Transcript Document
Distance Learning
@ Boston University:
Disruptive Pedagogy
SED AP 550 class
November 4, 2009
Unique Features of BU’s Distance
Learning
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Full Programs On-line
New Audiences of Working Professionals
Significant Investment in Infrastructure and Reliance
on Marketing Partners
Faculty Development – shared experience
Ability to Standardize/Share/Focus/Invest -- Potential
for Differentiation and Globalization
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It Takes a Village …
Institutional Commitment
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Full academic programs – not individual, random
courses
Carousel calendar – planned, consecutive 7-week
courses
Infrastructure for course development, faculty and
student services support
National student recruiting effort
Financial model – high expense requires high volume
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Faculty Commitment
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Complete degree programs
Faculty roles as course developer, instructor of record,
facilitator
Department oversight of academic standards – faculty
coordinator and program manager roles
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Student Commitment
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Full program online
Lockstep progression through program – 20
hours/week/course - high retention
Active learning model – high degree of participation
and interaction
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Revenue in Millions of Dollars
FY-2003 to FY-2008
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$30
$32.95
Dollars in Millions
$29.66
$20
$22.38
$14.10
$10
$6.38
$0
$1.78
FY-2003
FY-2004
FY-2005
FY-2006
Fiscal Year
FY-2007
FY-2008
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Distance Education Survey – January 2007+
Who are our online students?
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72% (78% of alumni) are older than 30 years old
37% reside in Northeast, 7% within 30 miles of BU,
and 5% are international
Majority chose distance education for time rather
than geography
About two-thirds chose their online program for
personal aspirations rather than specific career goals
The two major assets in the BU program are brand
name and course quality
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How do students assess online
education?
Cognitive Dissonance Factor
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Before enrolling, 35% (25% of alumni) believed online
education was the same or superior to on-campus
After enrolling, 74% (73% of alumni) believe online
education same or superior
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How do students evaluate Boston
University, based on their online
program?
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Quality of University 89% (94% of alumni) – excellent
or very good
Faculty Access 55% (66%)
Faculty Quality 74% (79%)
Online Content 71% (81%)
Student Services 75% (80%)
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What are students’ longer-term
assessment of the online educational
experience?
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95% expect to benefit professionally from degree
<1% received negative reaction at work for their online
program
43% of alumni stay in touch with classmates
90% (94% of alumni) would choose online format
again and 89% (93%) BU again
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Our Challenges are Many
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Besides staying on top of technology,
funding, enrollment, integrity….we
may face
Generational Divergence
Which is? The disturbances caused
by up to four generations in the
workplace, or in our case….the online
classroom, moving in different
directions
Traditionalists
1900-1945
Baby
Boomers
1946-1964
Generation X
1965-1980
Millennials
1981-1999
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Recent Snapshot of MSPM
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N = 300
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How Do You Balance?
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Pedagogical
Approach
Use of
Technology
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Understand Student Motivation
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Life experience creates
• Autonomy
• Need for immediacy
• Goal and relevancy-orientation
Motivated by self actualization,
professional advancement, service,
social interaction
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Accountability for Learning
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Boston
4 C’s
Technology has enabled
students to be more
participatory learners
Process of content
development is key
Developing content is as
valuable than the end
result
Communication
Contribution
Collaboration
Creation
Source: Selected National Findings, Speak Up 2008 for Students, Teachers,
Parents and Administrators March 24, 2009 (www.tommorow.org)
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Nancy’s Hypothesis
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In 5+ years, today’s baccalaureate grads will look
online first for their professional Master’s degrees
Really?
What Do You Think?
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Next Frontiers
•Extending distance learning to other colleges at BU
•Creating an infrastructure to support blended programs
•Extending our outreach more internationally
•Creating the Web-Enhanced Classroom