May 25, 2017

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One business case for OER examined

May 6, 2017 by 1 Comment

A video on electricity from the OpenLearn platform

Law, P. and Perryman, L.-A. (2017) How OpenLearn supports a business model for OER Distance Education, Vol. 38, No. 1

The journal: ‘Distance Education’

Distance Education is one of the oldest and most established journals in the field. It is the journal of the Open and Distance Learning Association of Australia (ODLAA) and over the years it has published some of the best research in distance education. However, it is not an open access journal, so I am providing my own personal review of one of the articles in this, generally excellent, edition. I should point out though that I am a member of the editorial board so do have an interest in supporting this journal.

Editorial

Som Naidu, the editor, does an excellent job of introducing the articles in the journal under the heading of ‘Openness and flexibility are the norm, but what are the challenges?’ He correctly points out that

While distance education is largely responsible for the articulation and spearheading of openness and flexibility as desirable value principles, these educational goals are fast becoming universally attractive across all sectors and modes of education.

The rapid move to blended and more flexible learning and the slow but increasing use of open educational resources (OER) in campus-based based institutions indeed is challenging the uniqueness of distance education in terms of openness and flexibility. It is easy to argue that distance education is now no more than just another delivery option. Nevertheless, there are still important differences, and Som Naidu draws out some interesting comparisons between the experience of on-campus and distance learning that are still valid.

A business model for OER?

In this latest issue of Distance Education, Patrina Law and Leigh-Anne Perryman have written a very interesting paper about the business case for OER based on three surveys of users (in 2013, 2014, and 2015) of the UK Open University’s OpenLearn project. First some information about OpenLearn:

  • OpenLearn is an open content platform. Initially it used samples of course content from the OU’s undergraduate and postgraduate ‘modules’ (courses) but now hosts specially commissioned audio, video and other interactive materials and short online courses including free certificates and badges;
  • OpenLearn now offers the equivalent of 850 free courses representing 5% of the undergraduate and graduate degree content;
  • 6 million people visit each year with a total of 46 million unique visitors since it was established in 2006; 
  • 13% of users go on to enquire about the OU’s formal degree programs (equivalent of about 1,000 student enrolments per year).

Law and Perryman provide an excellent review of the business cases for OER put forward by others such as the OECD and Creative Commons, then use the survey data from OpenLearn users to test these arguments. Here’s what they found:

  • provision of OER is complementary rather than competitive with the OU’s formal degree programming
  • over half the users are UK-based
  • about 20% reported a disability
  • median age was 36-45
  • about 20% indicated that English was not their first language
  • 70% had some form of post-secondary qualification
  • 16% were part-time or full-time students
  • about two-thirds of the users were ‘tasting’ or ‘testing’ content before making a decision about whether to take a formal program (at either the OU or another institution)
  • almost half (45%) used OpenLearn to find out more about the UK OU (22% had never heard of it before and altogether over half knew nothing or little previously about the OU)
  • the average cost of conversion to OER was between £1500-£2000 per course
  • 13% of OpenLearn users clicked through to make a formal enquiry resulting in about 1,000 new student registrations.

Comment

Very importantly, Law and Perryman link the growing use of OpenLearn to the sudden increase in tuition fees in the UK (£9,000 a year in general, and £5,000 per year for an OU full time degree). Students are not willing to risk this cost without being sure they stand a chance of success and have an interest in the subject. OpenLearn allows them to test this.

This is an important point. The UK government policy of very high tuition fees does appear to be negatively impacting access for many potential students, or at least making them think very carefully before committing to such a large investment. The OU in particular has lost student enrolments as its fees have gone up. There is a danger in my mind that OER can be politically used as a diversion from ‘true’ open education for credit that is available to everyone, irrespective of their means. The best form of open education remains a well-funded state system.

This leads to my one serious criticism of the article. Apart from the cost of conversion, no proper analysis of the true cost of OpenLearn is given so the title is misleading. It does not describe a business model, with full input costs and output benefits stated in monetary terms, but a business case which provides uncosted but positive arguments based on other than cost factors. 

This is a really important distinction because the business model depends heavily on adequate funding for the formal, degree programs which provide the base for the OpenLearn materials. Without that funding, and other costs, OpenLearn will quickly become unsustainable. It is not a parasite in the negative sense of the word but it can’t exist without the funding for the core function of the OU. Without a sense of the full cost of OpenLearn it remains difficult to judge whether the obvious benefits are worth the drain on the OU’s other resources, as the money has to come from somewhere.

Otherwise this is a very good article that should read carefully by anyone concerned with policy regarding the use of OER.

Filed Under: Bibliography, costs and benefits, England and Wales, national, regional and international strategies, open content, Strategies, planning and management, Teaching and learning Tagged With: , , , , , , ,

Latest data on USA distance education enrolments

May 5, 2017 by Leave a Comment

An extract from the Digital Learning Compass infographic available from here

Digital Learning Compass (2017) Distance Education Enrolment Report 2017 Wellesley MA

A new partnership for the analysis of distance education data in the USA

First, a little background. Most of the readers of this blog will be familiar with the reports from the Babson Survey Research Group (BSRG) on the state of online learning in the USA. When the U.S. Department of Education’s Integrated Postsecondary Education Survey (IPEDS) began collecting data on distance learning enrolments in the Fall of 2012, BSRG stopped collecting its own data then formed a partnership with e-Literate and WCET to create Digital Learning Compass with the following goal:

To be the definitive source of information on the patterns and trends of U.S. postsecondary distance learning.

The Distance Education Enrolment Report 2017 is Digital Learning Compass’s analysis of the data collected by IPEDS for the fall of 2015.

Main results

In brief, in the USA in 2015:

  • distance education enrolments increased by almost 4% 
  • almost 30% of all post-secondary students in the USA are taking at least one DE course
  • 14% of all students are taking only DE courses
  • 83% of DE enrolments are in undergraduate courses
  • just over two-thirds of DE enrolments are in public universities or colleges
  • although there has been increased growth in DE enrolments for public and for non-profit private universities, DE enrolments in for-profit institutions declined in 2015 for the third year in a row, driven by substantial decreases in just a few of the for-profit institutions
  • almost half of all DE enrolments are concentrated in less than 5% of all institutions, with the top 47 institutions accounting for almost a third of all DE students
  • the following institutions saw the greatest year-on-year growth in DE enrolments:
    • University of Southern New Hampshire (from 11,286 to 56,371 in one year)
    • Western Governors University,
    • Brigham Young University-Idaho,
    • University of Central Florida,
    • Grand Canyon University
  • the number of students studying on a campus has dropped by almost one million (931,317) between 2012 and 2015.

