PROVOST S ADVISORY GROUP ON THE EXPANSION OF ONLINE LEARNING FINAL REPORT

Transcription

1 PROVOST S ADVISORY GROUP ON THE EXPANSION OF ONLINE LEARNING FINAL REPORT December 2012 MEMBERS Brettel Dawson, Faculty of Public Affairs Kim Hellemans, Faculty of Science André Loiselle, Faculty of Graduate and Postdoctoral Affairs Patrick Lyons, Carleton University OnLine and EDC Pat Moore, Library André Plourde (Chair), Faculty of Public Affairs Rob Riordan, Sprott School of Business Peter Thompson, Faculty of Arts and Social Sciences

2 Provost s Advisory Group on the Expansion of Online Learning Final Report Background The Advisory Group was established in the Spring of 2012 by the Provost and Vice- President (Academic) following consultations with the Deans and the University Librarian. The Terms of Reference for the Group were finalized in June 2012, and are reproduced as Appendix 1 below. All Deans, the University Librarian, and the Interim Associate Vice-President (Teaching and Learning) were invited to nominate a colleague as member; the composition of the Advisory Group was determined by these nominations. The Group met throughout the Fall of 2012; deliberations on the structure and content of this Report began in November. Context Distance and now online learning has played an important role at Carleton University since (A glossary of key terms is available in Appendix 2.) Currently one in four students is registered in a Carleton University OnLine (CUOL) course and CUOL plays a key financial role for the University both in terms of generating revenue and reducing capital expenditures. Background information on Carleton s experience with online learning is provided in Appendix 5. A description of the current CUOL financial model is given in Appendix 6. Recognizing the importance of online learning to the University, The Carleton Academic Plan (CAP) 2010/ /15 (Objective 4.2) identified online learning as an area of investment and recognized that strategic growth of online learning was necessary to meet the needs of current and future students for scheduling flexibility, to attract high quality students from expanded catchment areas, and to increase revenues. Yet, despite online learning being a recognized part of the CAP, online program and course development has been somewhat slow at Carleton. Recommendations The core of our report takes the form of a series of recommendations, followed by eight appendices which provide background information on the current status of online learning at Carleton and additional materials that helped inform or summarized some of our key exchanges as a group. A high-level outline of elements that we see as critical to the success of an online learning strategy is provided in Appendix 3. Overall, our recommendations are anchored in Carleton s Strategic Mandate Agreement, and explicitly supportive of objectives 1 (Integrated Student-centred 1

3 Learning) and 3 (The Global Academy and Summer Institutes for International Students) identified in that document. For ease of exposition, our recommendations are grouped under six headings: 1. Overarching Recommendations 2. Institutional Recommendations 3. Recommendations for On-Campus Students Online Development 4. Recommendations for Off-Campus Students Online Development 5. Instructor Support Recommendations 6. Marketing Recommendations. 1. Overarching Recommendations 1.1. An overall online teaching and learning strategy must recognize and work to and within the University s strengths, including academic and research programming as well as its institutional culture and infrastructure. An online strategy must focus on key pathways that build on the University s strengths. This includes recognizing that different approaches will be needed to reach two key clienteles: developing online learning opportunities for on-campus students and secondly, providing online credentials for offcampus students Carleton s online strategy must be an integral and complementary part of the overall University strategic plans Commensurate resources will be required to support expanded online learning, particularly in terms of ensuring capacity within CUOL and EDC, and also in ensuring adequate student support, and the development of reference/library resources Expand the availability, in the short to medium term, of Video on Demand (VOD) course offerings and use the revenues so generated as a source of funding to expand online learning opportunities, including the development of online courses, support systems for online learners, and online pedagogical tools for on-campus courses More generally, addressing this need for increased resources in support of online learning opportunities may also require changes to existing financial practices, such as the reallocation of some or all of CUOL s revenue target ($480,000) which is currently allocated to central University services. 2. Institutional Recommendations Online learning is transformative not only to teaching and learning, but also to how the University provisions student and administrative support. Expanding online 2

