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Opening the Floodgates: Synchronous-based Online Learningin a Dual-Mode UniversityDr. Michael PowerLaval UniversityQuebec City, CANADA

Openingthe floodgatesPhoto: emilylhauserinmyhead.wordpress.com

A worldwide problem Why open the floodgates?

A worldwide problem Why open the floodgates?an educational CRISIS islooming

www.obhe.ac.ukTransnational education

http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf@ Don Olcott CE OBHE

D. OlcottDEMANDTHE GAPSUPPLYhttp://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdfDon Olcott CE OBHE

TeacherEducation(09-10)“It is now clear that “bricks and mortar” approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed”.

Online Learning, a paradoxeasyvectors.commset.rst2.edu

Online Learning, a paradoxOL, widely accessible and cutting-edgeOn theonehandmset.rst2.edu

Online Learning, a paradoxBUT, the actual number of regular facultyinvolved is small. On theotherhandeasyvectors.com

Online Learning, a paradoxGrowing recognition for OL, On theonehandmset.rst2.edu

Online Learning, a paradoxBUT unacceptably high withdrawal & drop-out rates and general student and faculty isolation. On theotherhandeasyvectors.com

Online Learning, a paradoxAdministrators typically champion OL, On theonehandmset.rst2.edu

Online Learning, a paradoxBut are often unable/unwilling to marshal the necessary resources required to produce high-quality courses.On theotherhandeasyvectors.com

Online Learning, a paradoxOL, paradoxically, is booming and busting, simultaneously.easyvectors.commset.rst2.edu

Online Learning, a paradoxSupply is expanding yet not meeting demand for sustainable online learning. easyvectors.commset.rst2.edu

So whatisSUSTAINABLE online learning?

Daniel’s “Iron Triangle”ACCESSQUALITYSir John Daniel termedthe three variable-based triangle effect, theIRON TRIANGLECurrent StateCOSTSource: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

Optimizing Higher EducationACCESSACCESSQUALITYQUALITYDesired StateCurrent StateCOSTCOSTSource: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

D. OlcottDEMANDStillnot closedTHE GAPSUPPLYDistance educationneverwentmainstream(Moore & Kearlsey, 2005)http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdfDon Olcott CE OBHE

ACCESSIBILITYCOST-EFFECTIVENESSQUALITYPower, 2010

ACCESSIBILITYSTUDENTSMainpriorityMainprioritymainprioritiesFACULTYADMINCOST-EFFECTIVENESSQUALITYMainpriorityPower & Morven-Gould, 2011

STUDENTSFACULTYADMINKey to sustainable OL: balancing stakeholder PRIORITIESPower & Morven-Gould, 2011

30Closing the GAPFrom the 13th century© M. Power 2008

Closing the GAPFrom the 13th centuryup untilWWIIguardian.co.ukOlson, 1974; Greenberg, 1997

Closing the GAPFrom the 13th centuryup untilWWIIWhatGap?brockport.eduguardian.co.ukELITIST SYSTEMOlson, 1974; Greenberg, 1997

Closing the GAPFrom the 13th centuryUp untilWWIIbrockport.eduguardian.co.ukELITIST SYSTEM-GI BILL, 1945-46-Economic BOOM-DemographicBOOM-here come the babyboomers…1960sOlson, 1974; Greenberg, 1997instruct.westvalley.edu

34Closing the GAPDEMOCRATISATION Lewis, 1996Perkin, 1991http://www.ibiblio.org/cccr/AustraliaPhotos/Preview005.png

Closing the GAPDEMOCRATISATION PROBLEMS1. TOO MANY STUDENTS2. UNIVERSITY SYSTEM TOO CENTRALISEDLewis, 1996Perkin, 1991http://www.ibiblio.org/cccr/AustraliaPhotos/Preview005.png

