Lee Stanton’s Blog

Review all previous blog posts and post concluding remarks about what you’ve learned about the management of e-learning programs.

In Management of e-Learning Programs we covered a great deal of material. The course was designed around Khan’s (2005) e-Learning Framework. The e-learning framework addresses pedagogical issues, technological issues, interface design, evaluation, management, resource support, ethical issues, and institutional issues; issues that are part of all e-learning programs.

Interface Design issues address page and site design, content design, navigation, accessibility and usability.

Institutional issues address administrative affairs, academic affairs, and student services.

Management issues address content development and maintenance; such as notification to students of changes in due dates, or other course matters such as course access.

Technological issues include infrastructure planning, hardware guidelines and software.

Pedagogical issues address content (how often is dynamic course content updated), audience (who are the learners), goals (expectations for students), medium (multimedia elements such as text, audio, video, and graphics), design (what is the instructors role?), organization (continuity), and methods to promote inside collaboration.

Ethical issues are many, and include social and political influence, cultural diversity, bias, geographical diversity, learner diversity, digital divide, etiquette, and legal issues.

Resource Support Issues include areas of online support, which provides trouble-shooting assistance, and also provides resources for students such as providing examples of previous student’s work.

Evaluation Issues address the assessment of learners. Evaluation issues also address the evaluation of instruction and learning environment, which includes evaluation of content, instructor, learning environment, learning resources, course design, and technical support.

As an online instructor and course designer I am not involved with all aspects of managing an online program. It was interesting and valuable to see the big picture and all of the components that go into creating and maintaining a quality online program. While I always felt that I had an idea about how much went into establishing and running a program, I have a much better understanding of how complex this is, a much better understanding of the issues/components in the framework, and how it all works together.

In closing, the successful management of e-learning programs requires oversight and management of all components of the framework and the consideration and inclusion of all stakeholders, which includes instructors, support services, the needs and goals of the institution, and the students. This is quite a task.

References:
Khan, B. H. (2005) e-Learning Framework Image. Retrieved October 25, 2009 from http://www.isanonline.com/surachet_diserttation/theory/Khan/elfmk300.jpg

Khan, B. H. (2005). Managing e-learning: Design, delivery, implementation, and evaluation. Hershey, PA: Information Science Publishing.

Evaluation reflection: What is the role of the program manager in evaluating online courses?
When evaluating online courses, the role of the program manager is to coordinate all components necessary to run, and evaluate, an online program, as well as individual courses. An organization will benefit most from evaluative inquiry when there is a set system in place. A strategic plan contributes to successful, timely, cost-effective results. The project manager must oversee and initiate the formative and summative evaluation mechanisms necessary to determine if the course or program is successful in terms of how “success” has been defined.

According to Preskill (2006), evaluations systems, or stragegies, are made up of five essential components; leadership commitment, evaluation vision and philosophy, evaluation strategic plan, evaluation design and implementation requirements. Evaluation design and implementation requirements also addresses Evaluation Plans, Technology Resources and Infrastructure, Communication Skills, Flexible and responsive Evaluation Practices, Personnel and Financial Resources, and Summarize and Synthesize to get the big picture. The project manager must oversee and manage all of these components.

How would you explain evaluation in online courses and programs to a skeptical faculty member concerned about cheating?

When addressing skeptical faculty member issues, Lockee, Moore, and Burton (2002) suggest that most issues fall under summative, implementation concerns. Questions regarding quality, accreditation, issues of self-directed learning, to mention a few, can be answered with a summative evaluation. By conducting a summative evaluation of the program, data can be collected to address many areas of concern, particularly possible issues of cheating.

Lockee, et.al., (2002) make the useful point that there is a difference between assessment and evaluation. Assessment refers to measuring learner performance.

In addition to performing a program evaluation, it would be possible to include assessments of student learning to determine course content learned in the courses. If cheating were a bigger concern than it is in face to face courses this would most likely become apparent through assessment techniques.

References:
Lockee, B., Moore, M., and Burton, J. (2002). Measuring success: Evaluation strategies for distance education. Educause Quarterly. Vol. (1), p. 20-26.

Preskill, H. (2006). Reframing Evaluation Through Appreciative Inquiry. Thousand Oaks, CA: SAGE Publications.

Thorpe’s (2002) statement that the “use of computer-mediated communication (CMC) as an integral part of the design of distance education courses challenges our thinking about course design and learner support” is a valid one.

Thorpe (2002) addresses the question of how to support learners and content, when much of course content is “generated through online interaction and collaborative activities.” How does one design a course and include learner support in an open learning environment? As we’ve seen in the video titled “Information R/evolution” by Wesch (2007), (below) we are in the midst of an information evolution/revolution. The way we find, store, create, and share information is changing. This creates new support issues. How do we build courses with the support built in, as opposed to external support? These are issues and concerns that were not as apparent in 2002 as they are today.

The CTER program has extensive support set up for students and faculty. The program encourages open, active, collaborative learning, and provides students with support for using many types of learning and social technologies, and provides extensive resources for learning. The Library Resources page includes research, articles, library books, I-Share books, and more. There is also a FAQ and Help section.

By creating a learner centered program, learners work together collaboratively on course material and can also support each other if technical issues arise. This reflects a change in pedagogy. No longer are learners given one-sided course material to read, respond to, and get a grade. Today’s online learning is more interactive in terms of how the learners themselves interact with each other and the way they share and discuss, dissect, and interact with course material.

References:
Thorpe, M. (2002). Rethinking learner support: the challenge of collaborative online learning. Open Learning, 17(2).

Wesch, M. (2007). Information R/evolution. YouTube Video. Retrieved October 11, 2009 from http://www.youtube.com/watch?v=-4CV05HyAbM&feature=channel

Interaction in an Online Learning Environment

Ethics: There has been very little written on the cultural diversity of students taking e-learning/online programs. Reflect on how the cultural and geographical diversity of students in your e-learning program might affect your management style (80–200 words).

Most of the students in the CTER program are working K-12 teachers. The CTER program is well equipped to address the needs of this group.

International students are encouraged to apply to the CTER program. A detailed web page is set up addressing concerns international students may have and is offered in several languages.  Managerial issues include language requirements for particular programs. The CTER site states: “Advanced English writing skills and oral communication skills are a must in this program” (CTER, 2009). According to the Information for International Student site, “applicants will need an overall score of 102 or above for the TOEFL iBT (internet based) exam, 610 or above for the TOEFL PBT (paper-based exam), and 6.5 or above for the IELTS to be admitted full status to the university” (CTER, 2009).

Due to “advances in distributed learning technologies, e-learning courses can be accessible to anyone in any part of the world” (Khan, 2005). International students can also complete the CTER degree online from their home country. This raises some managerial and design concerns regarding possible language barriers, time-zone issues, and possible cultural issues. By providing ample time to complete assignments students in any time zone and geographic location will be able to meet deadlines easily.

Cultural diversity is also an important consideration. This involves international students as well as the cultural diversity we find here in the U.S. Course designers and instructors are sensitive to cross-cultural communication concerns, and are sensitive to cultural differences.

As a manager, it is important to address the needs of all students in the program. Some are easily distracted, while others are shy. It is important to design the best course possible to address all students, and be sensitive to individual needs and concerns.

References
CTER, Information for International Students. (2009). Retrieved October 4, 2009 from http://cterport.ed.uiuc.edu/Plone/admissions_folder/information-for-international-students

Khan, B. H. (2005). Managing e-learning strategies: Design, delivery, implementation, and evaluation. Hershey, PA: Information Science Publishing.