University of Phoenix and all Higher Education. Distanc

1
(No Transcript)
2
Student Population by AgeUniversity of Phoenix
and all Higher Education
3
Distance Learning Growth Indicators

• 40 of all people pursuing degrees are over the
  age of 40
• The wage gap between the high school educated
  college educated grew from 25 in 1980 to 89 in
  1996.
• Estimate that increasing education level of
  employees by 1 year can increase productivity by
  8-12
• The need for Information Technology (IT)
  professionals is projected to double by the year
  2006 (10 of IT jobs today go unfilled)
• The Web-based education training market is
  estimated to grow from 92 million in 1996 to 1.8
  Billion in 2000. (compound average growth of 109
  over five years) From 92 to 97 - 55 increase
  in corporate training outsource expenditures (to
  60B)

Sources National Ctr. for Higher Ed. Statistics
U.S. Dept. of Labor Statistics
4
University of Phoenix locations
UOP Locations IPD Locations WIU UOP Main campus
London
72 Locations, 17 States, theCommonwealth of
Puerto Rico, British Columbia, and the Netherlands
Hawaii
Puerto Rico
5
Transforming the Academic Process for Adult
LearnersUOPs Institutional focus

• Small Classes
• Facilitative vs. didactic
• Integration of theory practice
• Outcomes vs. inputs
• Pro-active student support (process assessment)
• Non-traditional scheduling

6
Teaching/Learning Model

• Small class size
• Instructors who facilitate learning
• Study groups
• Focus on communication skills
• Outcomes-oriented program

7
Changing Metaphors in Higher Ed

• Industrial Age Information Age
• Place Campus Home, Work,
• Local Center
• Time Campus Schedule 7 days x 24 hours
• Content Courses/Degrees Modules/Domains
• Measurement Seat-based Competency
  based
• Provider College/ University Business,
  Publishers,
• Software Dev.
• Source George Connick, Distance Education
  Publicatons, 1997

8
Intro to Online Campus

• Established in 1989

• Located in San Francisco

• Current enrollment - 9,000

• Students throughout the U. S. and 21 countries

9
Teaching/Learning Model

• Small class size
• Instructors who facilitate learning
• Study groups
• Focus on communication skills
• Outcomes-oriented program

10
Asynchronous Online Classroom

• Participate at any time of day or night
• Typically, 5 out of 7 days
• Students read and reflect before sending their
  responses
• Highly democratic environment
• No hiding at the back of the classroom
• Discussions focus on applying theory to real-life
  experiences

11
(No Transcript)
12
How do Online students get started?
13
Required Equipment

• IBM compatible PC
• Modem and phone line
• Word-processing software
• Spreadsheet software

14
Student Receives Materials

• UOP Online Catalog
• Books
• Module
• OLS Software
• Course-specific Software

15
Profile of Online Students

• Average age is late-thirties
• Average annual householdincome is 76,000
• 72 have been employedon a full-time basis
  fornine years or more
• 75 receive some level oftuition reimbursement
  fromtheir employers

16
Administrative Systems in the Virtual University

• A new tutorial orients students, faculty, and
  staff to OLS
• Communicate with students via OLS, the Web,
  email, fax and 800
• Administrative teams serve students
• UOP provides technical support, as well as
  academic and financial guidance
• Fully computerized tracking systems
• Access database for faculty services

17
ONLINE LIBRARYCOLLECTION
18
Online Library Collection

• Allows the search and retrieval of articles from
  thousands of publications
• Provides two levels of service
• Assisted Call Learning Resource Centers
  toll-free number or contact LRC via ALEX
• Unassisted Access and search via the Internet
• Contains millions of articles, company profiles,
  and reference sources

19
Programs Available Online

• Bachelor of Science in Business (concentrations
  Information Systems, Administration, and
  Management)
• Master of Science in Computer Information Systems
• Master of Business Administration
  (concentrations Technology Management and Global
  Management)
• Master of Arts in Organizational Management

20
Online Faculty
21
Online Faculty Profile

• 850 part-time faculty members
• All hold Masters or Doctoral degrees
• Professionally employed in their fields
• Average 16 years experiencein their field
• Teach about 8 courses per year

22
Faculty Training

• Two Weeks of Online Faculty Training
• OLS Tutorial (self-paced)
• Demonstration of Technical Proficiency (the
  test)
• Facilitation Training (two weeks of intense
  training)
• Course Observation and Discussion (optional, two
  weeks)
• Five to Six Week Mentorship
• Coaching
• Evaluation
• Pass, Re-mentor or Deny

23
Evaluation Criteria

• Online Formatting Skills
• Capitalize--mixed case is best
• Highlight
• Technical Skills
• Manage notes and files
• Create meetings
• Communication Style
• Use appropriate tone
• Demonstrate steady presence

• Teacher/Student Interaction
• Encourage participation
• Give receive feedback
• Response Time
• Answer questions within 24 hours
• Return graded assignments within a week
• Presentation of Content
• Pace course effectively
• Provide current information

24
IS THISTECHNOLOGYEFFECTIVE ?
IS THISTECHNOLOGYEFFECTIVE ?
IS THISTECHNOLOGYEFFECTIVE ?
IS THISTECHNOLOGYEFFECTIVE ?
IS THISTECHNOLOGYEFFECTIVE ?
IS THISTECHNOLOGYEFFECTIVE ?
IS THISTECHNOLOGYEFFECTIVE ?
IS THISTECHNOLOGYEFFECTIVE ?
IS THISTECHNOLOGYEFFECTIVE ?
IS THISTECHNOLOGYEFFECTIVE ?
IS THISTECHNOLOGYEFFECTIVE ?
IS THISTECHNOLOGYEFFECTIVE ?
25
Before Assessment Begins

• Practitioner Faculty Have

• Developed curriculum
• Identified core content areas
• Adopted appropriate textbooks/materials
• Developed assessment questions
• Provided feedback to Deans to improve/ update
  current textbook/materials
• Received feedback on student evaluations and
  outcome assessments to improve curriculum

26
Assessment Begins

• With All Adult Students Having

• Taken a 3 hour pre-assessment of cognitive
  skills/abilities (COCA)
• Received a pre-COCA profile outlining scores with
  recommendations for study
• Taken a communication skills inventory
• Taken a critical thinking skills assessment
• Identified preferred learning style
• Identified educational goals

27
Assessment Continues With

• All Adult Students Evaluating Continuously

• Faculty abilities to convey curriculum
• Effectiveness of the curriculum
• Overall educational effectiveness
• Effectiveness of study groups
• University support services (Learning Resource
  Center, Advisement, etc.)
• Quality
• Timeliness

28
Assessment Continues With

• Faculty Evaluating Students Continuously

• In the course content area
• On their communication skills

29
Assessment Concludes

• With All Adult Students having

• Taken a 3-hour post-COCA assessment
• Taken a post-communication skills inventory
• Received a faculty assessment of communication
  skills
• Received a faculty assessment of critical
  thinking skills
• Received a profile of all outcomes

30
Cognitive AssessmentOnline vs. Other UOP
Undergraduate
Graduate
Students Completing 6/96 - 6/97
31
Alumni Ratings of Program Effectiveness