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Opening the Floodgates: Synchronous-based Online

Learning in a Dual-Mode University

Dr. Michael PowerLaval University

Quebec City, CANADA

Photo: emilylhauserinmyhead.wordpress.com

Opening the

floodgates

A worldwide problem Why open the floodgates?

A worldwide problem Why open the floodgates? an educational CRISIS is looming

www.obhe.ac.uk

Transnational education

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

http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdfDon Olcott CE OBHE

THE GAP

DEMAND

SUPPLY

D. Olcott

Teacher Education (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”.

Healthcare Training

BusinessEducation

www.irrodl.org

http://www.irrodl.org/

easyvectors.com

Online Learning, a paradox

mset.rst2.edu

mset.rst2.edu


OL, widely accessible and cutting-edge

On theone

hand

easyvectors.com


BUT, the actual number of regular faculty involved is small.

On theotherhand

mset.rst2.edu


Growing recognition for OL,

On theone

hand

easyvectors.com


BUT unacceptably high withdrawal & drop-out rates and general student and faculty isolation.

On theotherhand

mset.rst2.edu


Administrators typically champion OL,

On theone

hand

easyvectors.com


But are often unable/unwilling to marshal the necessary resources required to produce high-quality courses.

On theotherhand

easyvectors.com


mset.rst2.edu

OL, paradoxically, is booming and busting, simultaneously.

easyvectors.commset.rst2.edu

Supply is expanding yet not meeting demand for sustainable online learning.


So what is SUSTAINABLE

online learning?

Daniel’s “Iron Triangle”

COST

ACCESS QUALITY

Current State

Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

Sir John Daniel termedthe three variable-based triangle effect, the

IRON TRIANGLE

http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

COSTCOST

ACCESS ACCESS QUALITYQUALITY

Desired StateCurrent

State

Optimizing Higher Education

Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdfDon Olcott CE OBHE

THE GAP

DEMAND

SUPPLY

D. Olcott

Distance education never went mainstream (Moore & Kearlsey, 2005)

Stillnot

closed

ACCESSIBILITY

QUALITY

Power, 2010

COST-EFFECTIVENESS

ADMIN

ACCESSIBILITYSTUDENTS

QUALITYFACULTY

mainpriorities

Mainpriority

Mainpriority

Mainpriority

Power & Morven-Gould, 2011

COST-EFFECTIVENESS

ADMIN

STUDENTS

FACULTY

Power & Morven-Gould, 2011

How have we donethus far?

30

Closing the GAP

© M. Power 2008

From the 13th century

up until WWIIFrom the 13th century

guardian.co.uk

Olson, 1974; Greenberg, 1997

Closing the GAP

up until WWII

ELITIST SYSTEMguardian.co.uk

brockport.edu

Olson, 1974; Greenberg, 1997


Closing the GAP

WhatGap?

Up until WWII

-GI BILL, 1945-46-Economic BOOM-Demographic BOOM

-here come the babyboomers…

guardian.co.uk

brockport.edu

1960s

instruct.westvalley.eduOlson, 1974; Greenberg, 1997

ELITIST SYSTEM


Closing the GAP

34

DEMOCRATISATION

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

Closing the GAP

PROBLEMS1. TOO MANY STUDENTS2. UNIVERSITY SYSTEM TOO CENTRALISED

http://www.ibiblio.org/cccr/AustraliaPhotos/Preview005.png

DEMOCRATISATION

Lewis, 1996Perkin, 1991

Closing the GAP

© M. Power 2008

SOLUTION1. OPEN MORE UNIVERSITIES

http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg

PROBLEM: 1. TOO MANY STUDENTS

Closing the GAPDEMOCRATISATION

© M. Power 2008http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg

-NEW universities-Satellitecampuses

PROBLEMS: 1. TOO MANY STUDENTS



© M. Power 2008http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg

2. DECENTRALISE UNIS

-Nouvelles universités-Campus satellites

PROBLEMS: 1. TOO MANY STUDENTS 2. UNIS TOO CENTRALISED



1ère

http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/

2. DECENTRALISATION STRATEGIES

Logistics-based Strategy

Technology-based Strategy 2


Combined Logistics & Technology-based Strategy


1

3456

What decentralisation strategies have been implemented?

Power (in press)

Since1970s

SinceAntiquity

Since1995

Since2000

Since2005

Technology-based Strategy 12Since1850s

What decentralisation strategies have been implemented? Have they proven sustainable? APPROX.




http://www.sodahead.com/fun/cars-what-era-is-your-favourite/http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com

1970

Logistics-based Strategy 1: MFA

FACE-TO-FACE

1

ADVANTAGES:- + ACCESSIBILITY- SAME QUALITY

Power, Dallaire, Dionne & Théberge, 1994

(MOVING FACULTY AROUND)

2010

Strategies used and results obtained

Power (in press)

Logistics-based Strategy 1: MFA (MOVING FACULTY AROUND)


1


1970


FACE-TO-FACE

1


Bates, 1995; Power, Dallaire, Dionne & Théberge, 1994


2010


Power (in press)