Closing the GAPDEMOCRATISATION PROBLEM: 1. TOO MANY STUDENTSSOLUTION1. OPEN MORE UNIVERSITIEShttp://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg© M. Power 2008

Closing the GAPDEMOCRATISATION PROBLEMS: 1. TOO MANY STUDENTSSOLUTION1. OPEN MORE UNIVERSITIES-NEW universities-Satellitecampuseshttp://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg© M. Power 2008

Closing the GAPDEMOCRATISATION PROBLEMS: 1. TOO MANY STUDENTS 2. UNIS TOO CENTRALISEDSOLUTION1. OPEN MORE UNIVERSITIES2. DECENTRALISE UNIS-Nouvelles universités-Campus satelliteshttp://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg© M. Power 2008

2. DECENTRALISATION STRATEGIESWhatdecentralisationstrategieshave been implemented? Have theyprovensustainable?Whatdecentralisationstrategieshave been implemented?APPROX.1SinceAntiquityLogistics-basedStrategySince1850s21èreTechnology-basedStrategy 13Since1970sTechnology-basedStrategy 24Since1995Technology-basedStrategy 3CombinedLogistics & Technology-basedStrategy5Since20006Since2005Technology-basedStrategy 4http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/Power (in press)

Strategiesused and resultsobtained1Logistics-basedStrategy1: MFA (MOVING FACULTY AROUND)FACE-TO-FACE19702010ADVANTAGES:+ ACCESSIBILITY

SAME QUALITYhttp://www.sodahead.com/fun/cars-what-era-is-your-favourite/http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com Power (in press)Power,Dallaire, Dionne& Théberge, 1994

Strategiesused and resultsobtained1Logistics-basedStrategy1: MFA (MOVING FACULTY AROUND)

SAME QUALITYhttp://www.sodahead.com/fun/cars-what-era-is-your-favourite/http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com Power (in press)Bates, 1995; Power,Dallaire, Dionne& Théberge, 1994

SAME QUALITYDISADVANTAGES:COST-EFFECTIVENESS

Basicallyunsustainable on any large scale, long termhttp://www.sodahead.com/fun/cars-what-era-is-your-favourite/http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com Power (in press)Bates, 1995; Power,Dallaire, Dionne& Théberge, 1994

Basicallyunsustainable on any large scale, long termBasicallyprovenunsustainablehttp://www.sodahead.com/fun/cars-what-era-is-your-favourite/http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com Power (in press)Bates, 1995; Power,Dallaire, Dionne& Théberge, 1994

452Strategiesused and resultsobtainedTechnology-basedStrategy1: Distance EducationSince1850s Since1969 University-of-London dipity.com ADVANTAGE:+ ACCESSIBLEDISADVANTAGES:STUDENT ISOLATIONLOCK-STEP DESIGNDE has « NOT GONE MAINSTREAM ».Perry, 1977Moore & Kearsley, 2005© M. Power 2008

462Strategiesused and resultsobtainedTechnology-basedStrategy1: Distance EducationSince1850s Since1969 University-of-London dipity.com Basicallyprovenunsustainableon any large scaleADVANTAGE:+ ACCESSIBLEDISADVANTAGES:STUDENT ISOLATIONLOCK-STEP DESIGNDE has « NOT GONE MAINSTREAM ».Perry, 1977Moore & Kearsley, 2005© M. Power 2008

47Strategiesused and resultsobtained3Technology-basedStrategy 2: VC1980sISDN Tele-presenceVideoconferencingADVANTAGE:+ ACCESSIBLErandom-apples.nethttp://tinyurl.com/6ffwdqField, 1997; Lee, Driscoll & Nelson, 2004Power (in press)© M. Power 2008