More detailed analysis can be found from:

Comment

First a declaration of interest: I am working closely with both Jeff Seaman of Babson and Russ Poulin of WCET on the Canadian national survey of online and distance education in Canada.

Despite a small drop in overall enrolments in the USA in 2015, DE enrolments continued to grow, although in the three years from 2012 to 2015 the pace of growth has slowed. The main change was in the for-profit sector, probably affected by federal pressure on the use of student loans and congressional pressure for greater regulation of for-profit institutions under the Obama administration.

Indeed there has been a considerable shake-up in the for-profit sector in the USA, the purchase of Kaplan by Purdue, a state-funded university, being the latest example. It will be interesting to watch what happens to the for-profit DE enrolments under the more liberal regulatory environment being brought in by the Trump administration. Will they rebound? 

However perhaps the most shocking result is the drop in campus-based enrolments of almost one million, no doubt due to the increased cost of attending college in the USA – or is this in fact due to the impact of six million enrolments in distance education courses?

Once again, here in Canada we are peering over the wall at our much larger and richer neighbours, wondering what’s going on, but at least it is now a well lit property thanks to these reports.

 

Filed Under: Bibliography, current state of the art, distant education, General, national, regional and international strategies, Strategies, planning and management, USA Tagged With: , , , , , ,

What is online learning? Seeking definition

April 25, 2017 by 3 Comments

Using Kubi robots and iPads for telepresence at Michigan State University: the new online learning?

The survey

One reason I have not been blogging much this year is because I have been heavily engaged in leading a national survey of online learning and distance education in Canadian public post-secondary education. We have now secured sufficient funding to at least complete the survey, thanks to further grants of $80,000 from eCampus Ontario’s Research and Innovation fund, and $20,000 from Pearson Canada.

The questionnaire for the survey has been piloted in 14 institutions and is in the process of being distributed to all the institutions this week. The questionnaire is going to 78 universities, 88 colleges and 46 Cégeps (Collèges d’Enseignment Général Et Professionnelle), a total of 212 institutions in total, all Canadian.

The questionnaire is being routed primarily through the office of the Provost or VP Education in most cases. There are francophone as well as anglophone versions of the questionnaire, depending on the main language used by each institution. Institutions have up to three weeks to complete it. We are asking all institutions to complete the questionnaire whether or not they are currently offering online or distance courses or programs as we are also asking about future directions. The results will be available in early September. 

What are we talking about?

One of our greatest challenges has been ensuring that every institution uses the same understanding of what a distance education course or program means, what constitutes a fully online course, and especially what terms such as blended or hybrid learning mean.

It was clear from feedback from the piloting of the questionnaire in 14 colleges and universities that there is no general agreement about these terms, so we have had to make somewhat arbitrary definitions to guide the institutions. I thought it might be interesting to share these with you and get your reactions, although it is now too late to change the definitions for the survey this year.

Distance education courses. Distance education courses are those where no classes are held on campus – all instruction is conducted at a distance. Distance education courses may use a variety of delivery methods, such as print-based, video/audioconferencing, as well as internet-based.

Online courses. A form of distance education where the primary delivery mechanism is via the internet. These could be delivered synchronously or asynchronously. All instruction is conducted at a distance.

Synchronous online courses. Courses where students need to participate at the same time as an instructor, but at a separate location other than an institutional campus. These courses may be delivered by video conferencing, web conferencing, audio conferencing, etc.

Asynchronous courses. Courses where students are not required to participate in any sessions at the same time as the instructor. These may be print-based courses, or online courses using a learning management system, for instance.

For the purposes of this survey, we wish to exclude inter-campus delivery where students are required to attend a different campus from the instructor. However, we wish to include delivery via the internet or other distance technologies to small learning centres in remote areas.

Online programs. A for-credit program that can be completed entirely by taking online courses, without the need for any on-campus classes. These could be delivered synchronously or asynchronously.

Blended/hybrid courses. These are courses designed to combine both online and face-to-face teaching in any combination. For the purposes of this questionnaire, we are interested in those courses where some, but not all, of the face-to-face teaching has been replaced by online study.

Credit courses. These are courses that lead to institutional credits (degrees, diplomas, etc.). We wish to include information on all credit online courses, whether they are managed by a central service or by individual departments or by Continuing Studies. [For the purpose of this survey, the focus is primarily on online and distance courses and programs for credit]. 

Online contract training. These are online training programs that may or may not be for credit recognition but are designed to meet a particular industry or training need. 

MOOCs. These are massive, open, online courses. The key features are:

  • No fee (except possibly for an end of course certificate),
  • The courses are open to anyone: there is no requirement for prior academic qualifications in order to take the course,
  • The courses are not for credit.

Note that we are distinguishing between distance education and online learning. We are treating online learning as just one form of distance education. We will be particularly interested to see if there are still significant amounts of non-online distance education still in use.

The problem with definitions

Although from about the late 1990s until quite recently, most online learning was asynchronous, and based primarily on the use of text-based learning management systems, that context appears to be rapidly shifting, with more synchronous approaches either replacing or being combined with asynchronous learning (another definition of ‘blended’), and the increasing use of streamed audio and video. What is already clear from the piloting is that we are trying to describe a very dynamic and fast changing phenomenon, and the terminology often struggles to keep up with the reality of what is happening.

We hope that the questionnaire will be able to capture, at least for a moment in time, the extent to which the field of online learning and distance education is fragmenting into many different approaches and delivery methods. In such a volatile context, ‘best practices’ based on a context that is no longer dominant will become more challenged and some interesting questions about the quality and effectiveness of these new approaches are bound to be raised.

But that is jumping ahead. I must learn to be patient and wait for the results to come in. In the meantime, your comments about the definitions we are using or about the value of such a survey will be most welcome.

Filed Under: blended learning, Blogs, Canada, current state of the art, distant education, e-learning, Events, General, MOOCs, national, regional and international strategies, post-secondary distance education, Strategies, planning and management, surveys, Teaching and learning, Tony's Blog, Tweets Tagged With: , , , , ,

One reason we are not getting enough engineers in Canada: the professional associations

March 29, 2017 by Leave a Comment

The CN Tower in Toronto: construction supervised by an engineer originally from Iran

From nearly 2,500 posts over nine years, none has generated so many comments as Can you teach ‘real’ engineering at a distance? 

What you will see from the comments from readers is a deep and widespread frustration at the lack of recognition by Canadian professional engineering associations of any courses or programs taken by distance. This is now getting to the point where it is becoming a national scandal. Rather than your having to read through the 120 comments or so on this post, I will summarise them for you.