1970


FACE-TO-FACE




2010


DISADVANTAGES:- COST-EFFECTIVENESS- Discomfort (faculty)- Basically unsustainable on any large scale, long term

Power (in press)

1


1970


FACE-TO-FACE




2010


DISADVANTAGES:- COST-EFFECTIVENESS- Discomfort (faculty)- Basically unsustainable on any large scale, long term

Power (in press)

1

Basically proven unsustainable

45© M. Power 2008

2Technology-based Strategy 1: Distance Education

ADVANTAGE:+ ACCESSIBLE


DISADVANTAGES:STUDENT ISOLATIONLOCK-STEP DESIGN

Since1969

Perry, 1977 Moore & Kearsley, 2005

University-of-London dipity.com

Since 1850s

DE has « NOT GONE MAINSTREAM ».

46© M. Power 2008

2Technology-based Strategy 1: Distance Education



DISADVANTAGES:STUDENT ISOLATIONLOCK-STEP DESIGN

Since1969

Perry, 1977 Moore & Kearsley, 2005

University-of-London dipity.com

Since 1850s

DE has « NOT GONE MAINSTREAM ».

Basically proven unsustainableon any large scale

47© M. Power 2008

random-apples.net http://tinyurl.com/6ffwdq

Videoconferencing

3 Technology-based Strategy 2: VCTele-

presence

1980sISDN


Field, 1997; Lee, Driscoll & Nelson, 2004


Power (in press)

48© M. Power 2008


Videoconferencing


presence

1980sISDN



DISADVANTAGES :lack of …-QUALITY (sound quality problems) -TECHNICAL ROBUSTNESS(frequent disconnections)-COST-EFFECTIVENESS(equipment purchase, ongoing connection costs)Field, 1997; Lee, Driscoll & Nelson, 2004

49© M. Power 2008


Videoconferencing


presence

1980sISDN



DISADVANTAGES :lack of …-QUALITY (sound quality problems) -TECHNICAL ROBUSTNESS(frequent disconnections)-COST-EFFECTIVENESS(equipment purchase, ongoing connection costs)Field, 1997; Lee, Driscoll & Nelson, 2004

Basically proven technologically and logistically unsustainable

50

ONLINE COURSES (ASYNCHRONOUS MODE)

AVANTAGES :

asynchronouscomms

exclusively

4

1) Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUE 3) Administrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINT Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 Power (in press)

Technology-based Strategy 3: OLStrategies used and results obtained

enter

Approx. 50%of all courses at

Laval Univ.

51


AVANTAGES :

4

1) Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUE 3) Administrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINT

Harasim, Hiltz, Teles & Turoff, 1995; Hiltz & Goldman, 2005 ; Sammons & Ruth, 2007; Seaman & Allen, 2010

Power (in press)

Technology-based Strategy 3: OL

ADVANTAGES :1) Faculty - GREATER FLEXIBILITY - SOME TASK DELEGATION2) Students - GREATER FLEXIBILITY - GREATER ACCESSIBILITY3) Administrators - FUNDING AVAILABLE (variable) - POSSIBILITY OF HIRING ADJUNCTS


asynchronouscomms

exclusively

enter


Laval Univ.

52


AVANTAGES :

4



DISADVANTAGES:1) Core Faculty - course design, time-consuming - doubts about quality (- interaction) - course delivery, feelings of alienation


asynchronouscomms

exclusively


Laval Univ.

• “…mostly an adjunct phenomenon” (Sammons and Ruth, 2007)

Are core faculty involved?

http://www.e4innovation.com/

Nowhere to be seen

• “…mostly an adjunct phenomenon” (Sammons and Ruth, 2007)

WHY? • I haven’t got time.• My research is more

important. • What’s in it for me?• Where is my reward?• I don’t have the skills to do

this’ and ‘I don’t believe in this, it won’t work’. (Conole, 2009).

Are core faculty involved?

http://www.e4innovation.com/

Nowhere to be seen

“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 2007

http://tinyurl.com/4mkvbt

Why aren’t they involved?

56


AVANTAGES :

4



DISADVANTAGES:1) Core Faculty - course design, time-consuming - doubts about quality (- interaction) - course delivery, feelings of alienation2) Students (very similar to DE) - + isolated than in F2F settings; - need greater motivation/ autonomy to succeed in studies3) Administrators - current OL, costly to implement - monopolises scarce human resources


asynchronouscomms

exclusively


Laval Univ.

57


AVANTAGES :

4



DISADVANTAGES:1) Core Faculty - course design, time-consuming - doubts about quality (- interaction) - course delivery, feelings of alienation2) Students (very similar to DE) - + isolated than in F2F settings; - need greater motivation/ autonomy to succeed in studies3) Administrators - OL, costly to implement - monopolises scarce human resources


asynchronouscomms

exclusively


Laval Univ.

How sustainable is the current (asynchronous)

model of OL? More data required.

