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