Accrediting Online Programs in Computing Disciplines

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1 Accrediting Online Programs in Computing Disciplines R. Byrd School of IT and Computing, Abilene Christian University, Abilene, Texas, United States Abstract Because of technology tools and collaborative pedagogies, online courses and programs are now able to provide a means of effective learning for more than just a small percent of nontraditional students. Teaching methods and materials, as well as preparation and times allotment are vastly different than what is effective in a traditional classroom setting, but once making the paradigm shift student learning can be improved for online learning. In many cases, online learning achievement surpasses that of the classroom setting. Social learning, advanced electronic course materials, and effective lab simulation tools are three areas that have significantly improved due to advances in Internet availability and reliability. Keywords: Accreditation, Online Programs, ABET, Distance Education 1 Introduction 1.1 Background Distance education has been around at least since Isaac Pitman taught shorthand in Great Britain via correspondence in the 1840s [1]. By 1858, the University of London had created an international distance learning program [2]. Australia's Department of Correspondence Studies was offering programs by 1911 [3]. With the advent of audio and other multimedia in the 20 th Century, distance learning programs flourished. Today, the Internet is extending the reach and options of distance learning. Technology now enables schools to offer online programs with better student and instructor collaboration, flexible (asynchronous learning), problem specific feedback, automated interactive lessons or presentations, and simulations of almost anything conceivable. In reviewing literature for online delivery, statistical trends show an increase in the percent of online courses, as well as a larger diversity in the types of courses being offered online, and the types of organizations offering online courses. Online delivery has progressed to where accreditation of technical academic programs is now possible. However, developing an online academic program is more complex than simply uploading lectures and assignments to a website. 1.2 Overview To develop an accreditable online program, it is important to understand the differences between online and face-two-face (f2f) teaching and learning. Seeing how and why the delivery modes differ will enable online development to be optimized for specific courses and audiences. Following, is a discussion of the key factors that make an online program accreditable. In reality, the factors are the same as for a face-to-face program. The difference is in where the emphases are placed and what methodologies are involved in attaining the same criteria. Some of those different methodologies employ technology tools that, while they would be helpful in a face-to-face program, are essential in an online program. Finally, some considerations for transitioning from a face-to-face program to an online program are presented. 2 Differences between online and f2f Several questions arise when ascertaining the differences between online and face-to-face course delivery. Answers to these questions should help clarify the different learning environments and how the online environment may be optimized to further improve learning outcomes.

2 2.1 Who registers for online v. f2f courses? Originally, online courses were not regarded as being credible. Only general education electives or adult learning and self-improvement type courses may have been acceptable. Concurrently, graduate level courses and programs where most of the student assessment consisted of grading research papers became common for online programs. Increasingly, students needing to make-up a course in their academic program may have registered for an undergraduate online course. Now, even within technical disciplines, complete degree programs are available online [4]. Students choose online over face-to-face programs for a variety of reasons, including: accessibility, convenience, and learning style. Whether due to work schedules conflicting with course offerings, travel distance, or other constraint, face-to-face courses and programs are simply not always accessible. Convenience of online programs is represented by the ability to work on a course when and where a student desires to do so. With most online formats it is sometimes possible to work eight hours in a single day and then skip a day or two. Another convenience is the ability work on the course late at night after children or other commitments are not interrupting. Some learners, whether due to personality type or even medical condition, do not perform well in a classroom environment. Online delivery offers an alternative to the rigid face-to-face structure. While student interaction via discussion forms, wikis, or other collaborative formats is now prevalent in online courses, face-to-face delivery might not include team time during the prescribed meeting time due to a perception that it is not an effective use of time. 2.2 How will learning or achievement differ? A Department of Education meta-study collected research data from online courses taught between 1996 and 2008, reported that online delivery improves student outcomes or fosters even a better learning environment [5]. Other studies (e.g., [4]) report there is no difference in the learning level between courses taught online versus face-to-face. In fact, nearly every study in this review of literature referred to the level of achievement in some way. Each review had a set of specific circumstances and survey item wording. Clearly, the answer to the question, which is better?, is not a simple one. It is apparent that type of course, learning style, need for flexibility, and other factors play an important role in determining effectiveness of an online course. 