Garrison & Vaughan, 2008 US Department of Education

On campus Online (asynch)

Various approaches

5

back n’ forth

Power (in press)

Strategies used and results obtainedCombined logistical- & technological-

based Strategy: BLBlended learning

LMS (ENA) Laval University

Garrison & Vaughan, 2008 US Department of EducationVarious approaches

5

back n’ forth

Power (in press)

Strategies used and results obtainedCombined logistical- & technological-

based Strategy: BLBlended learning

ADVANTAGES : mainly COST- EFFECTIVENESS (less crowding; increase in enrolment capacity); reportedly same QUALITY.

Combined F2F / virtual

On campus Online (asynch)

enter

DISADVANTAGES: REDUCED ACCESSIBILITY; courses restricted to local students; off-campus (distance) learners ipso facto excluded.

Does BL respond to the needs of the distance (off-campus) learner?


cam.k12.il.us

Synchronous

Technological Strategy 4: BOLD

Asynchronous

6

Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008Power (in press)


Blended Online Learning Design

enter

Various combinations


100% online Combined

synch / asynch

cam.k12.il.us

Synchronous


Asynchronous

6




enter


DISADVANTAGES :COURSES IDEALLY

RESTRICTED TO SMALL NUMBERS; REAL-TIME CONSTRAINT (set time)

ADVANTAGES: SAME QUALITY (didactic relationship preserved ); GREATER ACCESSIBILITY; IMPROVED COST-EFFECTIVENESS


100% online

Combined synch / asynch

ORAL tradition

62© M. Power 2008

+

WRITTEN tradition

BLENDED ONLINE LEARNING DESIGN the 2 university traditions meet

BLENDEDONLINE LEARNING

DESIGN

SYNCHRONOUS ASYNCHRONOUS

LMS Laval University

64

The GRADUATE WEBINAR

http://tinyurl.com/6ffwd---cam.k12.il.us -dreamstime.com

EMPHASIS ON THESYNCHRONOUS

PROCESSRATHER THAN ON THE

ASYNCHRONOUS PRODUCT

ORAL TRANSMISSION

Continuity of pratice*

FACE-TO-FACE

VIRTUAL FACE-TO-FACE

*Power, 2008

VIRTUAL FACE-TO-FACE

cam.k12.il.us

Synchronous


Asynchronous

6




enter


IS THIS A SUSTAINABLE SOLUTION?MORE DATA REQUIRED

?

GRADUATESTUDIES

booleanblackbelt.com

http://sites.google.com/site/changchienlily/BlankWorldMap.gif

Aligning Research Centers and Graduate Programs

• Increased recruitment options/grade A candidates;• Graduate students/professionals, already in the

workplace;• Small numbers involved (maximum 25 per class), spread

out across Québec, Canada and even around the world;• Usually highly motivated and autonomous;• Accustomed to learning via technology & networking

booleanblackbelt.com

www.bold-research.org

ENGLISH-language networkBOLD International Research Network


Dual-mode universities

Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques

http://www.bold-research.org/

FRENCH-language networkE-learning intégral (synchrone et asynchrone)

Universités bimodales




SPANISH-language networkRed de investigación hispanófono - design de enviros

de aprendizaje en línea en modo integral

Universidades bimodales




ARAB-LANUAGE NETWORK

BOLD الدولية الشبكةللبحوث

الشبكة في المحتملۅن أ�عضاء ال

التربوية البرامج تصميم البحثحول شبكةالمدمج في اإللكتروني التعلم بيئة

) المتزامن) غير و المتزامن




BOLD Research and Researchers

Instructional Design &

Technology

Distance Education/Online Learning/Blended Learning

GRADUATE STUDIES

FACULTY DEVELOPMENT

BOLD

ARE YOU A BOLD RESEARCHER?

More on BOLD

• Power, M. (2009). A Designer’s Log: Case Studies in Instructional Design. Athabasca University Press http://www.aupress.ca/index.php/books/120161 .

• Power, M. (2008). The emergence of blended online

learning. Journal of Online Learning & Teaching. (4) 4. http://jolt.merlot.org/vol4no4/power_1208.htm

• Power, M. & Vaughan, N. (2010). Redesigning online learning for graduate seminar delivery.

• Power, M. & Morven-Gould, A. (2011). Redesigning online learning for graduate seminar delivery. 12 (2) IRRODL. http://www.irrodl.org/index.php/irrodl/article/view/916

Journal of Distance Education. 14(3) http://www.jofde.ca/index.php/jde/article/view/649

[email protected]

http://www.aupress.ca/index.php/books/120161

http://jolt.merlot.org/vol4no4/power_1208.htm

http://www.irrodl.org/index.php/irrodl/article/view/916

http://www.irrodl.org/index.php/irrodl/article/view/916

http://www.jofde.ca/index.php/jde/article/view/649

http://www.aupress.ca/index.php/books/120161

power bold-ed-media-slide share

Education

online learningin

gapdemocratisation lewis

gapdemocratisation problems1

teacher education

sustainable ol

don olcott ce obhe

worldwide problem

teacher supply