4 learning opportunities without due consideration to how the University will support online students and their needs will be a disservice to the quality of Carleton s online learners university experience Adjustments to the structure and operations of CUOL and EDC will be necessary to accommodate increased effort directed at online learning. When faced with similar challenges, a number of Canadian universities have created a dedicated Office of Online Learning, encompassing instructional design, course development and production, delivery, administration, marketing, and assessment services. This strategy has proven successful at Simon Fraser, Concordia, Ryerson, Waterloo and other universities, which at the moment are leaders in the area of online learning In collaboration with the Registrar s Office and Student Services, establish a task force to examine and make recommendations on how best to provide student services to online learners. This task force would consider all facets of student services: registration, learning support, advising, counseling and health services, IT, etc Examine registration practices and policies with the goal of simplifying registration processes for both on-campus and especially off-campus online students. This is a key element of expanding Carleton s catchment of potential students Ensure that technical support meets the needs of online learners, including availability when on-campus students do not have classes (for example, reading week) and at times outside of Ottawa s business hours to service online students In collaboration with CUASA, CUPE 4600 (Unit 2), the Library, and Faculties, clarify/develop a policy on the intellectual property rights and permissions associated with online course materials Develop an orientation program aimed at first-time online students but available to all students which would provide directions and information about resources, strategies, and requirements that are necessary to succeed in an online learning environment Ensure a high-quality learning environment for students by establishing and endorsing quality review processes. 3. Recommendations for On-Campus Students Online Development This academic year ( ), one out of four students at Carleton is registered in CUOL VOD-type courses. (Additional information on CUOL registrations is available in Appendix 7.) The vast majority of the students are on-campus students using 3

5 online courses to provide scheduling flexibility. Blended and online learning can address many of the teaching and learning limitations in large first- and second-year classes Encourage enhanced and blended models of course development so that online elements can potentially be part of all courses Specifically support and target blended course initiatives that will have significant and positive impacts on student learning, engagement, performance, and retention. For example, apply and develop innovative online tools for large first-year courses with the aim of making learning a less anonymous, more intimate / connected experience Initiate a fund for course development/enhancement and issue an annual Call for Proposals centered on blended course development in areas aligned with University strategic priorities Expand the number of Video on Demand (VOD) courses to generate revenue (see also recommendation 1.4 above) Ensure that students are not compelled to take an online course to complete a degree program that is intended to be completed face-to-face. 4. Recommendations for Off-Campus Students Online Development As noted earlier, distance students currently make up about 4% of the total number of CUOL registrations. A key factor behind such low participation is the absence of fully online credentials Focus on developing entirely online credentials at both undergraduate and graduate levels that aim to serve niches where there is identifiable demand and where Carleton holds a competitive advantage. In doing so, aim to leverage specific institutional strengths and inter-disciplinarity, and encourage cross-faculty initiatives. In some cases, it may prove preferable to develop almost entirely online credentials that include short, intensive, on-campus experiences at non-peak times (for example, summer institutes, inclass meetings during reading week). Aim to develop online credentials that can serve dual purposes: for example, a stand-alone diploma that can also be a minor in an undergraduate program (available to both on-campus and off-campus students). Examples of possible online credentials include diplomas in Canadian Studies, Contemporary Social Issues, Contemporary Policy Issues, Contemporary Scientific Issues, Information Systems and 4