Accreditation as a professional engineer in Canada

I am not an engineer by background, so please correct me if I am wrong about the process. But this seems to me to be how it works.

In order to obtain work as a professional engineer in Canada, most employers require you to be accredited through the Canadian Engineering Accreditation Board (CEAB). However, this means applying to one of the provincial accreditation agencies such as the Professional Engineers of Ontario (PEO) or the Association of Professional Engineers and Geoscientists of Alberta (APEGA), who assess your qualifications and issue membership to their organisation.

These organisations are groups made of of professional engineers and educators (usually Deans of Engineering Schools in universities and Institutes of Technology), so it is a self-regulating process. Usually the minimum qualification for membership is a four year bachelor’s degree in engineering from a Canadian university or its equivalent (i.e. a university in the USA whose engineering program is recognized by the U.S. Accreditation Board for Engineering and Technology (ABET).

The decision about what foreign qualifications will be accepted is entirely at the discretion of the Canadian professional associations. This is not unlike other professions in Canada, such as teaching, medicine or nursing.

The professional association will require an individual to take further qualifications if it deems the existing qualifications do not meet the standards set.

Engineering and online learning in Canada

Until very recently, there were no fully online undergraduate courses, let alone degree programs, offered by Canadian universities in engineering. That is beginning to change. For instance:

  • Queens University, Ontario is now offering a fully online Bachelor of Mining Engineering Technology. This program is particularly directed at those already working in the mining industry. Queen’s University is one of the oldest and most well-established public universities in Canada;
  • McMaster University, Ontario, is developing an online B.Tech (mainly software engineering) in partnership with Mohawk College. Students can take a diploma program from Mohawk then take the third and fourth year courses from McMaster University. Although the campus-based B. Tech. is well-established and successful, the online version is still in development and not yet available at the time of writing. McMaster University is another well-established Canadian public university with an outstanding reputation in engineering, especially in the automative and steel industries;
  • Cape Breton University, Nova Scotia, offers a one year online B.Tech Manufacturing degree. It is available to students with technology diploma programs from colleges across Canada which have an articulation agreement in place with CBU providing for immediate advanced standing in the BET (Manufacturing) program. Students complete the B. Tech program via distance format in as little as one academic year.

These are the only online programs in engineering from accredited Canadian universities that I know about. If you know of others please let me know.

In addition there are more (but not many) accredited universities in the USA that offer fully online engineering degrees, for example:

  • the University of North Dakota (a highly respected state university) has been offering a range of engineering courses (civil, mechanical, petroleum) mainly or fully online for several years. 
  • Embry-Riddle Aeronautical University (Bachelor of Science in Aeronautics)

Will these qualifications be recognised?

Here’s what Queen’s University states about its Bachelor of Mining Engineering Technology:

The BTech program is unaccredited. Graduates seeking professional licensure would need to apply to write the Board Exams in mining engineering. In Ontario, the application would go to the Professional Engineers Ontario (PEO). As with applications from an accredited program, graduates would also need to write the law and ethics exam, and complete the required supervised work experience program in order to be considered for licensure.

Neither the McMaster nor the Cape Breton web sites provides any statement about professional accreditation.

What do the professional associations say about online or distance learning?

The Professional Engineers of Ontario (PEO) stated in 2016 that

  • ‘PEO does not recognize online or distance education.’

Similarly from APEGA:

  • ‘The current Board of Examiners practice is that they do not recognize distance learning programs.’ 

So frankly, don’t bother to take an online program in engineering in Canada if you want to be a professional engineer.

Determining eligibility: obfuscation and confusion

Furthermore the whole process of identifying from the professional associations whether an online program would be accepted is circuitous and unhelpful. One reader of my blog wrote and told me that he had written to APEGA to ask whether the University of North Dakota engineering degree would be recognised as a qualification towards membership of APEGA. Here is the response he received:

 
The eligibility of any courses you’ve completed will be determined by our Academic Examiners. If the courses were completed in Canada, you will need to submit the transcripts for them to be reviewed. If they were from outside of Canada, you will need to obtain an Academic Assessment Report from World Education Services (WES).

In other words, spend several thousand dollars in tuition fees, THEN we will tell you whether we accept your qualifications or not.

Note that the UND program had already been accredited by the ABET in the USA. Alberta’s APEGA was in fact prepared to make an exception for this degree, but this was not acceptable to Ontario’s PEO. Discussions were to continue with the Canadian Engineering Accreditation Board, but I could find no record of such discussions in a search of their recent documentation. So who knows whether or not the UND degree will be accepted by which provincial association?
 
Or let’s say you are a recent immigrant with an engineering degree from another country. In Alberta, the Alberta Council for Admissions and Transfer (ACAT) is the official body that provides information on admission requirements to engineering programs in Alberta universities and colleges. If you go to the ACAT web site to find out whether you degree would be accredited in Alberta, you are referred to another web site, The Canadian Information Centre for International Credentials. They then refer you back to APEGA.

Why it’s a scandal

Without obtaining a P.Eng. from the professional engineering association in a particular province, it is difficult if not impossible to get a job as a professional engineer. Of course such associations are important to ensure that engineering is being done professionally. Nobody wants their bridges to collapse or car parks on shopping malls to crash into shoppers below (Oh, wait – both of those did happen recently in Ontario).

Why we need high standards in engineering qualifications: Elliott Lake shopping mall collapse

But are these organizations making it unnecessarily difficult for people to qualify as professional engineers? From the 120 comments or so to my blog, there is strong evidence that they are. Yet at the same time we have great hand-wringing from employers, especially, about the lack of qualified engineers.

Let’s be clear about this. This engineering gap is not going to be met purely from high school leavers going into engineering programs at conventional universities. The demographics mean that many of those already working at the technical level in engineering will need upgrading and further qualifications, many while still working – hence the brave but unaccredited program from Queen’s University in mining engineering. Presumably employers will take these graduates even if the PEO holds its nose and sniffs at them because the program was done online.

I heard recently on CBC radio there are currently 18,000 engineers in Canada who came from Iran, one of whom was the supervisor for the construction of the CN tower in Toronto. We will need more engineers from immigrants who should be able to upgrade their existing engineering qualifications online while working at a lower level, without having to start from scratch.

I am not arguing that all engineering can be done fully online. Hands-on experience with equipment and laboratory work are essential. However, increasingly we are seeing co-op programs where employers provide that hands-on experience, often with more advanced and newer equipment than the universities have. Furthermore, more and more engineering is itself virtual (automation for driverless cars, for instance). Simulations and animations are increasingly replacing hands-on training. All the theoretical components of an engineering degree can be handled just as well online, and probably better, than in a face-to-face lecture class.