2.3 What activities will be different? Face-to-face delivery offers the benefit of a set schedule that requires students to be on time and inpace with the planned schedule each day. This is great for those who need a rigid schedule. Online delivery may allow for flexibility in completing assignments. There is still a need for communication, but it will be more two-way than one-way. One of the greatest differences between face-to-face and online delivery is the social learning context of the online mode. Social learning is often a predominant form of online learning. Productive forums must be designed to enhance learning. Professors are no longer even instructors, but facilitators. Quizzes can be used, not to evaluate or assess whether a student read and learned the material, but to encourage and help the student get through the reading assignment [6]. This means that quizzes must be rewritten to accomplish a different purpose. Assignments must be designed to engage the student now called the learner to learn for him/herself and from peer learners. Delivery media now have the flexibility of being, yes, a talking head (vernacular for a video of a lecturer), a PowerPoint presentation, an interactive Flash video, a team-based project where students must each perform some realworld activity, a computer simulation of a computer network, or any other creative medium that works to engage the student to learn the course or program objectives. This drastic change in delivery media and activities will probably initially be more of an adjustment for the instructors than for the students. Institutional involvement will be required to support the online program on many levels, including delivery system technology and administrative support, professional development, instructional (i.e., course) design, multimedia technicians, and more.

3 3 What are key factors that make an online course/program accreditable? The obvious short answer is, of course, Meet the ABET criteria. But doing so will require looking at the same criteria from a different perspective. First, let's review a sample of the criteria. 3.1 What do the criteria require? Following is an abbreviated representation of the ABET criteria for a computing program [7]. Other program criteria would be similar. 1 Evaluate student performance. Monitor student success. Advise students. 2 PEOs must be consistent with institutional mission, constituencies, and these criteria. 3 Documented outcomes that prepare students to attain PEOs. 4 A continuous improvement process is in place... 5 Curricular requirements are consistent with PEOs and designed so student outcomes are met. 6 Faculty have expertise and educational background consistent with its expected contributions. 7 Infrastructure provides an environment conducive to learning. Students are trained to use it. 8 Institutional adequately supports the quality and continuity of the program. 9 Program specific criteria are also met. 3.2 Which elements of the criteria may be affected differently by an online program? Those desiring to accredit an online program would look in detail at every aspect of the criteria and ensure compliance, but the following considerations should enable those interested in the process to grasp how the perspective will need to change as they migrate from face-to-face delivery to an online delivery mode Student communication media for advising, evaluation, etc. Since it is conceivable that a student may rarely, if ever, be on campus, it should be possible for all student administrative processes to be accomplished by other than face-to-face means. Of course, all program and course information should be available online. In addition, advising will need to be accomplished using new methods. Phone calls, texting, chatting, blogging, eportfolios, and videoconferencing can be combined with online interactive content and course registration. Deploying all these new techniques will require time to develop quality processes, train staff and faculty, and develop new formats of content. Assessment methods, both for in-course objectives and student outcomes will need to be analyzed based on the new delivery mode. An advantage of the online delivery mode is that most of the student work, as well as student evaluations, will already be in electronic format and could be made available for review Consistent with institution and needs of constituencies Being consistent with the institutional mission and needs of the constituencies, will require, first of all, buy-in for online delivery. If policies or mindsets are not favorable toward an online program they