6 Management, among others. It would also be possible to develop credentials that embody a multi-disciplinary approach to specific themes, such as water. Sets of integrated online modules that would support students aspiring to certain professional designations could be developed. Examples include a number of professional areas and designations in accounting and finance. Graduate diplomas would also be highly conducive to online delivery. Unique-to-Carleton diplomas such as Philanthropy and Nonprofit Leadership will soon be available through hybrid / almost entirely online delivery (involving intensive summer institutes and online learning). Such diplomas could generate significant interest in Canada and abroad. Furthermore, many graduate diplomas (such as Public Management, Architectural Conservation, and Health Policy ) can serve as stepping stones towards a Master s and as such, in an online format, could serve as broad-based recruitment tools for graduate degrees Target completion of online pathways for degree programs that currently already include significant online components (both at the undergraduate and graduate levels) Initiate a fund for program development and issue an annual Call for Proposals to complete existing program pathways and/or develop new credentials in areas aligned with University strategic priorities Adopt a development strategy that would deliver the components of university-level credentials (degrees, diplomas) in a relatively short period of time. Such a strategy would entail, among other things, using existing courses as the base and creating new courses only as needed. As online courses become available, these would be accessible to both on-campus and off-campus students as stand-alone courses (for special students, including students enrolled at other postsecondary institutions) and as part of Carleton-based credentials (such as diplomas and degree programs). (Recommendation 2.3 above on the need to simplify registration processes is of particular relevance here.) 5. Instructor Support Recommendations The members of the Advisory Group recognize that designing and teaching online courses is a new experience for many faculty members and contract instructors, and that success in growing online offerings at Carleton is contingent on creating supportive and encouraging conditions for course instructors. 5

7 Members also recognize that instructor buy-in is of critical importance to the success of any online learning strategy. With this in mind, we offer in Appendix 3 a number of what we believe to be barriers to the implementation of online learning opportunities that are largely focused on the importance of instructor support and the implications of the failure to secure that support Through CUOL and EDC, provide professional development opportunities to faculty members and contract instructors interested in developing and teaching online courses Evaluate and report on current technical, teaching-assistant, and administrative support provided to instructors of online courses. Develop guidelines as needed. Enhance support if required In collaboration with CUASA and CUPE 4600 (Unit 2), establish working groups to examine issues related to workload for online course development Ensure that suitable institutional recognition is available for instructors teaching online courses. Implement online teaching evaluations Provide proper training for teaching assistants for their new role in an online environment. In large online classes at the 1000 and 2000 levels, teaching assistants can play an important part as instructional facilitators that mediate between instructors and students. 6. Marketing Recommendations Carleton currently does little to market or to raise awareness of its online offerings to off-campus students, in part due to limited credentials available to prospective off-campus students. However, as online learning opportunities grow in profile at Carleton the following activities should be undertaken Collaborate with undergraduate recruitment to determine how and where best to market current online course offerings Collaborate with Department of University Communications to evaluate and improve current marketing practices As Carleton increases the breadth of online courses and programs, develop, execute, and evaluate a comprehensive marketing plan When the timing is appropriate, allocate funds for marketing Carleton s online course and program offerings. 6

8 APPENDIX 1: Terms of Reference PROVOST S ADVISORY GROUP ON THE EXPANSION OF ONLINE LEARNING Terms of Reference The Advisory Group will consider ways to expand online learning at Carleton University, including both on-campus delivery and distance education for offcampus students. As part of its work, the Advisory Group will consider how best to: Utilize and expand online learning in a manner that advances Carleton s strategic and academic plans; Ensure that the expansion of online courses and programs and the expanded use of online pedagogical instruments in courses and programs will improve and/or enrich the quality of the student learning experience at Carleton; Encourage academic units, faculty members, and contract instructors to use and expand online learning opportunities in course and program delivery. The Advisory Group will report to the Provost by mid-november André Plourde, Dean of the Faculty of Public Affairs, will chair the Advisory Group. Representation will be sought from each teaching faculty and FGPA, the Library, and EDC. Deans, the University Librarian, and the Interim Associate Vice-President (Teaching and Learning) will be consulted on membership. (June 2012) 7