APEGA and PEO, like many professional bodies, are basically a closed shop or guild that restrict entry to create shortages so that members then can charge higher fees. More importantly they are often run, on a voluntary basis, by older engineers who are blissfully ignorant of new developments in engineering education. At a time when we need more highly qualified people we need greater flexibility in accepting credentials from other countries and more openness to online and distance education qualifications.

It’s time the professional associations in engineering realised that this is the 21st century and recognized appropriate online qualifications.

Filed Under: accreditation, Blogs, Canada, governance, national, regional and international strategies, quality and quality assurance, Strategies, planning and management, Tony's Blog, Tweets Tagged With: , , , ,

Ontario funds research and innovation in online learning

March 21, 2017 by 1 Comment

eCampus Ontario (2017) Research and Innovation: Funded Projects Toronto ON: eCampus Ontario

A few days ago, eCampus Ontario officially announced nearly $2.5 million of grants for research and innovation in online learning for Ontario universities and colleges. This is a separate fund from their grants for developing online courses.

The 45 grants, from a total of 135 proposals, ranged from $17,000 to $100,000 in total. Ryerson University and Mohawk College each had five projects funded, but the University of Waterloo had the most in total grants at $396,000 with Ryerson close behind with $380,000. Mohawk received a total of $259,000, and Algonquin College received $186,000. Of the 45 grants, 14 involved two or more institutions working collaboratively.

The one common factor among all the proposals was their variety. No one area of online learning dominated, although six of the proposals were directly concerned with assessing quality in online courses. Four of the grants were to study ways to improve the course development process or to facilitate faculty better in online teaching.

Then there was a bunch of grants looking at the effectiveness of particular technologies, including four for games/gaming, three for the use of animations or simulations, and grants for exploring virtual labs or the application of virtual reality. There were about four grants focused on the use of online learning for skills development, including one on evaluating competency-based learning.

Lastly, there was a very significant grant of $80,000 to Ryerson University to support the national survey of online and distance education that I am leading.

Comment

Even setting aside my gratitude for my own grant, eCampus Ontario and the Ontario government deserve praise for investing in research and development at this level. There has been a desperate lack of funding for research or development in online learning in Canada, at least in recent years, and hopefully a great deal of learning, new developments and innovation in online learning will emerge from this process. 

The major challenge now will be to ensure that the projects disseminate their results across the system, so that major innovations do not just hide within tiny corners of the institutions. I am eagerly looking forward to seeing what emerges from these grants.

Filed Under: Bibliography, Events, grants and competitions Tagged With: , , , ,

What counts when you cost online learning?

February 20, 2017 by 1 Comment

Poulin, R. and Straut, T. (2017) Distance Education Price and Cost Report Boulder CO: WCET

This highly controversial report has generated considerable discussion in WCET’s own Forum, and has received a good deal of media coverage. When you read the report you will see why.

Much of the media coverage has focused on the finding that respondents to the survey on which this report is based were by and large of the opinion that distance education costs more than classroom teaching. But you need to read the report more carefully to understand why respondents responded in this way. It all comes down to how you cost distance education or online learning. In particular, you need to understand the context of the report. 

As always, you should read the report itself, not my summary, especially if you disagree with what’s in my summary.

The context

The context for this report is very political and very American (by which I mean USAnian, i.e. applying specifically to the USA). The report is more about price – what institutions charge students – than it is about cost.

The cost of tuition (the fees students or their parents pay to the institution) continues to increase in the USA way beyond the rate of inflation, and many institutions not only charge the same tuition rates for online or distance education courses, but also add additional fees. In other words, many American institutions increase the price for an online or distance course compared to its face-to-face equivalent.

However, the political perception, especially in state legislatures, is that distance education is cheaper than on-campus teaching, so some states (e.g. Wisconsin and Florida) have introduced legislation or initiatives to reduce the price of online learning courses below that of face-to-face programs.

As the authors note:

Historically, distance education’s mission has been to overcome the barriers of place or time. The mission was not to control costs. In fact, to reach some locations is costly. Distance education should not be held accountable to a mission it was never given.

distance education professionals are caught in a higher education economics ethos that shuns open examination of price and cost…and are expected to answer to a “controlling cost” mission that was not given them in the first place.

It is within this context that WCET decided to do the study in order to challenge some of the assumptions about the price and cost of distance education.

Methodology

As always, you need to know the methodology in order to interpret the results. The report indeed is very transparent about its methodology, which is not tucked away in an appendix or not discussed at all (which seems to be a practice that is increasing in many so-called ‘studies’ these days), but is front and centre in the report.

Definitions

The authors provide the following definition:

  • Price – This is the amount of money that is charged to a student for instruction. The components are tuition and fees. In the questions, we will be clear as to which “price” component (tuition, fees, or total price) is being queried. 
  • Cost – This is the amount of money that is spent by the institution to create, offer, and support instruction. 
  • Distance Education – When thinking of “distance education,” we favor the Babson Survey Research Group definition of 80% or more of the course being taught at a distance.

Sample

WCET surveyed mainly its own members and members of other distance education consortia. Overall, 197 responded.

We had hoped for more participation in the survey. It is important to note that the responses provided represent only the institutional representatives who answered the survey questions. Even though we provide comparisons between the responding population and the overall higher education population, we do not assert that the results may be generalized to the universe of all institutions of higher education in the U.S. and Canada that offer distance education courses.

What can be said is that the response came mainly from distance education and educational technology professionals, rather than faculty or senior administrators, mainly in public HE institutions.

Main results

I will deal with these very briefly, although the detailed findings are more nuanced.

  1. The price of DE is generally higher than for face-to-face teaching. More than half (54%) of the respondents reported that their institution charged more for distance education courses than for on-campus courses.
  2. A majority of respondents believed that the cost of DE was higher than for face-to-face teaching on certain defined components (e.g. faculty development, technologies, instructional design, assessments, state authorization – a long and complex process of ‘accrediting’ DE courses unique to the USA).
  3. ‘Experts’ in the costs of DE tended to disagree that costs of DE are necessarily higher
  4. The experts also noted that cost discussions are often avoided by higher education leadership and that more could be done to control costs, not just in distance education.

The reports main conclusions

The conclusions were split into recommendations for legislators and institutions:

For legislators

  • focus questions on future costs and in particular the likely impact of investing in buildings vs distance education in terms of the impact of the cost to students
  • provide more incentives for institutions to reduce the price to students
  • don’t be prescriptive but help institutions develop a vision for state higher education that is realistic and shared

For institutions

  • pay as much attention to the cost to students as to the cost to the institution of various delivery methods
  • be more open about costs and track them for all modes of delivery
  • changing the cost structure requires structural changes in how we design and deliver programs; this requires leadership from the senior administration.