will need to be changed before continuing with program development. Showing precedence for online programs or showing equivalent outcomes, skill sets, or workplace effectiveness for students with online educational experience will help convince those who may doubt the efficacy of online delivery Meet the Student Outcome criteria [7] Methods may be different in many cases but outcomes can be achieved, using technology, social learning techniques, and creativity. a) Apply computing-related knowledge and skills appropriate to the discipline b) Analyze a problem and identify and identify and define solution requirements c) Design, implement, and evaluate [some sort of a solution] d) Function effectively on teams to accomplish a common goal e) Understand [the soft skills] of the discipline f) Communicate effectively with a range of audiences g) Analyze the local and global impact of [the discipline of people and culture] h) [Be able to] engage in continuing professional development i ) Use current techniques, skills, and tools necessary for the discipline Continuous Improvement Assessment and evaluation processes may differ in data collection methods and sources. Direct over

4 indirect methods will still be necessary, but there are more sources from which to collect direct data. For example, one aspect of engagement may be how many times a student comments on a forum. Such data is available from activity logs of many popular Learning Management Systems (e.g., Moodle, BlackBoard). This criterion, may actually be easier to attain, with a little thought, because the nature of online delivery complements continuous improvement Curriculum ensures PEOs and Student Outcomes are met Mode of delivery may be transparent to the specific curriculum. Course currency will be more of an apparent issue with online than face-to-face. As online delivery is a more collaborative effort among facilitators and learners, learners will be more disposed to offer suggestions (and complaints) as to how to improve the course, thus keeping it current. This also applies to Criterion 4 above Faculty Faculty will need to understand the differences between face-to-face and online teaching styles, student body diversity and uniqueness, time allotment, and types of teaching activities. This is critical to a successful online program and will require an initial investment of time and funding to ensure faculty are prepared for the difference Infrastructure provides an environment conducive to learning Online delivery will require a web-based system requiring support. A blended program will require both the web-based system as well as physical student facilities. In addition to the server and application support, there will be a need for student and faculty support in the form of helpdesk services. Passwords are forgotten; network connections are sometimes problematic, the Learning Management System may not be intuitive for some students; simulation software may need configured on a student computer; etc Institutional Support Financial, policy, faculty training, and course development support will be necessary for online delivery to work. Beyond what is needed to support a face-to-face accredited program, such as administrative support for managing assessment, etc., online program and course development requires a complete infrastructure of its own. The registrar, university curricular committees, and campus offices will need to fully support an online program. Online course development stipends or release time will be necessary to build effective courses. An online course requires far more planning and preparation than does a face-to-face course. This is primarily because once the course begins, changing the formats, assignments, and other course aspects is more difficult. Faculty who supply the course content are called subject matter experts (SMEs). Course developers are those who manage the actual creation of the course and are experts in which activities will accomplish a desired purpose. They will help word an assignment to make sense when there is no face-to-face interaction as there would be in a traditional classroom conversation. Technology/multimedia experts assist in or create lessons containing Flash, podcasts, and other broadcasting or creative lesson formats. To develop an effective online course, these roles must be present. Without them, there is only an electronic version of a face-to-face course: all the disadvantages with none of the advantages Program-specific outcomes These will need to be addressed individually. The biggest question is probably that of hands-on requirements and other lab situations. The answer is basically: careful course design, simulation, and understanding equivalent learning achievement. What are the key factors, again? Meet the criteria, meet the PEOs and SOs, satisfy the various constituencies. 4 Methods for transitioning from f2f to online In some cases an institution may be able to offer a completely new degree and begin with an online program. Usually, the institution will want to migrate an existing face-to-face academic program to online or add online components to an existing program. While some of the following considerations have been briefly addressed above, they are explicitly mentioned here as transitional concepts.