9 APPENDIX 2: Glossary asynchronous refers to learning and teaching at different times and different places. Examples would include , electronic mailing lists, blogs, discussion boards, etc. blended learning / blended programs sometimes also called hybrid learning; it blends online and face-face delivery. Substantial proportion of content (30 79%) is delivered online and typically has a reduced number of in-class meetings (Allen and Seaman 2011, p.7) Canadian Virtual University (CVU) - is an association of public Canadian universities 1 specializing in online and distance education. It allows students to find online course offerings from several universities and transfer them to their program at another university Contact North is Ontario s Distance Education and Training Network, which works in collaboration with Ontario public colleges and universities, and training providers. Learners from Ontario, regardless of their age or degree, can take courses via Contact North s online learning centres CUOL Carleton University OnLine; a new initiative which started in 2011, and which combines CUTV and web-based course delivery, including courses with no inclass sections CUTV Carleton University Television, previously known as itv; renamed when Rogers TV channel moved from analog cable to digital distance learning or distance education refers to courses and programs where learners are separated physically from one another and from the instructor. The classroom is virtual and learners are off-campus (Canadian Council on Learning 2009, p.4) instructional design the process of organizing instructional content and mixed media according to pre-determined course goals and objectives, based on the ADDIE methodology, which includes the analysis, design, development, implementation, and evaluation phases itv instructional television (see also CUTV) online learning broadly refers to all forms of teaching and learning process which takes place via internet, out of physical classroom 1 Members: Athabasca U, Carleton U, Laurentian U, MUN, Mount Royal U, Nipissing, RMC, Royal Roads U, TÉLUQ, Thompson Rivers U, U of Manitoba, U of New Brunswick. 8

10 online programs academic programs where most of the content is delivered online and there are no face-face-meetings in physical classroom or campus (Canadian Council on Learning 2009, p.4) synchronous refers to learning and teaching at the same time in the same place, for example via chat, Skype, or during lectures Video on Demand (VOD) a service that allows students to watch their recorded classes and lectures on the internet whenever they want either as a stream or downloadable videos 9

11 APPENDIX 3: Elements of a Successful Online Learning Strategy The discussions of the Advisory Group also lead to the identification of elements that the members considered to be essential to the success of an eventual online learning strategy for Carleton University. These are provided at this time as an indication of the range of issues that need to be addressed; no claim is hereby made that the list below provides is a complete representation of these issues. Core Business If adopted, an online learning strategy must receive and must be seen to receive the full support of Carleton s central administration. A clear step in this direction is to ensure that such a strategy becomes an integral part of the institution s overall strategic plan. Financial Support It should be recognized at the outset that the implementation of an online learning strategy will require the commitment of financial resources. In the text of our report, a possible short-term source of funding is identified, namely the funds generated by (a possibly expanded line of) video-ondemand (VOD) products. The financial and service-related implications of operations that are much less focused on standard university business hours would have to be identified and taken into consideration. Student Service Support Student services would need to be delivered at a distance, to students who may well never step foot on the physical campus of Carleton University. Enrolment and registrarial services, for example, would need to be available at a distance and delivered in a clear, straightforward, and efficient manner. Technical Support Students need access to people who can help them with upgrading their software, identifying why they might be running into problems, etc. Since the course instructor is the first point of contact for students, he / she often receives these requests and might be ill-equipped to deal with them. Learning Support In courses offered uniquely online, instructors do not meet their students face-to-face. As a result, it might be difficult for them to identify students who are struggling with course material and might need extra support. As the number of online courses increase, it would be necessary to have dedicated learning support for these students. 10

12 Library Support Distance access to library collections would need to be enhanced, which might imply the need to purchase more online texts and to arrange for copyright permissions for materials in online courses, for example. Online reference service would need to be enhanced. Support for Course Instructors Course instructors would require access to the expertise needed to help them develop the skills necessary to develop, implement, and offer online learning tools and courses. They would also need access to expertise on campus to assist with course development and implementation (through EDC, for example), and to the requisite technical support (through their Faculty, IMS or CCS, for example). It might be necessary to provide course instructors with some form of incentive or compensation in recognition of the fact that online courses require more intensive design than lecture/seminar-style courses. 11

