? for a student Search Success: Most of the time. I would like to see the Registration tab updated with more 800# and not making it look like CDE is the main number to call... Usage Scenario: I use it to see if courses are available to the student via distance. Like our PSY F101 course was closed for revisions so I went there to see if UAA or UAS was offering a course. Participant Perception of the Gateway: Where a student can go see what is available for them to take without having to attend a local Campus. Add the map that ECE uses on their web site for students to find out whom to contact for help. Here is the address if you want to take a look at it: it s pretty cool. User IV: Do you use the Gateway and has it been within the past 2 months? Yes, and yes.

8 Do you search for yourself or someone else? Both. I work in the student services office and we use the distance education site on a daily basis assisting students in finding the classes they need to meet their degree requirements. We have several students who are enrolled in programs at UAF or UAA. I also use it for myself, as I take all of my classes via distance as well. Search Success: Yes Usage Scenario: For instance, we may have a student enrolled in the social work program, so we go to the site to find all the swk classes that are available for that semester. Participant Perception of the Gateway: It is a tool to be used for locating classes that are being offered via distance, whether by audio, correspondence, web, or video. User V: Yes, I use the gateway all of the time directing students questions. It is overall a great website. The registration page could be more complete. It would be a good idea to put the distance 800 #s at the top, (UAA) Anchorage, (UAF) Fairbanks, and (UAS) Juneau. Also, there could be more information identifying where the other telephone numbers listed actually go. (registrar, admissions, financial aid, advising center, distance office, business office, et.) Under the courses bar, the selection process is great. Some ideas for the independent learning courses (YEARLONG) would be: List the campus,(uaf/cde), registration is "on going" dates are misleading as there is no real start and end date. User VI: Do you use the Gateway and has it been within the past 2 months? Yes and Yes Do you search for yourself or someone else? Both, extensively Search Success: Yes, It is a great resource for planning my semester, or helping students find classes to supplement their regular courses. Usage Scenario:

9 A student comes in for a class that is full. The student wants to know if they can take this class somewhere else, or distance. I let them know about distance learning, the dynamics of transferring the credits from one college to another, and show them the distance.alaska.edu site to look for the subject they need. I give them the CRN, tell them which college it is at, and help them look the course up on the transfer credit resource site. I give them the college\'s number should they have particular questions about the class. Participant Perception of the Gateway: I think that it creates a unified place to seek classes that are offered distance delivery throughout the UA system. It helps students find classes without looking in many different places to get their needs met. User VII: Do you use the Gateway and has it been within the past 2 months? Yes, and Yes Do you search for yourself or someone else? For students Search Success: Sometimes. If I am looking for individual courses, I can find them if I know the course subject code. However, some of the courses do not contain accurate information about who can enroll or how students get started. The Degree Program link is simply worthless. It is never updated and rarely accurate. Usage Scenario: Students come to me seeking the courses and degrees available by distance from UA. My job is to help them find it. I start at the Gateway, which sometimes work, sometimes doesn't. Participant Perception of the Gateway: The purpose is to inform students. When you compare it to almost any other major college's distance education website, it's horrible. The information is sketchy, often missing, and usually wrong. There seems to be no one who is tasked with owning the site. The result is a lackluster effort which sells our programs to no one. Like the way I pulled my punches?