5 4.1 Understand that online courses do not teach themselves [8] It will not only take tremendous effort and resources to develop the online program, but also to deliver it. The unaware instructor will spend more hours grading assignments and participating in discussions for an online course than time spent in a face-to-face course. It is important to be involved in the social learning process. It is also important not to quickly provide answers to learner questions, but to allow the social learning environment to work. 4.2 Automate parts of the course whenever possible [8] To prevent being overworked for a course, design the course so that each activity has meaning and spread out the activities that will require significant time to assess. Rather than a forum discussion on a chapter reading, pick a single key element of the chapter and develop an assignment around it that uses a discussion to engage students. Use a quiz activity as a tool to ensure the chapter is read, by setting the time for the quiz to be during the period of the reading. Students will then use the quiz to ensure they are understanding the material and it will keep them focused on the reading [6]. 4.3 Enable calendars and upcoming events areas to remind students of events and deadlines Most Learning Management Systems have options for course calendars that automatically post upcoming course activities and deadlines on the main course page. Plan on using these features to keep your students and instructor aware and involved in the course. 4.4 Determine what kind of technical support you have available Whether web services, course development, or helpdesk, technical support will be a critical factor in the success of an online program. Work closely with the administration to ensure healthy communication and support are maintained in this area. 5 Tools and technologies that enable attainment of Student Outcomes in online courses 5.1 Methodologies as Tools While technology is a key factor in developing and delivering an online program, the most effective tools are those processes and techniques (methodologies) that enable to students to become true learners. Appropriate use of discussion forums and group assignments can instill course objectives and concepts as much as any lecture or in-class assignment. 5.2 Software Technologies There are also many technologies that can enhance learning, whether in a face-to-face program or online. For computing programs within ABET/CAC, virtual machines (VMs) enable each student to have their own server for which they are solely responsible. Open source and proprietary versions are available. This researcher uses both, depending on the course. Simulation software is useful for presenting concepts and enabling students to practice as if the computer network were real. Most of the networking certifications (e.g., Sysco) offer academic partnerships where faculty are the instructors, but the certification work is logged through the provider's online system. Other providers offer certification material as a subset of the complete course package [9]. In some cases, not having the luxury of face-to-face meeting forces the course developers to incorporate tools that are more realistic and less of an academic nuance. Wireshark [10], for example, a network packet analyzer, can be used in an academic environment, but is also useful in an operational setting. Working closely with constituencies will provide insight as to which concepts are critical for a student to master and which workplace skills and experience will override learning of an academic concept. Each program discipline and set of constituencies will create a different perspective in this matter. CyberSeige [11] is a computer and information security simulation training game. It is available from the Naval Postgraduate School, and was designed specifically as an educational tool.

6 5.3 Equivalent Learning This is a key to understanding the benefit of online instruction: while it is possible that not quite as many facts or even a few concepts may not be completely understood by students in an online program, other benefits, such as practical experience with operational applications and services, may outweigh any minor so-called deficiencies in the overall learning of a student. Student Outcomes still need to be enabled, but they don't have to necessarily be enabled in the traditional manner. 6 References [1] Distance education, New World Encyclopedia. October 31, ation?oldid= [2] University of London. March 14, shtml [3] M. White. "Distance education in Australian higher education a history". Distance Education 3(2), , [4] J. Bourne, D. Harris, & F. Mayadas. Online Engineering Education: Learning Anywhere, Anytime. Journal of Engineering Education, 94(1), , [5] B. Means, Y. Toyama, R. Murphy, M. Bakia, & K. Jones (September 2010). "Evaluation of Evidence- Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies", U.S. Department of Education: Office of Planning, Evaluation, and Policy Development, [6] R. Byrd. Does the early bird get the worm?: Analyzing response patterns for quizzes and assignments, Southwest Teaching and Learning Conference, Texas A&M University-Kingsville, System Center-San Antonio. March 27, [7] "Criteria for Accrediting Computing Programs, ," ABET [8] R. Sheridan. Reducing the Online Instructor s Workload: Tips on designing and administering online courses can save faculty valuable time while producing high-quality content", Educause Quarterly, 29(3), UCAUSEQuarterlyMagazineVolum/ReducingtheOnli neinstructorswo/ [9] LabSim Educational Solutions, TestOut, [10] Wireshark. (2011). [11] CyberSeige (2011).