13 APPENDIX 4: Barriers to the Implementation of Online Learning Opportunities In the course of meetings and exchanges, advisory group members noted a number of barriers to the implementation of an expanded online learning presence at Carleton. A number of the issues discussed relate to resource and support availability; these have been highlighted in Appendix 3. Most of the remaining issues discussed relate to the need to secure buy-in from course instructors, whether faculty members, contract instructors, post-doctoral fellows, graduate students, etc. A list of barriers of this type is provided below; no claim is made that the ensuing list is exhaustive. Nonetheless, we thought it important to bring these to your attention as input to the design of any eventual online learning strategy. The sense that online courses are frustrating, non-rewarding, and represent a water-down and less valuable form of teaching. Teaching is quite demanding enough without having to change and adopt a new means of delivery and assessment. Concern that workload would increase: more students in a given course means more marking, monitoring, TA supervision, course administration. o More generally, concern about role shifts linked to technologyenhanced delivery. These classes tend to be larger, the instructor becomes a bit like a small business person, with staff (TAs) and associates (EDC, CUOL) working in a team environment relationship building, learning multiple systems, managing people and deadlines. This team-based approach is quite different from the individual-based approach to teaching that is characteristic of the standard teaching, with all of the associated issues linked to content control, decision-making, and sharing of materials. A plan for the course needs to be developed ahead of time in much greater detail than for standard teaching. Concern that online courses are primarily a financial grab on the part of the University, with overall negative effects on the quality of our courses and programs, and ultimately of our reputation. Concern about the company that we keep as a member of CVU. Perception that online delivery is not as good as more standard delivery through lectures, seminars, and labs. Concern about negative implications of online delivery for student engagement and the loss of the (modified) Socratic method of direct exchange between professor and student as a process for developing analytical and critical thinking. Perception that online delivery only fits non-traditional students for example, those enrolled on a part-time basis, adults in the workforce who are 12

14 looking for technical job-related education (and perception that serving this latter type of student should not be core to the mission of the University). Perception that online learning is limited to CUTV-type experiences (both good and bad). Concern about the loss of control in the classroom that comes with distance-learning methods. Concern about the time investment necessary to learn a new technology and to apply it. 13

15 APPENDIX 5: Background on itv, CUTV, and CUOL Carleton University has been involved in distance learning since 1978 with the creation of instructional television (itv), a locally distributed Rogers Cable Television channel. The original purpose of the channel was to provide community outreach and flexibility to learners who could not easily attend face-to-face classes at Carleton. In order to minimize costs, itv, adopted a model of recording on campus (face-to-face) classes rather than producing packaged, heavily produced prerecorded courses. Prior to the start of the term, handouts and other course material were sent to students by mail. Beginning in the early 1990 s, itv began to receive inquiries from students who were unable to receive the Rogers cable channel, and in response itv instituted a VHS tape delivery service. For an additional per course fee, ($80), students received their courses on VHS tape (delivered by courier each week). With the tapes to you service (changed to DVDs in 2004), itv reached students across North America and began to generate substantial revenue, from both the tape delivery service and from off campus exam fees. While distance students were the primary source of revenue, they represented a small percentage of the total number of course registrations. By far, most course registrations were by on campus Carleton students using itv courses for scheduling flexibility or because the only section with space available was the televised course section. Instructional Television (itv) was renamed Carleton University Television (CUTV), in 2004 (timed in conjunction with the channels move from analog cable to digital cable). An Internet Video on Demand (VOD) service was instituted in 2005 and by 2008 it had replaced the DVD delivery service. The VOD service allowed students to view their courses online as video streams, or download them for playback on mobile devices. In addition, all CUTV courses made extensive use of the learning management system to distribute course materials and to better connect students with their classmates, and students and instructors. CUTV was rebranded Carleton University OnLine in In Winter 2012, a fully online, web-based Canadian Studies course was offered. This course was designed specifically for online delivery and did not have an in-class section. 14