48Strategiesused and resultsobtained3Technology-basedStrategy 2: VC1980sISDN Tele-presenceVideoconferencingDISADVANTAGES :lack of …-QUALITY (soundqualityproblems)-TECHNICAL ROBUSTNESS(frequentdisconnections)-COST-EFFECTIVENESS(equipmentpurchase, ongoingconnectioncosts)ADVANTAGE:+ ACCESSIBLErandom-apples.nethttp://tinyurl.com/6ffwdqField, 1997; Lee, Driscoll & Nelson, 2004© M. Power 2008

49Strategiesused and resultsobtained3Technology-basedStrategy 2: VC1980sISDN Tele-presenceVideoconferencingBasicallyproventechnologicallyand logisticallyunsustainableDISADVANTAGES :lack of …-QUALITY (soundqualityproblems)-TECHNICAL ROBUSTNESS(frequentdisconnections)-COST-EFFECTIVENESS(equipmentpurchase, ongoingconnectioncosts)ADVANTAGE:+ ACCESSIBLErandom-apples.nethttp://tinyurl.com/6ffwdqField, 1997; Lee, Driscoll & Nelson, 2004© M. Power 2008

50Strategiesused and resultsobtained4Technology-basedStrategy3: OLONLINE COURSES (ASYNCHRONOUS MODE)AVANTAGES :Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUEAdministrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINTApprox. 50%of all courses at Laval Univ.enterasynchronouscommsexclusivelyPower (in press)Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005

51Strategiesused and resultsobtained4Technology-basedStrategy 3: OLONLINE COURSES (ASYNCHRONOUS MODE)AVANTAGES :ADVANTAGES :Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUEAdministrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINTFaculty - GREATER FLEXIBILITY - SOME TASK DELEGATION2) Students - GREATER FLEXIBILITY - GREATER ACCESSIBILITYAdministrators - FUNDING AVAILABLE (variable) - POSSIBILITY OF HIRING ADJUNCTSApprox. 50%of all courses at Laval Univ.enterasynchronouscommsexclusivelyHarasim, Hiltz, Teles & Turoff, 1995; Hiltz & Goldman, 2005 ; Sammons & Ruth, 2007; Seaman & Allen, 2010 Power (in press)

52Strategiesused and resultsobtained4Technology-basedStrategy 3: OLONLINE COURSES (ASYNCHRONOUS MODE)AVANTAGES :DISADVANTAGES:Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUEAdministrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINTCoreFaculty - course design, time-consuming - doubts about quality(- interaction) - course delivery, feelings of alienationApprox. 50%of all courses at Laval Univ.asynchronouscommsexclusivelyPower (in press)Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005

Are core faculty involved?“…mostly an adjunct phenomenon”(Sammons and Ruth, 2007)Nowhere to beseenhttp://www.e4innovation.com/

Are core faculty involved?“…mostly an adjunct phenomenon” (Sammons and Ruth, 2007)WHY? I haven’tgot time.Myresearchis more important. What’s in it for me?Whereismyreward?I don’t have the skills to do this’ and ‘I don’tbelieve in this, itwon’twork’.(Conole, 2009).Nowhere to beseenhttp://www.e4innovation.com/

Whyaren’ttheyinvolved?“Part of the explanation for the limited use of online teaching and learning is its incompatibility with the teaching styles of many professors’’. (Shea, Fredericksen, Pickett, and Pelz, 2004).‘‘Faculty members new to online teaching often report being overwhelmed by increased interaction levels’’. Shea et al., 2004“So the new 24/7 professor who is dragged from a traditional classroom into cyberspace may not be able to adjust”. Sammons & Ruth 2007http://tinyurl.com/4mkvbt

56Strategiesused and resultsobtained4Technology-basedStrategy 3: OLONLINE COURSES (ASYNCHRONOUS MODE)AVANTAGES :DISADVANTAGES:Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUEAdministrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINTCoreFaculty - course design, time-consuming - doubts about quality(- interaction) - course delivery, feelings of alienation2) Students (verysimilar to DE) - + isolatedthan in F2F settings; - needgreater motivation/autonomy to succeed in studiesAdministrators - current OL, costly to implement - monopolises scarcehumanresourcesApprox. 50%of all courses at Laval Univ.asynchronouscommsexclusivelyPower (in press)Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005