My comments on the report

The report is right to draw attention to the creeping costs to students (e.g. price) resulting from institutional policies in the USA. What is also apparent is that there is a large disconnect between institutions and government about the cost of distance education. Many educators believe that DE is more expensive; government thinks it should be cheaper. Somewhere in the middle is a discussion about quality: does cheaper mean worse?

Cherry-picking costs

Unfortunately, though, for methodological reasons, I fear the report has confused rather than clarified the discussion about costs and price. In particular, by focusing on components that are specific to distance education, such as faculty support, the use of technologies, and the cost of state authorization of DE, the report has clearly given the impression that most educators believe that distance education is more expensive. It can be, but it doesn’t have to be.

It is unfortunate that the report has given this impression because you cannot just look at the costs of specific components of distance education without looking also at specific components of face-to-face teaching that are not represented in the costs of distance education, in particular the very substantial ‘sunk’ costs of buildings, parking, etc. There are better ways of measuring the costs of distance education and online programs – see Chapter 7 in Bates and Sangra (2011).

Making DE cost-effective

While we can develop cost-effective fully online programs, this normally depends on generating new revenues from new students. Offering online courses as an alternative to already existing students on campus, while increasing access and student flexibility, is much more financially risky.

Again, this can be managed cost-effectively, but it depends on having enough students taking both on-campus and online versions of the course, and the use of additional adjunct professors for online courses with more than 30 students. Bringing in new students who you wouldn’t get without the courses being online is the best bet to ensure economic viability. ‘Diluting’ your on-campus students by offering the same course online will add costs unless the numbers can justify it.

What about the costs of blended learning?

One last point. I think we are going to have a period of considerable cost turmoil as we move to blended learning, because this really does add costs unless there are dramatic redesigns, especially of the large first and second year classes. Carol Twigg of the National Centre for Academic Transformation for many years has been able to bring down costs – or more often increase effectiveness for the same cost – for these large lecture classes by using blended learning designs (although there are some criticisms of her costing methodology).

By and large though, while fully online courses can maybe increase enrolments by 10-15% and therefore help pay their way, we will have major cost or academic time problems if we move to nearly all courses being blended, without increased training for faculty, so they can manage without the same level of support provided by instructional designers, etc. that are normally provided for fully online courses (see ‘Are we ready for blended learning?‘).

Moving forward 

I’m glad then that WCET has produced a report that focuses not only on the costs of distance education to institution but also on pricing policies. There is in my view no economic justification for charging more for an online course than a face-to-face course as a matter of principle. You need to do the sums and institutions are very bad at doing this in a way that tracks the cost of activities rather than throwing everything into one bucket then leaking it out at historical rates to different departments.

Institutions need to develop more rigorous methods for tracking the costs of different modes of delivery while also building in a measure of the benefits as well. If the report at least moves institutions towards this, it will have been well worth it.

Filed Under: Bibliography, costs and benefits, distant education, General, planning, policies and management - institutional, Strategies, planning and management Tagged With: , , , , , , ,

A report on university distance education in Québec

February 15, 2017 by 2 Comments

Rue Sainte Angèle, Ville de Québec

Conseil supérieur de l’éducation (2015) La formation à distance dans les universités québécoises: un potential à optimiser Québec: Gouvernement du Québec

This report is now nearly 18 months old, but I did not know about it until I was given a copy when I was in Québec last week. The report is in French and there is no English version, and it contains such a lot of good information that I want to make it more widely available to anglophones.

(There is supposed to be an English version of the summary, but I was unable to locate it on their web site. In any case, the most useful information is available only in the full report in French. Si on peut lire français, on devrait lire le rapport lui-même.)

The report

The Higher Council of Education in Québec is an autonomous body, separate from the Ministry of Education and Higher Education with a mandate to advise the Minister on all matters relating to education. It can choose the topics and the themes of the reports it produces on the state and needs of education. It has 22 members chosen from the field of education and beyond.

This report examines the issues for the Québec university system arising from the growth of new methods of teaching and learning, and provides some guidelines for the medium and long term. The decision to focus on distance education was influenced particularly by the growth of non-traditional methods of study by Québec students, the growth of part-time studying, and the increased application of new technologies for teaching.

The report covers the following aspects of distance education in Québec universities:

  1. The growth of new modes of education
  2. What’s happening in Québec
  3. A quick look at what’s happening outside Québec
  4. The Council’s guiding principles and recommendations
  5. Conclusions

Pay attention to the methodology

For me, Chapter 2 (What’s happening in Québec) was the most interesting chapter, because it provides extensive and relatively reliable data about student enrolments in distance education courses and programs in Québec universities.

It is really important to understand the definitions and terminology in the data about distance education enrolments used in the report. The report itself reports on the difficulty of finding reliable data, partly because distance education comes in many forms and partly because the whole field is very dynamic and fast-changing. The report then focuses on trends over time.

Asynchronous vs synchronous courses

The report makes the distinction between asynchronous courses where students can access the courses at any time and place (e.g. courses using learning management systems), with synchronous courses (primarily using web- or video-conferencing). This distinction is made by the Ministry purely for financial reasons to identify how many teaching spaces are required in an institution.

The data used in the report refers only to enrolments in asynchronous courses. However, the report also acknowledges that the modes of distance education are rapidly evolving. There is an interesting description for instance of how L’Université Laval has moved over time from TV and print-based courses to collaborative learning to ‘virtual synchronous’ classes, the latter being driven as much by instructors in face-to-face teaching as by distance education courses.

Student enrolments vs course enrolments

In most of the tables or graphs provided in the report, the unit of measurement is a student taking at least one asynchronous distance education course. Such students may then be enrolled in just one distance course or several, but they are only counted once. These tables are derived by data collected by the Ministry.

However, there is at least one graph that is derived from data provided by CLIFAD, a liaison committee of some of the major distance education institutions in the province, that refers to all distance education course enrolments, from three specific institutions. In this case it is the course enrolments that are counted, not the students.

However, so long as the unit of measurement is the same, either can be used to track trends over time.

Time period

Most of the data refers to enrolments in the fall term of 2012, so it is already four years out of date, and four years is a long time in this area. However, data is provided  in some of the tables for a period of over 12 years, and in the case of the CLIFAD data, over a period of 18 years, allowing clear trends to be identified.

