1 / 26

Distance Learning Benchmark Huei Peng May 30, 2007

Distance Learning Benchmark Huei Peng May 30, 2007. Peer Institutes Benchmark Recommendations. 10 Largest Distance-learning Programs. University of Michigan (AA) 1995 354 Yes(8) No 1216/1332. US News and World Report 2006.

cayla
Download Presentation

Distance Learning Benchmark Huei Peng May 30, 2007

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Distance Learning Benchmark Huei PengMay 30, 2007 • Peer Institutes • Benchmark • Recommendations

  2. 10 Largest Distance-learning Programs University of Michigan (AA) 1995 354 Yes(8) No 1216/1332 US News and World Report 2006

  3. USC Distance Education Network (DEN) • Established in 1972 • Currently offer 30 degrees, many courses (98 from EECS) (http://den.usc.edu/programs/degreeprograms.htm) • Download video, Podcast and smartphone download. http://den.usc.edu/demos/index.htm http://uscengineer.com/den/classschedule/coursedesc.php

  4. USC (Engineering Certificate Programs) Viterbi School of Engineering Astronautics and Space Technology Astronautical Engineering Civil Engineering Transportation Systems Computer-Aided Engineering Computer Science Software Engineering Electrical Engineering Systems Architecture and Engineering Engineering Technology Commercialization Environmental Engineering Environmental Sciences, Policy and Engineering Sustainable Cities (offered with Geography) Industrial and Systems Engineering System Safety and Security Petroleum Engineering Smart Oilfield Technologies

  5. Columbia University • “Columbia Video Network” supports distance education at School of Engineering and Applied Science (Graduate Level) • More than 60 courses in Summer 2007 • Offer almost all regular degrees through distance plus 4-course certificates (see below for certificate topics) Applied MathematicsBusiness and Technology Civil Engineering Computer Science Electrical Engineering Financial Engineering Industrial Engineering & Operations ResearchMaterials Science Mechanical Engineering Nanotechnology http://www.cvn.columbia.edu/

  6. http://www.cvn.columbia.edu/deg.php http://www.cvn.columbia.edu/crs.php?sem=M07

  7. Georgia Tech • Institute-wide professional and distance-education activities • Distance learning: offer many regular departmental courses (in addition to professional education) RELATED LINKS Professional Education Center for Distance Learning Georgia Tech Global Learning Center Intensive English Program (ESL) The Executive Masters of Science in Management of Technology (EMSMOT) Executive Masters in International Logistics (EMIL) Institute Policies and Procedures

  8. Distance Learning at GIT

  9. Professional Education at GIT • Large number of offerings. • Large variation in tuition rate (responsive to market force).

  10. Six Sigma Certificate Program: Green Belt 48 hours Fundamentals of Engineering 42 hours

  11. Antenna Engineering 30 hours http://www.pe.gatech.edu/conted/servlet/CEHome

  12. Virginia Tech Professional Education • “As part of a rapidly growing outreach activity at Virginia Tech, we provide more than 400 short courses, seminars, workshops, training programs, and conferences to 30,000 individuals per year.” • Low tuition rate • Many basic courses for professional education • Five off-campus sites • Hampton Roads Center • National Capital Region • Richmond Center • Roanoke Center • Southwest Virginia Higher Education Center http://www.cpe.vt.edu/home/calendar/calendar2007.html#MAY2007

  13. E-learning at Va-Tech • Distance learning courses since 1983 • “Institute for Distance and Distributed Learning ”, reports to vice provost for academic affairs. • 568 different eLearning courses offered in past 5 years • 21 master degrees/certificate/ re-certification/licensure programs • 85% of academic departments participating eLearning course offerings

  14. Va-Tech Distance Learning Market Strategy • Market Analysis • Adults aged 18 – 50 • Possess some college • 4 states in eastern U.S.A. • Important Factors for Individuals Interest in Taking Online Courses • 98% - transferability • 97% - online access to library • 96% - interaction with instructor • 94% - reputation of the institution • 94% - technical support offered • 93% - cost • 93% - allowed to work at own pace