57Strategiesused and resultsobtained4Technology-basedStrategy 3: OLONLINE COURSES (ASYNCHRONOUS MODE)AVANTAGES :DISADVANTAGES:Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUEAdministrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINTCoreFaculty - course design, time-consuming - doubts about quality(- interaction) - course delivery, feelings of alienation2) Students (verysimilar to DE) - + isolatedthan in F2F settings; - needgreater motivation/autonomy to succeed in studiesAdministrators - OL, costly to implement - monopolises scarcehumanresourcesApprox. 50%of all courses at Laval Univ.How sustainableis the current(asynchronous) model of OL? More data required.asynchronouscommsexclusivelyPower (in press)Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005

Strategiesused and resultsobtained5Combinedlogistical- & technological-basedStrategy: BLBlendedlearningOn campusOnline (asynch)LMS (ENA) Laval Universityback n’ forthVariousapproachesUS Department of EducationGarrison & Vaughan, 2008Power (in press)

Strategiesused and resultsobtained5Combinedlogistical- & technological-basedStrategy: BLBlendedlearningCombinedF2F / virtualOn campusOnline (asynch)LMS (ENA) Laval UniversityDoes BL respond to the needs of the distance (off-campus) learner?enterADVANTAGES : mainly COST- EFFECTIVENESS (lesscrowding; increase in enrolmentcapacity); reportedlysame QUALITY.DISADVANTAGES: REDUCED ACCESSIBILITY; courses restricted to local students; off-campus (distance) learnersipso facto excluded.back n’ forthVariousapproachesUS Department of EducationGarrison & Vaughan, 2008Power (in press)

Strategiesused and resultsobtained6TechnologicalStrategy 4: BOLDBlendedOnline Learning DesignAsynchronousSynchronous100% onlineCombinedsynch / asynchLMS (ENA) Laval Universityentercam.k12.il.usVariouscombinationsPower, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008Power (in press)

Strategiesused and resultsobtained6TechnologicalStrategy 4: BOLDBlendedOnline Learning DesignAsynchronousSynchronous100% onlineCombinedsynch / asynchLMS (ENA) Laval UniversityenterDISADVANTAGES :COURSES IDEALLY RESTRICTED TO SMALL NUMBERS; REAL-TIME CONSTRAINT (set time)ADVANTAGES:SAME QUALITY (didacticrelationshippreserved ); GREATER ACCESSIBILITY; IMPROVED COST-EFFECTIVENESScam.k12.il.usVariouscombinationsPower, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008Power (in press)

62BLENDED ONLINE LEARNING DESIGN the 2 university traditions meet+SYNCHRONOUSASYNCHRONOUSLMS Laval UniversityORAL tradition WRITTEN traditionBLENDEDONLINE LEARNINGDESIGN© M. Power 2008

64The GRADUATE WEBINAREMPHASIS ON THESYNCHRONOUS PROCESSRATHER THAN ON THE ASYNCHRONOUS PRODUCTFACE-TO-FACEContinuity of pratice*ORAL TRANSMISSIONVIRTUAL FACE-TO-FACEVIRTUAL FACE-TO-FACE*Power, 2008http://tinyurl.com/6ffwd---cam.k12.il.us -dreamstime.com

Strategiesused and resultsobtained6TechnologicalStrategy 3: BOLDBlendedOnline Learning DesignAsynchronousSynchronous?enterIS THIS A SUSTAINABLE SOLUTION?MORE DATA REQUIREDcam.k12.il.usVariouscombinationsPower, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008Power (in press)

GRADUATESTUDIESbooleanblackbelt.com

AligningResearchCenters and Graduate Programshttp://sites.google.com/site/changchienlily/BlankWorldMap.gif

Increased recruitment options/grade A candidates;

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