Measuring distance education in Québec

Despite the issues around measurement, the report presents some clear facts about distance education in Québec:

  • steady growth in distance education students and enrolments at a higher rate than enrolments in general; for instance the overall number of students in universities grew by 27%, whereas the number of distance students grew by 38%
  • the proportion of students enrolled in (asynchronous) distance education courses grew from 6% in 2001 to nearly 12% by 2012
  • Laval has the highest number of students enrolled in distance courses (13,000), or 30% of all its students; TELUQ (a fully distance university) and Concordia (25% of all students) both have just under 10,000 distance education students; Sherbrooke, Université du Québec à Trois-Rivières (UQTR), Université du Québec à Rimouski, and University du Québec en Abitibi-Témiscamingue (UQAT) have around 1,000 distance students but in the case of UQAT this is more than a third of its students;
  • MOOCs (CLOMs in French) are fairly popular in Québec, being offered by HEC Montréal, McGill, TELUQ, Laval and UQTR.

Guiding principles and recommendations

The report identifies three guiding principles and makes 13 recommendations.

Guiding principles

  1. Accessibility to university study. The Council recognizes the importance of distance education in increasing accessibility to higher education in Québec, especially given its size and scattered population. The Council wants to optimise this potential, but to do this Internet services must be improved throughout the province.
  2. The quality of distance learning in Québec universities. The Council recognizes that distance education courses can be of high or low quality: it is the pedagogical approach and the design that matters.
  3. The economic viability of the Québec university system. The Council has a concern about the long-term financial viability of its higher education system, and recognizes that distance education can make a contribution towards the long-term sustainability of the system through:
    • sharing of resources;
    • collaboration between institutions on course design and delivery;
    • widening access to students in Québec through programs offered from beyond the immediate locality of students in Québec;
    • helping with the recruitment of students from outside Québec.

Recommendations

The Council makes 13 recommendations which are difficult to summarize but include the following:

  • universities need to clarify for students the differences between different modes of education, and in particular how MOOCs differ from other forms of distance education;
  • universities need to pay attention to the specific requirements of developing and delivering distance education, and should address issues such as support and training for faculty, recognizing that different categories of staff are needed, and safeguarding the intellectual property rights of faculty;
  • universities need to take into account the requirements of different modes of delivery when evaluating courses;
  • universities should ensure that students have adequate access to the technologies and human support they need for studying at a distance;
  • the Ministry should fund research on the impact of distance education on accessibility, quality and the viability of the system, and take into consideration the technology needs of universities when budgeting;
  • greater sharing of resources between the universities;
  • the Ministry, together with the universities, should reconsider the regulations regarding the admission and financing of students from outside Québec who take courses at a distance from Québec universities.

Comment

This is a thoughtful and well-researched report that provides a good picture of the state of distance education in Québec, and has a good discussion of many of the issues, even if the recommendations are a little insipid. (I don’t disagree with any of the recommendations but I don’t see them leading to any major changes). The report will go some way to increasing the legitimacy of distance education, if that is needed in the Québec higher education system.

On a more mundane technical level, the report shows how difficult it is to use existing data collected by government to measure the state of distance education or online learning in Canada. Where data has been collected it is often for another purpose, such as deciding how much to fund physical facilities, or is inaccessible to those wishing to do research. Definitions of distance, online and blended learning also vary. In particular the growth of synchronous online learning seems to be largely ignored or at least under-measured.

These are all challenges we are facing in developing our national survey of online learning in Canadian post-secondary education, but the Québec report if anything has reinforced my belief in the importance of having a systematic survey that is conducted nationally with definitions and measurements that are consistent across the country, even – or especially – if the provision of online learning and distance education varies a great deal.

The Old Town, Québec: it’s lovely in the summer!

 

Filed Under: Bibliography, Canada, distant education, General, national, regional and international strategies, Strategies, planning and management Tagged With: , , , ,

Tracking innovations in online learning in Canada

February 13, 2017 by Leave a Comment

Rue St Jean, Québec City. Temperatures ranged from -17 C to -23 C -without wind chill added

I’ve not been blogging much recently because, frankly, I’ve been too busy, and not on the golf course or ski slopes, either. (Yeah, so what happened to my retirement? Failed again).

Assessing the state of online learning in Canada

I am working on two projects at the moment:

These two projects in fact complement one another nicely, with the first aiming to provide a broad and accurate picture of the extent of online learning in Canada, and the other focusing on the more qualitative aspects of innovation in online learning, and all in time for not only for the 150th anniversary of Confederation in Canada (which was really the creation of a new, independent state in North America) but also ICDE’s World Congress on Online Learning in Toronto in October, whose theme is, guess what, Teaching in a Digital Age (now there’s a co-incidence).

Of course, I’m not doing this on my own. In both projects I am working with a great group of people.

Methodology

My mandate for Contact North is to identify 8-12 cases of innovation in online learning from all of Canada other than Ontario. I started of course in British Columbia, early in January, and last week I visited six post-secondary institutions in four cities in Québec.

To find the cases, I have gone to faculty development workshops where instructors showcase their innovations, or I have contacted instructional designers I know in different institutions to recommend cases. The institutions are chosen to reflect provinces, and universities and colleges within each province.

Each visit involves an interview with the instructor responsible for the innovation, and where possible a demonstration or examples of the innovation. (One great thing about online learning is that it leaves a clear footprint that can be captured).

I then write up a short report, using a set of headings provided by Contact North, and then return that to the instructor to ensure that it is accurate. I then submit the case report to Contact North.

I am not sure whether Contact North will publish all the cases I report on its web site, as I will certainly cover much more than 8-12 cases in the course of this project. However, it is hoped that at least some of the instructors featured will showcase their innovations at the World Congress of Online Learning.

Progress to date

I have conducted interviews (but not finished the reports yet) for the following:

British Columbia

  • the use of an online dialectical map to develop argumentation skills in undergraduate science students (Simon Fraser University – SFU)
  • peer evaluation as a learning and assessment strategy for building teamwork skills in business school programs (SFU)
  • the development of a mobile app for teaching the analysis of soil samples (University of British Columbia)
  • PRAXIS: software to enable real-time, team-based decision-making skills through simulations of real-world emergency situations (Justice Institute of British Columbia)

Québec

  • comodal synchronous teaching, enabling students to choose between attending a live lecture or participating at the same time from home/at a distance (Laval University)
  • synchronous online teaching of the use of learning technologies in a teacher education program (Université du Québec à Trois-Rivières – UQTR)
  • achieving high completion rates in a MOOC on the importance of children’s play (UQTR)
  • a blended course on effective face-to-face teaching for in-service teachers (TÉLUQ)
  • use of iBook Author software for content management for cardiology students and faculty in a teaching hospital (Centre Hospitalier Universitaire de Sherbrooke – Sherbrooke University Hospital: CHUS)
  • a decision-making tool to develop active and coherent learning scenarios that leverage the use of learning technologies (Université de Montréal).
  • Mathema-TIC: francophone open educational resources for teaching mathematics in universities and colleges (Université de Montréal).