  15. Va-Tech Online Degree Programs • Available on-line or “interactive conferencing” • The “commonwealth graduate engineering program”, which is a collaboration among several schools in Virginia (umbrella under the VA state government), is an interesting idea http://www.vto.vt.edu/programs.php http://www.eng.vt.edu/cgep/about_cgep.php

  16. Stanford Center for Professional Development • Annually 6000 students enrolled through SCPD (420 companies). • 52 Stanford graduate degrees and 35 certificates available online. • Short courses serve more than 1400 students on site, on campus and online. • “Used strategically in support of Stanford’s departments, centers and research initiatives.” • 52 staff members • 9 special teleclassrooms • Many regular courses available online or broadcast http://scpd.stanford.edu/SCPD/courses/academic/crseList.asp?sdID=5&sdName=Electrical+Engineering

  17. Recognized distance education challenges • 24/7, convenient and flexible access • Wide range of courses/certificates/degrees • Flexible start/stop • Modules/learning instead of rigid “courses” • Students “multitask” while learning • Desire for relevant education while wanting “certification” from a university for the effort • Competitive pricing • Delivery technology which is smarter, smaller, faster, brighter, cheaper and usable anywhere.

  18. Discussions • Successful peers (e.g., Ga-Tech, Stanford) typically have strong ties with industry • Distance learning at peer schools is frequently organized by a university-wide institute—better cost leverage • Many regular courses are offered through distance. • Some schools focus on distance delivery of regular courses/degrees (e.g., Columbia), or special certificates/short courses (e.g., USC) while some schools have strong programs in both (e.g., Ga-Tech, UofM) • Some other schools have many more certificate programs/students (USC, Ga-Tech, Penn State) • For regular distance-learning courses, UofM tuition is THE highest among top schools. • For short courses, tuition rate is market-driven (e.g., like Ga-Tech). Therefore, it is questionable whether a fixed financial model should be universally applied.

  19. Discussions • Online education initiative needs to be consistent with organization’s mission, values, strengths and areas of distinction. Build from tradition in new ways. • Must begin with a clear, worthy strategic plan keeping it close to core faculty and using traditional academic structures to accelerate development. • Aim for the “sweet spot”-- intersection of audience needs and wants, faculty interests, institutional strengths and what people will pay for. • Think course-to-certificate-to-degree progression. Online versions of existing courses are easier to start than new ones.

  20. Discussions • Recruit best faculty and staff by offering incentives and rewards supportive of innovation. Address concerns regarding ownership of intellectual property, increased demands and impact on workload. • Develop financial model that covers costs and investments with revenue distributed to participating organizations/departments and faculty.

  21. Possible Changes • Need to offer more courses to achieve economic scale. • Focus on increasing certificate programs and students. • Need to maintain a clear separation between the academic side (distance learning) and the professional education side of Interpro. The purpose, market force, competition environment and student needs are all different. • It is NOT wrong to use a large number of adjunct faculty, as long as proper quality check is in place. • A flat 19% tax may not be practical or flexible enough.

  22. Arizona State University http://cpd.asu.edu/certmgt/?page=cert_ss_gb_cert

  23. Penn State World Campus • 50+ Online Degree and Certificate programs (http://www.worldcampus.psu.edu/) • Candid Classroom and Built-for-web courses • Graduate Degrees • Master of Business Administration (iMBA) • Master of Education in Adult Education • Master of Education in Curriculum and Instruction--Children's Literature • Master of Education in Curriculum and Instruction--Teacher Leadership • Master of Education in Instructional Systems--Educational Technology • Master of Engineering in Oil and Gas Engineering Management • Master of Geographic Information Systems • Master of Homeland Security in Public Health Preparedness • Master of Project Management

  24. Penn State Program Size http://www.worldcampus.psu.edu/AboutUs_WorldCampusFacts.shtml

More Related