Transformational Strategies for Flexible E-Learning Delivery:

1. Transformational Strategies for Flexible E-Learning Delivery: Athabasca University as a case study Dominique Abrioux

2. Overview • Flexible E-Learning • Institutional • Programmatic • Course module • Athabasca University and Flexible Learning • E-Learning Opportunities for Flexible Learning • Key Flexibility Factors • Institutional motivation • Organizational culture • Infrastructure • Concluding Remarks

3. Flexible E-Learning

4. Flexible = Student Centered

5. Admission Cost Service Delivery Academic Student services Administrative services Collaboration Criteria Process Windows Tuition Other Fees Relocation Foregone Income How? Where? When? Program/course design Course delivery Student services Course selection Credit coordination Institutional Flexibility

6. PROGRAM FLEXIBILITY • Recognition of prior learning -Formal (e.g. transfer credits) -Informal (e.g. portfolio) • Challenge for credit • Time to completion • Residency requirements -On-site obligations -Courses to be taken from host institution • Program design -Compulsory/optional course balance -Course prerequisites

7. COURSE FLEXIBILITY • Variable / fixed start dates • Time to completion • Module length • Paced / unpaced • Course media (access) • Individualized / collaborative learning • Accommodating of different learning styles - presentation of learning materials (content) - variety of learning activities - alternative assessment models

8. Athabasca University Primer

9. Brief History • 1970 Established By Province of Alberta as the 4th public university (June 25,1970) • 1973 - 75 Pilot Project (First Course opened in 1973) • 1978 Permanent Mandate: Single Mode ODL • 1986 9,552 students • 1994 11,591 students 2 Masters programs open AU’s future in doubt: • Underperforming / costly • Misunderstood by primary stakeholder (government) • 2005 35,000 students (@3,000 Master’s level) • 2006 40,000 students (strategic goal)

10. AU’s Distinguishing Mission • Removing barriers to access and success in university-level studies • geographical • prior education • financial

11. ENROLMENT DATA & LEARNER DEMOGRAPHICS

12. Course Registrations by Location

13. 2003-04 Undergraduate Age and Gender Balance

14. UndergraduatePrevious Education

15. Programs

16. STAFFING

17. Budget

18. AU FLEXIBILITY REPORT CARD

19. INSTITUTIONAL FLEXIBILITY • Admission -Criteria -Windows -Process • Cost -Tuition -Non tuition -Relocation -Foregone income • Service Delivery - Academic - Student services -How? Where? - Administrative servicesWhen? • Inter-Institutional Collaboration - Program design - Course development - Course delivery - Student services - Course selection - Credit coordination >open – undergraduate >alternative routes– graduate >continuous – undergraduate >online/paper/phone +/- +/- >anyplace >anytime >web/email/phone/fax/mail >distributed/anytime exams >service culture >some joint programs <seldom >some joint delivery >some joint delivery >strategic alliances >online consortia

20. PROGRAM FLEXIBILITY • Recognition of prior learning -Formal (e.g. transfer credits) -Informal (e.g. portfolio) -Challenge for credit • Time to completion • Residency requirements -On-site obligations -Courses to be taken from host institution • Program design -Compulsory/optional courses -Course prerequisites -individualized/articulated -range -all courses -10 years (unless time sensitive) -none (except labs) -@1/3 of total -one credit coordinating degree [BGS] -rationalized in program proposal

21. COURSE FLEXIBILITY • Variable / fixed start dates • Time to completion • Module length • Paced / unpaced • Course media (access) • Accommodate different learning styles - presentation of learning materials (content) • variety of learning activities - individualized / collaborative Learning - alternative assessment models • 12 per annum • 0 to 6 months • Extensions / Suspensions • 3 credits • all courses unpaced • some paced alternatives • Multi-media • in transition to e-learning • very little

22. E-Learning Opportunities for Increased Flexibility High Medium LowNone • INSTITUTIONAL • Admission • Cost • Service delivery • PROGRAM • PLA • Time to completion • Residency • Design • COURSE • Start dates • Time to completion • Module length • Paced/unpaced • Course media • Different learning styles

23. E-Learning Opportunities for Flexibility cntd. • COLLABORATION • Program design • Course design • Course delivery • Student services • Course selection • Credit coordination High Medium LowNone

24. CORE FACTORS IMPACTING FLEXIBLE LEARNING AS A STRATEGIC INSTITUTIONAL GOAL

25. KEY FLEXIBILITY FACTORS

26. 3 Key Factors Impacting Flexibility • Demand for Flexibility • Mandate-driven? • Strategic priority? • Business-driven? • Organizational Culture • Common values • Service as a core business • Institutional Infrastructure • Single/ dual mode • Staffing complement • Size of student body

27. DEMAND FOR FLEXIBILITY - Mandate-driven? - Strategic priority? - Business-driven?

28. Mandate-DrivenFlexible Learning • Government determined mandate (1995, 1999) emphasizing: • Open university • Individualized distance education • Coordination of credit & transfer credit • College collaboration • Assessment of prior learning • Government determined Letter of Understanding (1995) emphasizing learner-driven determination of academic regulations & curriculum articulation: • Open admission • Minimal course prerequisite restrictions • Maximum course selection flexibility within programs • Minimal residency requirements (courses taken from AU) • Credit coordination options • Course challenge-for-credit • Year-round enrolment • Liberal course completion and extension deadlines • Policies and procedures to facilitate part-time enrollment • Delivery models emphasizing individually-paced learning

29. MISSION-DrivenFlexible Learning • Internal Institutional Mission Statement (1985) emphasizing: • the removal of barriers that traditionally restrict access to and success in university-level studies • increasing equality of educational opportunity for all adult Canadians regardless of their geographical location and prior academic credentials • Reaffirmation of Institutional Mission Statement (1996, 2002)