These visits would not have been possible without the assistance of France Lafleur, an online instructor from UQTR who not only arranged many of the meetings but also did all the driving. Anyone from outside Québec who has tried to drive across the province in winter, and especially tried to navigate and drive to several parts of Montréal the same day, will understand why this help was invaluable.

Response and reaction

Faculty and instructors often receive a lot of criticism for being resistant to change in their teaching. This project however starts from an opposite position. What are faculty and instructors actually doing in terms of innovation in their teaching? What can we learn from this regarding change and the development of new teaching approaches? What works and what doesn’t?

It is dangerous at this stage to start drawing conclusions. This is not a representative selection of even innovative projects, and the project – in terms of my participation – has just started. The definition of innovation is also imprecise. It’s like trying to describe an elephant to someone who’s never seen one: you might find it difficult to imagine, but you’ll know it when you see it.

However, even with such a small sample, some things are obvious:

  • innovation in online teaching is alive and well in Canadian post-secondary education: there is a lot going on. It was not difficult to identify these 11 cases; I could have easily found many more if I had the time;
  • the one common feature across all the instructors I have interviewed is their enthusiasm and passion for their projects. They are all genuinely excited by what they were doing. Their teaching has been galvanised by their involvement in the innovation; 
  • in some of the cases, there are measured improvements in student learning outcomes, or, more importantly, new ’21st century skills’ such as teamwork, evidence-based argumentation, and knowledge management are being developed as a result of the innovation;
  • although again these are early days for me, there seems to be a widening gap between what is actually happening on the ground and what we read or hear about in the literature and at conferences on innovation in online learning. The innovation I am seeing is often built around simple but effective changes, such as a web-based map, or a slight change of teaching approach, such as opening up a lecture class to students who don’t want to – or can’t – come in to the campus on a particular day. However, these innovations are radically changing the dynamics of classroom teaching;
  • blended learning is breaking out all over the place. Most of these cases involve a mix of classroom and online learning, but there is no standard model – such as flipped classrooms – emerging. They all vary quite considerably from each other; 
  • the innovations are still somewhat isolated although a couple have gone beyond the original instructor and have been adopted by colleagues; however there is usually no institutional strategy or process for evaluating innovations and making sure that they are taken up across a wider range of teaching, although instructional designers working together provide one means for doing this. Evaluation of the innovation though is usually just left to the innovator, with all the risks that this entails in terms of objectivity.

Next steps

I still have at least one more case from another institution in British Columbia to follow up, and I now have a backlog of reports to do. I hope to have these all finished by the end of this month.

I have two more trips to organise. The first will be to the prairie provinces:

  • Alberta, Saskatchewan and Manitoba, which I hope to do in mid-March.

The next will be to the Maritimes,

  • Nova Scotia, New Brunswick, PEI, and Newfoundland, which I will do probably in April or May.

No further cases or institutions have been identified at this moment, and I am definitely open to suggestions in these provinces if you have any. The criterion for choice is as follows:

  • The focus is first and foremost on practice, on actual teaching and learning applications – not policy, funding, planning issues, descriptions of broad services, or broader concerns.
  • The interest is in applications of pedagogy using technology for classroom, blended, and online learning with the emphasis on student learning, engagement, assessment, access, etc. The pedagogy is as important as the technology in terms of innovation.
  • The emphasis is on innovative practices that can be replicated or used by other instructors.
  • We are particularly looking for cases where some form of evaluation of the innovation has been conducted or where there is clear evidence of success.

If you can recommend a case that you think fits well these parameters, please drop me a line at tony.bates@ubc.ca.

In the meantime, look out for the case studies being posted to Contact North’s Pocket of Innovation web site over the next few months. There are also more cases from Ontario being done at the same time.

Filed Under: access, assessment, blended learning, Blogs, Canada, collaborative learning, course design, current state of the art, developing intellectual skills, e-books, evaluating courses and programs, experiential learning, geolocation, innovation, iPads, mobile learning, national, regional and international strategies, scenarios, simulations, animations and games, Strategies, planning and management, tablets, Teaching and learning, Technology, Tony's Blog, Tweets Tagged With: , , , , ,

A Spanish version of ‘Teaching in a Digital Age’ is now available

February 4, 2017 by Leave a Comment

I am very pleased to announced that La Enseñanza en la Era Digital, a complete, open, online Spanish version of ‘Teaching in a Digital Age’, translated and adapted by the Centre for Distance Education, la Facultad de Ingeniería, Universidad de Buenos Aires, Argentina, is now downloadable from the BCcampus open textbook web site. 

I am extremely grateful to Ema Aveleyra, Andrea Vega and the team at el Centro de Educación a Distancia for their commitment, expertise and hard work in translating this work into Spanish and for making it publicly available.

This version joins the English, French, Vietnamese and Chinese versions of the book available from the BCcampus web site. There is also a Portuguese version printed by the Brazilian Association of Distance Education, but the online version has still to be made available. There are also translations in Turkish, Arabic, Hebrew and Farsi under way. 

The English version of the book (also available from Contact North as well as BCcampus) has been downloaded almost 50,000 times to date since its publication in April, 2015.

Filed Under: Bibliography, Blogs, Events, publications, Tony's Blog, Tweets Tagged With: , , , ,

Is there light at the end of the tunnel for Athabasca University?

January 25, 2017 by 3 Comments

Light at end of tunnel

Climenhaga, D. (2017) Athabasca U’s future seems brighter as Saskatchewan prof named to conduct sustainability review Albertapolitics.ca, January 19

Climenhaga, D. (2016) Alberta Government names five new members to Athabasca University Board of Governors,Albertapolitics.ca, October 

The good news

I’ve written several times before about the troubles at Athabasca University, which bills itself as Canada’s open university (for a full list of my posts on AU and its troubles, see the end of this post). Most of my posts have been bleak about AU’s future because the news coming out of Alberta about the university was so bad.

So I am very happy to be able at last to see light at the end of the tunnel. This is due to several events in the last six months:

  • the appointment of a new President with extensive experience in the management of Albertan post-secondary educational institutions (Neil Fassina, formerly provost and vice-president academic at the Northern Alberta Institute of Technology)
  • gradual renewal of the board with new appointments, and a targeted date (March 2018) for further new appointments to the board
  • the appointment of Dr. Ken Coates as ‘the independent third-party reviewer who will try to figure out how the perpetually broke AU can be made sustainable’.