16 APPENDIX 6: Current CUOL Financial Model CUOL is highly dependent on the VOD revenue streams, distance exams fees, and external exam invigilation, to meet its revenue targets but also fund its own programs AND fund the Educational Development Centre (EDC) and Instructional Media Service (IMS). Table 1: Revenues Actual Target % Diff Actual Target % Diff Actual Target % Diff VOD $497,798 $340, % $589,475 $351, % $570,388 $357, % Student Centre $19,789 $78,000 25% $14,840 $78,000 19% $1,148 $78,000 1% Exam fees $49,933 $43, % $39,450 $43,000 92% $26,915 $43,000 63% Invigilation Ser. $34,484 $- $49,121 $- $59,707 $- Total $602,004 $461, % $692,886 $472, % $658,158 $478, % 1- As of Nov. 1, will be higher by end of fiscal year (April 30, 2013). 2- All revenues generated from CUTV model of online courses Web based (non-vod) courses do NOT provide any significant revenue to CUOL as no user fees are charged (aside for exam fees). 15

17 APPENDIX 7: CUOL Course Numbers and Registrations Table 2: Course and Registration information for Academic Years Courses Student Registrations Unique Students Distance Student Registrations Unique Distance Students Summer Fall Winter Total Summer Fall Winter Total Summer Fall Winter Total Preliminary. Winter course registration still ongoing. 2 Estimated

18 APPENDIX 8: A Partial List of References and Documents Consulted The items identified below are among those that helped inform our exchanges. The Advisory Board Company (2010) Engaging Faculty in Online Education Rightsizing Incentives and Optimizing Support. Washington: The Advisory Board Company. The Advisory Board Company (2012) Engaging Faculty in Redesigning Courses for Active Learning. Washington: The Advisory Board Company. Allen, I. Elaine and Jeff Seaman (2011) Going the Distance: Online Education in the United States, Babson Survey Research Group. Wellesley, MA: Babson College, November. Belshaw, John Douglas (2012) 2012 Alberta-British Columbia Managing Online Learning Survey, Executive Summary prepared for BCcampus and ecampusalberta. N.p.: Academic Intelligence Management, October. Carleton University (2009) Defining Dreams A Strategic Plan for Carleton University Ottawa: Carleton University. Carleton University (2010) The Carleton Academic Plan (CAP) 2010/ /15: Realizing Our Dreams As Canada s Capital University. Ottawa: Office of the Provost and Vice-President Academic, Carleton University, June 25. Carleton University (2012) Strategic Mandate Agreement. Ottawa: Carleton University, October 1. Contact North Contact Nord (various issues) Online Learning News. Miles, Carol A. and Patrick Lyons (2009) Carleton University Distance and Flexible Learning Strategic Plan First Class Learning Opportunities into the Future. Ottawa: Carleton University, November 20. Miles, Carol and Patrick Lyons (2010) Carleton University Distance and Flexible Learning Proposed Business Plan Presented to The Task Force on Financial Resources. Ottawa: Carleton University, February 24. Ontario Ministry of Training, Colleges, and Universities (2011) Fact Sheet Summary of Ontario elearning Surveys of Publicly Assisted PSE Institutions. Toronto: MTCU, February 22. Ontario Ministry of Training, Colleges, and Universities (2012) Strengthening Ontario s Centres of Creativity, Innovation and Knowledge. Toronto: MTCU. 17

19 Pellish, Matthew (2012) Engaging Faculty in Online Education, document in of a presentation at Carleton University. Education Advisory Board, University Leadership Council, June 25. Pellish, Matthew (2012) The Future of Online Education Speculating How Far, How Fast Technology Will Change the University s Core, document in support of a presentation at Carleton University. Education Advisory Board, June 25. Rogers, Jason and Alex Usher (2011) The State of E-Learning in Canadian Universities, 2011: If Students Are Digital Natives, Why Don t They Like E-Learning? Toronto: Higher Education Strategy Associates, September. Wright, Lisa (2012) Online Education Study, Department of Law and Legal Studies, Carleton University, September