30. STRATEGIC Planningfor Flexible Learning (1996-1999 Strategic University Plan / 2000-2002 Update) • Identify Individualized D.E. as the core business & defines accessibility/flexibility strategies around: • Electronic, Multi-Modal Learning Systems • Asynchronous Administrative Access to Services • Partnerships • Prior Learning Accreditation • Tuition and related costs • Identify significant strategic implications for increasing accessibility, individualization and quality: • Investment in (asynchronous) e-technology and e-systems • Single-window point of access for students (web, alias, call-centre) • Policy development and benchmarks (e.g. service to students)

31. STRATEGIC Planningfor Flexible Learning cntd.(2002-2006 Strategic University Plan) • Builds on previous SUPs and assigns primordial strategic importance to Meeting Learners’ Needs through flexible learning systems that exploit: • Open, individualized DE • E-learning pedagogy that engages students in asynchronous learning and assessment activities • Asynchronous, online e-services to learners (e.g. library) • Quality courses, programs, and student support services

32. BUSINESS-DrivenFlexible Learning(1995 – present) • 1995 Reality Check • No growth during past 10 years • Highest tuition, highest grant per FLE • Lowest performance on KPI’s • External environmental assessment (1996 SUP) • Diminishing public resources • Performance-based funding • Increased demands for accountability • Greater competition • Rapid technological change • Uncertainty in all things economic, political, social, and technical

33. BUSINESS-Driven Flexible Learning cntd. Continuous assessment of marketplace “Increased competition, both from out of province/out of country providers of DE and from institutions that historically have not exploited DE systems means that AU’s growth depends on its ability to continue to distinguish itself from competitors. This can best be achieved by building on the learner-centered philosophy…” 1999 SUP Update

34. BUSINESS-Driven Flexible Learning cntd. Continuous assessment of marketplace “Post-secondary institutions will increase offerings of grouped-study online offerings, particularly in undergraduate and graduate professional programs… Competition based on the cost and quality of learning opportunities and support services will increase… Athabasca University’s learning flexibility and openness is unparalleled…” 2002 SUP

35. BUSINESS-Driven Flexible Learning cntd. • Institutional 4-Year Business Plan • Premised on 10% growth per annum • Links growth with meeting learners’ needs for flexibility • Importance of flexibility represents key attraction of AU to its learners

36. Reasons for Enrolling in BA Degree BUSINESS-Driven Flexible Learning cntd. Continuous Assessment of Client’s Needs

37. ORGANIZATIONAL CULTURE- Common values - Flexibility & service culture

38. Our Values (2002 SUP) EXCELLENCE LEARNING SCHOLARLY RESEARCH FREE EXCHANGE OF IDEAS OPENNESS AND FLEXIBILITY DIVERSITY AND INCLUSIVENESS OUR EMPLOYEES ACCOUNTABILITY

39. Our Values (2002 SUP) EXCELLENCE LEARNING Student learning and satisfaction are the measures of our success SCHOLARLY RESEARCH FREE EXCHANGE OF IDEAS OPENNESS AND FLEXIBILITY Reducing barriers to education enhances access and social equity DIVERSITY AND INCLUSIVENESS Diversity and inclusiveness enhance the quality both of learning and of the workplace OUR EMPLOYEES ACCOUNTABILITY We are accountable to students, to each other, and to the public

40. Flexible Learning & Service Culture • Online student have high, ever escalating service-related expectations • Competition is regional, national, global • Unlike campus-based education, there is no protected market • Delivering online education is part of the service industry

41. Turning Values into PracticeFlexible Service as a Core Business • Define/Publicize/Monitor/Review/Revise Benchmarks • Implement Systems • Develop Policies • Provide Systematic Training • Monitor service levels and benchmarks

42. EXPECT THE BEST AU Service Standards • Your Colleagues: Give and Expect the Best • Expect the Best: Student Service Standards

43. Give and Expect the Best • Staff at AU have a right to expect the best as well. Every day each of us serves our colleagues to assist them with their work in serving other colleagues or students. The standards identified here are meant to provide information about the level of service staff members should expect of each other.

44. Give and Expect the Best cont. Qualitative Service Standards In many ways, these are the standards that speak to a "culture of respect" in which we would all like to work. When asked what aspects reflect a respectful interaction, staff members cite: • addressing the colleague in a respectful way • ensuring not to interrupt a colleague who is busy • asking, not demanding assistance • allowing time for response and action • providing an opportunity for problem solution rather than approaching the supervisor • understanding that at times a colleague may be under stress and need some special consideration • thanking a colleague for a service performed • refraining from sending e-mail when angry • respecting your colleague’s expertise

45. Give and Expect the Best cont. Quantitative Standards are outlined for the following areas: • General Service Expectations • Executive and Senior Managers • Office of the President and University Secretariat • Office of the Vice-President, Academic • Office of the Vice-President Student Services • Counselling Unit • Ombuds Office • Academic Staff • Academic Support Unit • Learning Services, Tutorial • Learning Services, Outreach • Collaborations • Office of the Registrar • Course Materials Production • Computing Services • Library • The Learning Centres • Edmonton • Calgary • Finance • Human Resources • Facilities • Educational Media Development (under development) • VPSS • FOIP and Records Management • Institutional Studies (under development) • Training and Consultation • Public Affairs

46. EXPECT THE BEST AU Service Standards Know The Level Of Service To Which You Are Entitled We’ve established service levels in the following areas: General Information Administrative Service Library Service Course Materials Service Electronic Communication Assistance Academic Support Service Counselling, Advising and Ombuds Services These standards are provided by Athabasca University to: -determine if the service standard is being met; -determine whom to contact for follow-up; and -determine when to involve the Ombuds office.

49. Academic Support Standards(Cont’d)