In particular the changes to the Board and a new President were essential first steps to secure the future of the university. The NDP government, despite the financial crisis in Alberta due to low oil prices, seems to recognise that Athabasca University is funded per student at a much lower rate than the other universities, and will probably need more operational funding in the future. At the press conference to announce Professor Coates’ appointment, the Minister of Advanced Education stated that the government:

is committed to ensure adequate funds are in place to run the institution throughout Dr. Coates’s sustainability review. We’ve made sure the money is there to keep the lights on, people working and students learning.

This commitment is important as there are 30,000 students’ futures at stake.

So here is some gratuitous but well meaning advice for the Alberta government and Professor Coates from someone who cares a great deal about the future of the university, and knows a little bit about open and distance education.

Vision first

This is the most important, and actually the most difficult, challenge for Ken Coates and the government. What is the future role for AU in a world that has radically changed since its foundation almost 50 years ago? What added value can open and distance learning provide in the Alberta post-secondary education system? What needs can or does AU serve that are not being served by the other institutions? To answer those questions the university needs to look outward, not inward.

In earlier posts I have suggested what some of those roles could be:

  • widening access, particularly for lifelong learners, aboriginal students, and other potential learners denied access to the conventional post-secondary education
  • innovation in teaching: AU should be a world leader in the design of flexible, cost-effective online learning, a laboratory and test-bed for the rest of the Alberta post-secondary system
  • regional development and research: this is where it should focus its content and programs. Alberta is in the midst of dramatic changes to energy and resource development, climate change, and economic development. Find a niche here that has been left by the other universities and fill that.

However, it is really not for me to suggest a vision from AU. This needs to be created within and for Alberta. But the vision should drive everything else. To get buy-in and support for such a vision, an extensive process of consultation both internally and externally will be needed. This should have been done years ago so it needs to be done not only carefully but quickly.

In particular, all other decisions – about funding, labour contracts, course development – should be dependent on the vision, first and foremost. If there is general buy-in to the vision from all the stakeholder groups, these other thorny issues become much easier to deal with.

The teaching model

Athabasca University was a revolutionary 45 years ago when it introduced its teaching model of open access, continuous enrolment and independent, guided study based on quality printed materials. But that was the late 60s and early 70s. It’s 2017 now and the current teaching model is not only antiquated by modern standards, it is very costly and inflexible. Tightly linked to this is a generation of faculty and administrators who have known nothing else.

There has in fact been considerable internal expertise on the design of online and distance learning at AU, but this expertise has been constantly ignored in terms of actual decision-making about design models, or rather interesting designs have been pushed to the margins and haven’t affected the bulk of the teaching, particularly in the undergraduate programs.

This has to change. Slimmer, more flexible and above all less costly methods of course design and development are needed that take account of the rapid developments in new learning technologies since the 1970s.

I can’t see how this change in teaching models can happen without a major change in personnel, particularly in the academic and administrative areas, and without accompanying changes in labour agreements. AU’s location in the boondocks does not help in recruiting quality academic staff, although online learning means that faculty do not have to be physically located even in Alberta.  

Again, though, decide on appropriate teaching models, then develop labour agreements around this that are fair and reasonable. This will be helped if faculty and administrators buy into the new vision for teaching and learning. Those that don’t should leave. The students deserve better teaching than they are getting at the moment.

System synergy

AU’s role vis-a-vis the other post-secondary institutions in the province needs to be clarified, developed and agreed by not only the other institutions but also the government. In other words, a process such as Ontario’s strategic mandate agreements is needed.

Alberta though has a much smaller system than Ontario’s. It should be possible to get all the universities around a rather small coffee table. British Columbia back in the days of the Open Learning Agency had a Provost’s Council that worked out not only the relationship between OLA and the other universities, but agreed on joint program development, sharing of courses, and credit transfer for open and distance learning. Alberta needs something similar, some kind of forum that enables institutions to agree roles and functions in open and online learning. But again Athabasca needs to work out its vision and role first.

Funding

Although this has been the main focus in recent years to me it is the least of the problems. Even in a cash-strapped province such as Alberta’s, AUs funding is almost in the margin of error in the total provincial budget. But rightly the government doesn’t want to throw good money after bad.

The biggest need is a new approach to IT at the university. AU has had major problems with IT security, and IT management. Whatever vision for the university is decided, it needs to move away from a massive, centralised, local IT operation to more flexible, decentralised, cloud-based solutions. Again though the IT model needs to be driven by the vision for the university, not the other way round.

Will they get it right?

There is still a long way to go before Athabasca gets to the end of the tunnel, and there are several major factors that could still derail it. Indeed, let’s hope that the light isn’t another train that runs right over the university.

My biggest concern is that although the recent steps by the government are all in the right direction (new board, new president and an external review), where is the open and distance education expertise so urgently needed to guide Athabasca into the future? The government, the board, the CEO and even the external consultant have no experience in this field. In what other business other than open and distance education would this be acceptable?

It could be argued that the expertise lies within the institution. If so, over the last ten years there has been a lamentable inability to make good use of this expertise in the planning and management of the university. (See my previous posts below for evidence of this). Indeed, the top people in online and distance education field who were at AU have either retired, moved on or given up trying. Ken Coates needs to tap into this expertise and particularly their knowledge of the barriers that have stifled innovation in teaching and learning at AU.

Also when appointing a new board, the government should make sure that at least one board member is knowledgeable and experienced in open and distance education. Surely that’s not too much to ask?

So I wish Ken Coates the very best in his very challenging mission. But don’t call on me – I’m retired.

Further reading

I am surprised how much space I have devoted in this blog to the troubles at AU. Put them all together, though, and you get a pretty good picture of the challenges it has been facing:

Feb 25, 2013: What’s going on at Athabasca University? (about the firing of four senior staff)

Feb 27, 2013: Athabasca University’s President to stand down – but not soon

Jan 28, 2014: Is Athabasca University moving away from tutoring?

Jun 9, 2015: Athabasca University’s Troubles Grow (about a different sustainability report written by the previous interim President)

Jun 12, 2015: Advice to the Alberta Government on Athabasca University’s sustainability report 

Jun 14, 2015: Advice to students about Athabasca University

Jun 30, 2015: What can past history tell us about the ‘crisis’ at Athabasca University?

 

Filed Under: Bibliography, change management, design of virtual learning organizations, distant education, General, governance, leadership, partnership and consortia, planning, policies and management - institutional, post-secondary distance education, Strategies, planning and management Tagged With: , , , ,
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