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Enhancing Faculty Engagement with Asynchronous Learning Networks at Drexel University

Explore the integration of ALN in Drexel University's educational framework, focusing on faculty experiences, initiatives, and responses. Learn about the ALN implementation, faculty perspectives, and potential expansions within the organizational setting.

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Enhancing Faculty Engagement with Asynchronous Learning Networks at Drexel University

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  1. ALN as a Workplace Feature for Faculty Fourth International Conference on Asynchronous Learning Networks Greg Hislop Drexel University

  2. The Drexel Online Degree • College-level initiative • MS in Information Systems • Part-time students, full-time professionals • History • 1994 - 1996: infrastructure and individual courses • 1996: first students for online degree • Approach • Students never meet face-to-face • All activities online • GroupWare implementation

  3. Organizational Setting • Drexel University • Technological university over 100 years old • Private; about 10,000 students • College of Information Science and Technology • Rapid growth; currently about 1,000 students • Full-time faculty doubled in last two years • Five degree programs, BS through Ph.D. Information Systems Library and Information Science Software Engineering

  4. Faculty Issues • ALN status • Growth from research to key operational endeavor • Potential for expansion to other degrees • BSIS • MS LIS • Faculty role • Voluntary, but expectation of involvement by all Systems faculty • Many faculty hired after ALN program started

  5. Faculty Survey • Goals • Provide for faculty input • Start a discussion within the faculty • Share results externally • Structure • Anonymous • Quantified response plus space for comment • Short • High response rate vs. detailed data • Open-ended questions • 19 Responses

  6. Broad Perspective on ALN

  7. Support for Offering Full Degrees

  8. Support for Offering Some Courses

  9. Personal Perspective on ALN

  10. Acceptable Online Teaching Load

  11. Conclusions • Some faculty hesitation • Quality of learning outcome • Treating online teaching as regular load • Operating with a distributed faculty • Appropriateness for full degrees • Traditional age undergraduate • Doctoral • Substantial faculty support • Online education as a permanent feature • Online teaching as a substantial part of load

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