10 Appendix B Strategy for Distributed Gateway: Initial meeting 12/6/04 Notes As we reviewed the existing site, we noted several functions that were missing, or that we didn t feel were working properly: Campus entities are not clearly defined (for example, TVC is listed as a choice in the pull down menu, but yields no results on the search. TVC courses are actually categorized as Fairbanks Campus rather than TVC.) The search feature only lists courses that are available everywhere in the state. It does not display courses that are available to a specific region. (For example, someone from Nome would not be able to view Nome courses unless those courses were offered statewide.) A better solution would be to show all courses and then note restricted delivery OR ask the student which region they re affiliated with and filter on that criterion. Each function on the site stands alone. For example, when you ve found a course, you can t simply click to find registration information for that course. Instead you must note the campus, then click on registration, then locate the campus that you noted. Likewise, there is no link between the list of programs and the courses associated with those programs. There is virtually no information about how to use the site. It is a stand-alone search page. Nor is there information about distance learning, distance education at UA, etc. The gateway does not integrate with UAonline. There should be links to schedule information for each course (academic schedules vary between campuses, but should be available for display). There is no information about delivery methods (how does an audio course differ from a web-based course?) and there is no differentiation between different kinds of web-based courses (Blackboard, Elluminate, UAS Online, hybrid, other). There is no distinction between synchronous, asynchronous, or radically asynchronous. Before proceeding with our analysis, there are several pieces of information that we need: Logs for the past 12 months, including specific search logs, so we can determine how the site is currently being used. A schema of the course information available from Banner. A list of server technologies that we could use on the current web server (where the distributed gateway is currently housed). Finally, we would like to poll administration, registrars, and advisors regarding their expectations for the site. Is the perceived purpose of the site to search for course information (only), or is this site intended to be the face of distance education in Alaska? If we assume the latter, there is much more work to be done, as the current site is virtually devoid of marketing and guidance information.

11 Distance Education Gateway Content Map - Phase I Contact by Campus Contact by Map Contact How to Register Homepage Saved Courses FAQ Search Glossary Register Info Course Details

12 UNIVERSITY of ALASKA DISTANCE EDUCATION GATEWAY - PHASE I INFORMATION FLOW index.html Quick Search Home (1a) registration.html expertsearch.html faq.html contact.html glossary.html Registration Process (Info) Advanced Course Search FAQ Contact Glossary akmap.html Regional Campus Locator Map campusinfo.html Regional Campus Contact Info Search Results Select Course /s View Course Details Compare Course Details View/Save Selected Courses SEARCH FLOW. Registration Contact Info (1a) If cookie exists show link to saved courses (from previous search) on homepage.

13 FAQ GLOSSARY Distance Education Gateway REGISTRATION INFORMATION COURSE SEARCH CONTACT QUICK SEARCH SUBJECT MEETING DAYS TIME DELIVERY SEMESTER COURSE LEVEL CAMPUS Introduction Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat. Duis autem vel eum iriure dolor in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis at vero eros et accumsan et iusto odio dignissim qui blandit praesent luptatum zzril delenit augue duis dolore te feugait nulla facilisi. Epsum factorial non deposit quid pro quo hic escorol. Olypian quarrels et gorilla congolium sic ad nauseum. Souvlaki ignitus carborundum e pluribus unum. Defacto lingo est igpay atinlay. Marquee selectus non provisio incongruous feline nolo contendre. Gratuitous octopus niacin, sodium glutimate. Quote meon an estimate et non interruptus stadium. Sic tempus fugit esperanto hiccup estrogen. Glorious baklava ex librus hup hey ad infinitum. Non sequitur condominium facile et geranium incognito. Epsum factorial non deposit quid pro quo hic escorol. Marquee selectus non provisio incongruous feline nolo contendre Olypian quarrels et gorilla congolium sic ad nauseum. Souvlaki ignitus carborundum e pluribus unum. SEARCH Copyright 2005 University of Alaska

14 FAQ GLOSSARY Distance Education Gateway REGISTRATION INFORMATION COURSE SEARCH CONTACT REGIONAL MAP Use the map below to find contact information on the nearest campus to you in the area where you are located. Course Search Etiam sem neque, feugiat at, feugiat sit amet, varius eget, purus. Praesent massa. Nulla suscipit dictum sapien. Vivamus sit amet quam in libero suscipit porta. Sed interdum ornare purus. SUBJECT COURSE NUMBER MEETING DAYS CRN TIME INSTRUCTOR DELIVERY CORE SEMESTER REQUIREMENTS COURSE LEVEL CREDIT CAMPUS SEARCH Copyright 2005 University of Alaska

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